history grade 12 paper 1 essays pdf

• Society and Politics
• Art and Culture
• Biographies
• Publications

Grade 12 History Exam Preparation

This page has resources that will assist Grade 12 History students to prepare for their final exams. By this point, students should know the curriculum content. Students can use this section to revise and practice applying what they have studied.

History Classroom Technical Skills

These packs go through mark allocation, how to analyse sources, how to answer source-based questions and how to structure essays. The following packs should be consulted before attempting to answer past exam papers.

History Paper 1 and 2 will require students to answer source-based questions and essay questions. The papers are split according to topics.

History - Focus on Paper 1 (Live)

In this Grade 12 History Exam Revision live show we take a close look at questions and concepts relating to History Paper 1.

Download the Show Notes: [ http://www.mindset.co.za/learn/sites/...

Impact of the Cold War

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to the Impact of the Cold War.

Download the Show Notes: http://www.mindset.co.za/learn/sites/...

Truth & Reconciliation Commission

In this Grade 12 History Exam Revision lesson we consider how the Truth and Reconciliation Commission (TRC) dealt with South Africa's past.

South Africa Emerging as a Democracy

In this Grade 12 History Exam Revision lesson we consider what were the various obstacles that South Africa faced on the road to democracy.

Impact of Collapse of USSR on SA

In this Grade 12 History Exam Revision lesson we consider how the collapse of the Soviet Union contributed to the ending of Apartheid in South Africa in 1989.

Civil Society Protests

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to Civil Society Protests in South Africa.

Civil Resistance in South Africa

In this Exam Revision lesson we take a close look at Gr 12 History questions and answers relating to Civil Resistance in South Africa.

Gr 12 History: Exam Questions (Paper 1)

In this live Gr 12 History show we take a look at various Exam Questions. In this lesson we work through questions from the Feb/Mar 2013 Paper 1 as preparation for the exams..

Gr 12 History: Exam Questions (Paper 2) 

In this live Gr 12 History show we take a close look at Paper 2 Exam Questions. In this lesson we work through various questions from the Feb/Mar 2013 Paper 2 as preparation for the exams.

Past Papers

Past papers can be used to practice answering questions. It is highly advised to practice writing exam papers before your exam.

Click here for more past papers.

History Grade 12 Study Resources Directory

Steve Biko and the Black Consciousness Movement Grade 12 Essay Guide (Question and Answers)

Black Consciousness Movement Grade 12 Essay Guide (Question and Answers) and Summary: The Black Consciousness Movement (BCM) was a grassroots anti-Apartheid activist movement that emerged in South Africa in the mid-1960s out of the political vacuum created by the jailing and banning of the African National Congress and Pan Africanist Congress leadership after the Sharpeville Massacre in 1960. Steve … Read more

Important History Grade 12 Essays Questions and Answers to Prepare for Exams

History Grade 12 Essays Questions to Prepare For Exams: Below are the most common History Grade 12 essay questions and answers. These questions will help you prepare for the Grade 12 History Exam and Test questions. Important History Grade 12 Essays Questions to Prepare for Exams TOPIC 1: Extension of the Cold War History Grade 12 … Read more

History Grade 12 2023 November Structured Past Question Papers To Simulate Real Exam Conditions

History Grade 12 2023 November Final Exam Question Papers and Memos: On this page, you will find downloadable PDF documents of History Grade 12 2023 November Final Exam Question Papers and Memos. These papers are useful for exam preparations and revisions. The exam question papers on this page are for CAPS curriculum of South Africa, … Read more

Anglo-Boer War Questions and Answers History Grade 12

Anglo-Boer War Questions and Answers History Grade 12: The Anglo-Boer War, also known as the South African War, was a conflict that took place between 1899 and 1902 between the British Empire and the two independent Boer republics of the Orange Free State and the South African Republic. The war was sparked by a number … Read more

History Grade 12 November 2022 Strategically Chosen Past Question Papers To Maximize Learning

Find all term 4 History Grade 12 November 2022 Exam Question Papers and Memos Paper 1 + Paper 2. These past papers will be useful for your History revision studies. As a grade 12 learner, this is your last year of demonstrating that you are capable of achieving greatness in High School. More especially considering … Read more

History Grade 12 May – June 2018 Past Question Papers With Integrated Memos For Detailed Study

Find History Grade 12 previous exam question papers with memorandums for May – June 2018 (mid-year exam). Grade 12 June 2018 exam papers are very useful for learners who want to do revision and practice with real exam questions. My Courses has a large collection of grade 11 question papers for all provinces: Limpopo (LP), … Read more

History Grade 12 2021 June Past Papers and Memos

On this page, you will find History Grade 12 May – June 2021 NSC DBE Exam papers and Memos. The papers are in English and Afrikaans. The papers are already extracted for you to download as pdf files on your mobile device or computer. Grade 12 History students are expected to write a mid-year exam (June Exams). Marks for … Read more

History Grade 12 exam guidelines – 2024 Scope pdf download

History Grade 12 exam guidelines 2024 pdf download: It is easier to study when you know what is likely to be assessed by the History Grade 12 examiners. Grade 12 mid-year (June) and final year (November) are set by external examiners. The Curriculum and Assessment Policy Statement (CAPS) for Agricultural Management Practices outlines the nature … Read more

2018 History Grade 12 November question papers and memos download

2018 History Grade 12 November question papers and memos download pdf: paper 1 and paper 2 List of 2018 History Grade 12 November question papers and memos download Hey, Grade 12 Learners. My Courses portal has everything you needed to ace your matric exams, tests, assessments, research tasks, and assignments. Feel free to explore all … Read more

The Social and Economic Impact and Changes Brought about by the Natives Land Act of 1913

Let’s critically discuss the social and economic impact and changes brought about by the natives land act of 1913. This content is ideal for “The native land act 1913 essay grade 10.” The Natives Land Act of 1913: Unraveling its Social and Economic Impact and Lasting Changes The Natives Land Act of 1913 was a … Read more

HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021

HISTORY PAPER 1 GRADE 12 NATIONAL SENIOR CERTIFICATE EXAMINATIONS MEMORANDUM MAY/JUNE 2021

1. SOURCE-BASED QUESTIONS  1.1 The following cognitive levels were used to develop source-based questions: 

1.2 The 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.
• In the allocation of marks, emphasis should be placed on how the requirements  of the question have been addressed. 
• In the marking guideline, the requirements of the question (skills that need to  be addressed) as well as the level of the question are indicated in italics.
• When assessing open-ended source-based questions, learners should be  credited for any other relevant answers.
• Learners are expected to take a stance when answering ‘to what extent’  questions in order for any marks to be awarded. 

1.3 Assessment 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 (✔✔✔✔); (1 x 2) which translates to one reason  and is given two marks (✔✔).
• If a question carries 4 marks then indicate by placing 4 ticks (✔✔✔✔). 

Paragraph question   Paragraphs are to be assessed globally (holistically). Both the content and  structure of the paragraph must be taken into account when awarding a mark. The  following steps must be used when assessing a response to a paragraph question:

• Read the paragraph and place a bullet (.) at each point within the text where  the candidate has used relevant evidence to address the question. 
• Re-read the paragraph to evaluate the extent to which the candidate has been  able to use relevant evidence to write a paragraph.
• At the end of the paragraph indicate the ticks (√) that the candidate has been  awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the  holistic rubric and a brief comment e.g. ______________________________________ . _________________________ _________________ . ____________________________ . _________________ Level 2 √√√√√ 

Used mostly relevant evidence to write a basic paragraph 

• Count all the ticks for the source-based question and then write the mark on the  right-hand bottom margin, e.g. 32 / 50
• Ensure that the total mark is transferred accurately to the front/back cover of  the answer script. 

2. ESSAY QUESTIONS  2.1 The 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  answer the question posed. It is essential that an essay has an introduction,  a coherent and balanced body of evidence and a conclusion. 

2.2 Marking 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  those included in a specific essay marking guideline for a specific essay. 

2.3 Global assessment of the essay  The essay will be assessed holistically (globally). This approach requires the  teacher to assess the essay as a whole, rather than assessing the main points of  the essay separately. This approach encourages the learner to write an original  argument by using relevant evidence to support the line of argument. The learner  will not be required to simply regurgitate content (facts) in order to achieve a level  7 (high mark). This approach discourages learners from preparing essays and  reproducing them without taking the specific requirements of the question into  account. Holistic marking of the essay credits learners' opinions that are supported  by evidence. Holistic assessment, unlike content-based marking, does not penalise  language inadequacies as the emphasis is on the following: 

• The learner's interpretation of the question
• The appropriate selection of factual evidence (relevant content selection) 
• The construction of an argument (planned, structured and has an independent  line of argument) 

2.4 Assessment procedures of the essay  2.4.1 Keep the synopsis in mind when assessing the essay.  2.4.2 During the reading of the essay, ticks need to be awarded for a relevant  introduction (which is indicated by a bullet in the marking guideline), the  main aspects/body of the essay that sustains/defends the line of argument  (which is indicated by bullets in the marking guideline) and a relevant  conclusion (which is indicated by a bullet in the marking guideline).  For example in an essay where there are five (5) main points there could be  about seven (7) ticks.  2.4.3 Keep the PEEL structure in mind in assessing an essay. 

2.4.4 The following symbols MUST be used when assessing an essay: 

• Introduction, main aspects and conclusion not properly contextualised  ^ 
• Wrong statement _________________ 
• Irrelevant statement |                                  |                                  | 
• Repetition R 
• Analysis A√ 
• Interpretation I√ 
• Line of Argument LOA 

2.5 The matrix  2.5.1 Using 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 point of  intersection of the content and presentation based on the seven competency  levels, a mark should be awarded.  (a) The first reading of the essay will be to determine to what extent the  main aspects have been covered and to allocate the content level (on  the matrix). 

(b) The second reading of the essay will relate to the level (on the matrix)  of presentation. 

(c) Allocate an overall mark with the use of the matrix.

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50 

*Guidelines for allocating a mark for Level 1: 

• Question not addressed at all/totally irrelevant content/no attempt to structure the essay = 0
• Content selection includes basic and generally irrelevant information; no attempt to structure the essay = 1 – 6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE UNITED STATES OF AMERICA RESPOND TO THE DEPLOYMENT OF SOVIET MISSILES TO CUBA IN 1962? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] 'The movement of Soviet personnel and equipment to Cuba (1 x 2) (2) 1.1.2 [Extraction of evidence from Source 1A – L1]

• 'US ships and planes began taking photographs of every Cuban-bound Soviet vessel'
• 'U-2 spy planes began regular reconnaissance (exploration) flights over the island' (2 x 1) (2)

1.1.3 [Extraction of evidence from Source 1A – L1]

• '… the arrival in Cuba of surface-to-air missiles'
• 'missiles equipped with torpedo boats'
• 'large numbers of Soviet military personnel'
• 'The Soviets continued to construct bases'
• 'The Soviet Union was busy building missiles sites in Cuba' (any 2 x 1) (2)

1.1.4 [Interpretation of information from Source 1A – L2]

• The USA will protect herself and her allies against communist aggression at all costs
• The USA would go to war if necessary
• The USA will not allow the Soviet Union to proceed with the military build up of offensive weapons in Cuba
• The USA was persistent in her stance to contain the spread of communism in the western hemisphere
• Any other relevant response (any 2 x 2) (4)

1.1.5 [Interpretation of information in Source 1A – L2]

• To restore the balance of power and demonstrate the Soviet Union's strength during the Cold War
• To protect/ defend Cuba from a possible American attack
• To ensure the spread of communism in Cuba and Latin America
• To challenge the US government regarding the deployment of US missiles in Turkey and Italy
• Part of brinkmanship (strategy)
• To test President Kennedy's resolve as leader of the free world

1.2 1.2.1 [Explanation of historical concept in Source 1B –L1]

• A battery of ships from the USA were deployed to Cuba in a circular formation to prevent Soviet ships that carried offensive weapons from entering Cuba
• Any other relevant response (any 1 x 2) (2)

1.2.2 [Extraction of evidence from Source 1B – L1] In the interest of:

• 'NATO security'
• 'Western Europe security'
• 'US security' (any 2 x 1) (2)

1.2.3 [Interpretation of evidence in Source 1B – L2]

• The USA did not want to provoke a military reaction from the Soviet Union because it could have led to the death of millions of people on both sides of the conflict
• The USA did not want to be seen as the aggressor/cause of a possible nuclear war

1.3 1.3.1 [Analysis of information from Source 1C – L2]

• The women felt that the crisis had the potential to destroy both countries - 'Peace or Perish'
• The women felt that the United Nations Organisation should step in and resolve the crisis as both countries refused to give in to reach other's demands - 'UN HANDLE THE CUBAN CRISIS!'
• The women were worried that the Cuban Missile Crisis could escalate into a 'hot war' and therefore 'PERISH'
• The women felt that 'PRESIDENT KENNEDY SHOULD BE CAREFUL' because the quarantine might provoke a military reaction from the Soviet Union/ Americans could have reacted negatively because of Kennedy's stance

1.3.2 [Ascertain the usefulness of the evidence in Source 1C – L3] The source is USEFUL because:

• It is a primary source – the photograph gives first-hand information of what Americans felt about the Cuban Missile Crisis
• The date of the picture (23 October 1962) corresponds with the date of the actual historical event
• The purpose of the source is to show that the US public was concerned about the Cuban Missile Crisis which could have escalated into a 'hot' war leading to a global catastrophe
• It gives a better understanding of how some of the US public responded to the Cuban Missile Crisis

1.4 1.4.1 [Extraction of evidence in Source 1D – L1]

• 'issuing an ultimatum’
• ‘and you are threatening that if we do not obey your orders, you will use force’ (any 1 x 2) (2)

1.4.2 [Extraction of evidence in Source 1D – L1]

• 'We firmly adhere to the principles of international law'
• 'We strictly observe the standards regulating navigation on the open sea, in international waters'
• 'We observe these standards and enjoy the rights recognised by all nations'
• 'The Soviet government considers the violation of the freedom of navigation in international waters and air space to constitute an act of aggression propelling (pushing) humankind onto the brink (edge) of a global nuclear-missile war'
• ‘… Unfortunately, people of all nations, and not least the American people themselves, could suffer heavily from madness such as this’
• ‘the Soviet government cannot instruct captains of Soviet ships bound for Cuba to observe orders of American naval forces blockading this island’
• ‘we will not remain mere observers of pirate actions by American ships in the open sea’ (any 2 x 1) (2)

1.4.3 [Interpretation of information in Source 1D – L2] The Soviet Union:

• Did not accept the USA's quarantine that was imposed on their (Soviet Union's) ships
• Viewed the quarantine as an unlawful act
• Felt that the USA was going against international law regarding the navigation of ships in the open seas
• Would react against American aggression

1.5 [Comparison of evidence in Sources 1B and 1D – L3]

• Source 1B states that the US imposed a blockade (quarantine) because it presumed it had a less of a military connotation whilst in Source 1D Khrushchev viewed the quarantine as an ultimatum and a threat to use military force to intimidate the Soviet Union
• Source 1B states that the quarantine was imposed by the USA to show its determination regarding the removal of the missiles from Cuba without causing a war whilst in Source 1D Khrushchev saw the quarantine as an act of aggression against the Soviet Union
• Source 1B states that the USA wanted to avoid military action whilst in Source 1D the Soviet Union threatened war if the USA prevented them from entering Cuba
• Source 1B states that the quarantine was a means of communicating intent and determination to get the missiles removed from Cuba whilst Source 1D sees the quarantine as a violation of the freedom of navigation in international waters as 'an act of aggression'

1.6 [Interpretation, evaluation and synthesis of evidence in relevant sources – L3] Candidates could include the following aspects in their response:

• Kennedy became concerned about the military build-up of Soviet Union's defensive arms in Cuba (Source1A)
• Kennedy warned the Soviet Union that the USA will do whatever it takes to protect its own security and that of its allies (Source 1A)
• The USA took photographs of Soviet nuclear missile sites that were being built in Cuba on 14 October 1962 (Source 1A)
• The USA spy planes began regular reconnaissance (exploration) flights over the island.
• President Kennedy imposed a quarantine on Soviet ships that intended entering Cuba (Source 1B)
• Some ExComm members wanted the USA to use military force to enforce the quarantine (Source 1B)
• A group of America women protested and cautioned President Kennedy on how to respond to the deployment of Soviet missiles to Cuba (Source 1C)
• A group of American women were in favour of the UN resolving the Cuban Missile Crisis peacefully or 'PERISH' (Source 1C)
• The USA announced a Defence Readiness Condition level 2 (DEFCON 2) which called for the USA's high readiness of its defence forces (own knowledge)
• The USA engaged in brinkmanship to ensure world peace (own knowledge)
• The USA reached a compromise with Soviet Union in order to resolve the Cuban Missile Crisis (own knowledge)
• Any other relevant response

Use the following rubric to allocate a mark:

QUESTION 2: HOW DID CUBA SUPPORT THE POPULAR MOVEMENT FOR THE LIBERATION OF ANGOLA (MPLA) DURING THE ANGOLAN CIVIL WAR OF 1975? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] 'getting to know the revolutionary movements in that country' (1 x 2) (2) 2.1.2 [Extraction of evidence from Source 2A – L1]

• 'train 10 men in Cuba in guerilla warfare'
• 'send a crew to fly a DC-3 (aeroplane) from Zambia or the Congo to Angola, transporting equipment for the guerrillas'
• 'send a high-level delegation to Cuba to discuss relations with our Party' (any 2 x 1) (2)

2.1.3 [Interpretation of evidence from Source 2A – L2]

• To strategise on how to prepare the soldiers when the enemy attacks
• To familiarise the Cuban troops about the landscape of the battle ground
• This familiarisation would help the Cuban soldiers to respond appropriately

2.1.4 [Ascertain the reliability of Source 2A – L3] RELIABLE TO A LARGE EXTENT

• It is part of a letter that contains first-hand information on how Cuba intended to support the MPLA
• The letter was written by a high-profile Cuban government official, Commander Manuel Piñeiro Losada (Vice Minister of the Interior in Cuba) to the Cuban Minister of the Revolutionary Armed Forces
• It highlights Cuba's intention to respond to the MPLA's official request for military assistance
• The date, July 1975, is aligned to the events that took place in Angola

RELIABLE TO A LESSER EXTENT

• The letter is biased regarding the reasons it gave for Cuba's assistance of the MPLA
• It is a communication between the two Cuban Ministers regarding Cuba's involvement in Angola – hence it is one sided, written from a Cuban perpsective

2.2 2.2.1 [Extraction of evidence from Source 2B – L1]

• 'The training programme as proposed by Argüelles, included 480 Cuban specialists’
• ‘the set-up of four camps within Angola located in Cabinda, Salazar (N'Dalatando), Benguela and Henrique de Carvalho (Saurimo)'
• 'Over the next six months, the Cubans would train 4 800 MPLA recruits into 16 infantry battalions, supply 25 mortar batteries as well as various anti-aircraft units' (‘2 x 1) (2)

2.2.2 [Extraction of evidence from Source 2B - L1)

• 'General Abelardo Colomé Ibarra'
• 'General Ramón Espinosa Martín' (2 x 1) (2)

2.2.3 [Interpretation of evidence from Source 2B – L2]

• Cabinda was a province in Angola that had rich mineral resources such as oil
• To protect Cabinda from the enemies of the MPLA, such as the FNLA and Zairian allies
• It was a strategic port province which was used to export raw materials from Angola and therefore needed protection
• It was an entry point into mainland Angola
• Because of the presence of SADF forces and allies in Angola
• Any other relevant response (2 x 2) (4)

2.3 [Comparison of evidence in Sources 2A and 2B – L3]

• Source 2A outlines Cuba's support regarding Angola's request for military assistance and Source 2B outlines how the Cuban representative (Argüelles) met with MPLA leader (Neto) to state how they would assist the MPLA
• Source 2A explains the three requests (of military support) that Angola made to Cuba and in Source 2B a programme for military support by Cuba for implementation in Angola is evident
• In Source 2A Cuba commits itself to send a delegation to Angola to assess the landscape (terrain) and in Source 2B the first batch of Cuban troops arrive in Angola via Cabinda

2.4 2.4.1 [Explanation of a historical concept from Source 2C – L1]

Related Items

• MATHEMATICAL LITERACY PAPER 2 GRADE 12 ADDENDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• MATHEMATICAL LITERACY PAPER 1 GRADE 12 ADDENDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• VISUAL ARTS GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• VISUAL ARTS GRADE 12 QUESTIONS - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• TOURISM GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• TOURISM GRADE 12 QUESTIONS - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• RELIGION STUDIES PAPER 2 GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• RELIGION STUDIES PAPER 2 GRADE 12 QUESTIONS - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• RELIGION STUDIES PAPER 1 GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• RELIGION STUDIES PAPER 1 GRADE 12 QUESTIONS - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021
• Angola was free from Portuguese colonial rule and could govern itself through its own constitution and people
• Any other relevant response (1 x 2) (2)

2.4.2 [Extraction of evidence in Source 2C – L1]

• 'to support the MPLA'
• 'to hold back the offensive so that the Angolan capital would not fall to enemy hands before the Portuguese left'
• 'to keep up resistance until reinforcements arrived' (1 x 2) (2)

2.4.3 [Interpretation of evidence in Source 2C – L2]

• To be viewed as ordinary citizens/civilians
• They did not want to be recognised as Cuban soldiers going on a mission to assist the MPLA in Angola (it was a highly confidential operation)
• To hide their real identity as members of the Cuban trained force (military)

2.4.4 [Extraction of evidence from Source 2C – L1]

• 'a substantial load of light artillery'
• 'small arms'
• 'three 75 mm cannons'
• 'three 82 mm mortars' (any 2 x 1) (2)

2.5 2.5.1 [Interpretation of evidence from Source 2D – L2] To:

• To show the celebration of the 40th anniversary of the launch of 'Operation Carlota'
• Confirm the continued strong relations between Cuba and Angola
• Highlight the role that Cuba played in the history of Angola
• Pay tribute to Cuba for the role it played in Angola during independence

2.5.2 [Interpretation of evidence from Source 2D – L2]

• Agostinho Neto and Fidel Castro were leaders of Angola and Cuba respectively
• To confirm that the presence of Cuban troops in Angola were endorsed by both leaders
• The two leaders were directly responsible for the coordination of 'Operation Carlota'
• It demonstrates that both leaders believed in the same political ideology of communism and wanted to see it thrive, especially in Africa

2.6 [Interpretation, analysis and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response:

• Cuba responded to Angola's request for assistance through a letter written by the Vice Minister of Interior (Commander Losada) to the Cuban Minister of Revolutionary Forces (Source 2A)
• Cuba's support of the MPLA was meant to defend communism (own knowledge)
• Cuba sent a reconnaissance team to Angola to assess its landscape as a way of preparing soldiers to do battle in Angola (Source 2A)
• Brigadier General Argüelles (from Cuba) and Neto (Angola) held meetings to outline how Cuba would assist the MPLA (Source 2B)
• Cuba was involved in a training programme that was agreed by both parties (Cuba and Angola) (Source 2B)
• Cuban special troops were flown (from Cuba) in September 1975 and landed in Angola via Cabinda (Source 2B)
• Cuba provided technical training to MPLA's military wing (FAPLA) (own knowledge)
• Cuba also assisted the MPLA with medical personnel and supplies (own knowledge)
• Cuba launched 'Operation Carlota' by sending a special battalion of highly skilled soldiers to Angola from November 1975 to support the MPLA (Source 2C)
• Cuban support of Angola is remembered through the yearly commemorations of 'Operation Carlota' (Source 2D)

QUESTION 3: WHAT ROLE DID ELAINE BROWN PLAY IN THE BLACK PANTHER PARTY DURING THE 1960s AND 1970s? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1]

• 'Jay Kennedy, a Los Angeles writer and member of the Communist Party'
• 'The piano lessons she gave in a Watts Housing Project in the summer of 1967'
• Her experiences in Watts served as a social and racial awakening (any 2 x 1) (2)

3.1.2 [Extraction of evidence from Source 3A – L1]

• 'helped establish the party's first Free Breakfast for Children programme outside of Oakland, California'
• 'By 1971 Brown became editor of the party paper, The Black Panther,
• ‘Chairwoman of the Black Panther Party’ (any 2 x 1) (2)

3.1.3 [Interpretation of evidence from Source 3A – L2]

• It shows that the BPP was moving away from patriarchal (male dominated) leadership
• The BPP acknowledged the role of women within the party by appointing an African American woman, to its highest committee
• It broke the stereotype that women cannot serve on a party's highest committee
• The BPP demonstrated support for non-sexist approach to leadership roles

3.1.4 [Extraction of evidence from Source 3A – L1] 'In 1974 Huey Newton had ousted Black Panther founder Bobby Seale from the party and two days later Brown was elevated to the position of the chairwoman of the Black Panther Party (BPP)' (1 x 2) (2) 3.2 3.2.1 [Extraction of evidence from Source 3B – L1]

• 'I have all the guns and the money'
• 'I can withstand challenge from without and from within' (2 x 1) (2)

3.2.2 [Interpretation of evidence from Source 3B – L2] To a larger extent:

• Elaine Brown was the first African American woman to occupy a senior leadership position in the BPP
• It was unusual for a woman to assume a leadership position in an organisation associated with violence
• Appointing an African American woman to leadership position was going against the norm of a male dominated USA
• Her leadership as a woman inspired youth and women to occupy leadership positions in the community
• Any relevant response

To a lesser extent:

• Brown was not democratically elected but was appointed
• Leadership positions should not be bestowed on female members of an organisation
• Gender should not play a role in appointing people to leadership positions
• Any relevant response (any 2 x 2) (4)

3.2.3 [Interpretation of evidence in Source 3B – L2]

• Elaine Brown was not intimidated by male members of the BPP
• She did not tolerate any deviation from the philosophy of the BPP
• She was duly appointed as chairwoman of the Black Panther Party (BPP) and hence could not be removed by disgruntled members
• There were still males in the USA that undermined women in leadership positions

3.3 3.3.1 [Interpretation of evidence in Source 3C – L2] To show that:

• Huey Newton was still supported by high-ranking members of the BPP such as Elaine Brown
• The three women / members were celebrating (happy with) the return of Huey Newton from exile in Cuba
• As a leader Elaine Brown welcomed Huey Newton back without feeling threatened

3.3.2 [Interpretation of evidence from Source 3C – L2]

• It shows that the BPP was powerful and could overcome challenges that confronted it
• The raised clenched fists symbolise a victory with the return of Huey Newton
• Represents unity within the BPP
• Any other relevant response (1 x 2 ) (2)

3.4 [Comparison of Sources 3B and 3C – L3]

• In Source 3B Elaine Brown addressed members as leader of the BPP while in Source 3C she addressed the media as the leader of the BPP regarding the return of Huey Newton from exile in Cuba
• In Source 3B Elaine Brown told members of the BPP that Newton had gone into exile while in Source 3C she welcomed him back from exile
• In Source 3B Elaine Brown served as an inspiration to African American youth as well as women and in Source 3C Elaine Brown is seen with other women welcoming Huey Newton back from exile
• Both sources (Sources 3B and 3C) show Elaine Brown as the leader of BPP

3.5 3.5.1 [Extraction of evidence from Source 3D – L1]

• 'Committing your life'
• 'Surrender up something of ourselves, our lives' (2 x 1) (2)

3.5.2 [Extraction of evidence from Source 3D – L1]

• 'John Huggins'
• 'Bunchy Carter' (2 x 1) (2)

3.5.3 [Definition of a historical concept from Source 3D – L1]

• Leading by authoritarian rule using dictatorial powers e.g. E. Hoover of the FBI
• Leading by suppressing all opposition

3.5.4 [Interpretation of evidence from Source 3D – L2]

• Protect the African Americans from police harassment
• Protect the liberation of African Americans
• Teach African Americans about their constitutional rights
• Instil self- reliance and pride amongst African Americans
• To improve the quality of the lives of African American through community programmes

3.5.5 [Explaining the limitations of Source 3D – L3] The source is limited because:

• It gives a one-sided/ biased account of the some of the challenges the BPP faced
• It gives only Elaine Brown's view of the BPP

3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: The role of Elaine Brown:

• She helped to the establish the Free Breakfast Programme in Oakland, California (Source 3A)
• Was the editor of the Black Panther (Source 3A)
• Was the first appointed female African American member of the Panther's Central Committee as Minister of Information (Source 3A)
• Ran for Oakland City Council in 1973 (Source 3A)
• Was the first African American woman to lead the Black Panther Party (BPP) (Sources 3A and 3B)
• Sought recognition for women in the Black Panther Party (BPP) (Source 3B)
• Played an administrative role in the BPP (own knowledge)
• Was assertive in her position in the male dominated Black Panther Party (BPP) (Source 3B)
• Kept the philosophy of Black Power alive in the absence of Huey Newton while he was in exile (Source 3B)
• Was autocratic and did not want to be challenged (Source 3B)
• Supported unity within the Black Panther Party (BPP) (Source 3C)
• Led the BPP delegation that welcomed Huey Newton when he returned from exile (Source 3C)
• Supported the Black Panther Party (BPP) Executive Mandate Number One (Source 3D)
• Led a lobby for the Oakland African Americans to get permanent jobs during the construction of the Grove Shafter Freeway (Own knowledge)

SECTION B: ESSAY QUESTIONS QUESTION 4: CASE STUDY – CHINA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should explain to what extent Mao Zedong's policies of the Great Leap Forward and the Cultural Revolution were successful in increasing the industrial and agricultural production in the People's Republic of China between 1958 and 1969.

MAIN ASPECTS Candidates should include the following aspects in their response: Introduction: Candidates should take a line of argument by stating to what extent the Great Leap Forward and the Cultural Revolution were successful in increasing China's industrial and agricultural output. They need to support their stance with relevant evidence.

ELABORATION Candidates could include the following points in their answer: The First Five Year Plan and the Hundred Flowers Campaign as background only.

The Great Leap Forward: Industries

• The main reason for the Great Leap Forward was to ensure that China becomes a top industrial power and could compete with the West and other European countries
• To end privatisation and introduce nationalisation
• Introduction of backyard industries in communes
• Depended on unskilled human resources (peasants) to work in the industries
• Production of iron and steel dropped because of a lack of incentives and poor working conditions
• The production of coal dropped dramatically
• Industrial output dropped
• Poor quality of iron, steel and other products

Agriculture

• It aimed to industrialise China so that it could overtake capitalist countries; improve agricultural production similar to that of western countries
• Mao Zedong wanted to speed up agricultural production through the Second Five Year Plan of 1958
• Agricultural output was not enough to sustain urban consumption and to serve workers for industrialisation
• Focused at ending privatisation and introducing nationalisation
• Embarked on collectivisation of farms into 'Peoples communes'
• Communes were expected to be self-sufficient and to produce according to quotas set by the state
• Agricultural targets were not reached
• Propaganda used to increase agricultural and industrial production

Failures of the Great Leap Forward:

• Owing to bad planning; poor support to peasants; corrupt local officials; high taxation on farm products the Great Leap Forward failed to realise its objectives
• Backyard industries produced inferior quality goods that contributed to the collapse of this sector
• Peasants were reluctant to produce because of a lack of incentives
• The industrialisation of China depended on unskilled peasants rather than on modern machinery
• Poor quality of iron and steel were produced in backyard furnaces
• China was hit by severe drought which led to famine, killing millions of people though starvation 'known as the Bitter Three Years'
• This resulted in the Great Leap forward being a dismal failure
• Mao resigned as President of China but kept his position as Chairman of the Chinese Communist Party
• In 1962 he handed over responsibility of the economy to President Liu Shaoqi and CCP General Secretary Deng Xiaoping and withdrew from the political scene
• China's economy was in a state of bankruptcy

The Cultural Revolution:

• The main purpose was to regain the authority that was lost due to the failure of the Great Leap Forward
• Mao launched the Cultural Revolution in 1966 to regain power
• Mao made a call to the Chinese public to rid the country of those who were anti-revolutionary
• This call was answered by students who organised themselves into the Red Guards
• Red Guards were influenced by the propaganda in the Little Red Book
• They educated peasants on principles of communism; taught them reading and writing
• Red Guards started to purge opponents of communism
• Moderates were eliminated and millions of opponents were killed
• Churches, mosques, schools and universities were destroyed and anti-communist art and books were burned and destroyed
• Red Guards urged to destroy the 'Four Olds' (Old ideas, Old traditions, Old culture, and Old habits)
• Huge demonstrations were held in Tiananmen Square, Beijing and posters and pictures of Mao were put up everywhere
• Deng Xiaoping and Liu Shaoqi were removed from office
• The Red Guards got rid of professionals and parents who were suspected of being anti-revolutionary
• Industrialisation was negatively affected and production came to a standstill in 1968
• Mao forced to call in the army to restore law and order
• Millions of Chinese students were sent to the countryside for re-education
• A generation of Chinese were left without formal education
• People lost confidence in the Chinese Communist Party
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should critically discuss whether Mobuto Sese Seko (Congo) and Julius Nyerere (Tanzania) were able to overcome the political and economic challenges that their respective countries faced after attaining independence from colonial rule in the 1960s.

MAIN ASPECTS Candidates could include the following aspects in their response: Introduction: Candidates should take a stance by indicating whether Mobuto Sese Seko (the Congo) and Julius Nyerere (Tanzania) were able to overcome the political economic challenges that their respective countries faced after attaining independence from colonial rule in the 1960s. Candidates should indicate how they intend supporting their line of argument.

ELABORATION In responding to the question, candidates could include the following points in their answer:

Political challenges: The Congo:

• After attaining independence through democratic elections (the Congo (1960): J Kasavubu became President and P Lumumba became Prime Minister (background)
• The period after independence was characterised by violence and political upheaval (background)
• After holding multi-party elections at independence, the Congo became a one-party-state within the first five years after gaining independence (background)
• Mobuto Sese Seko came to power by a military coup and remained as 'president for life' until his death in 2007
• Mobuto Sese Seko created a kleptocracy were a group of appointed public officials abused their position for financial gain
• Sese Seko established a strong military centralised government and achieved political stability (through authoritarianism)
• Applied the policy of Africanisation and replaced foreigners with locals (Zairians)
• Attained independence through democratic elections (Tanzania 1961: J Nyerere became Prime Minister)
• Smooth transition - peaceful change/racial harmony/commitment to promotion of human equality and dignity were the hallmarks of the new leadership
• After holding multi-party elections at independence Tanzania became a one-party-state
• Nyerere amended the constitution to become President (1962)
• Nyerere remained as 'president for life' between the 1960s and 1970s
• Nyerere introduced the 'Leadership Code' in the Arusha Declaration which demanded high levels of integrity from public officials
• Applied the policy of Africanisation
• African socialism / Ujamaa was implemented in an effort to uplift the life of Tanzanians
• Establishment of the United Republic of Tanzania (1964)
• Nyerere created a centralised and unitary state

Economic challenges The Congo:

• Inherited a single product economy from Belgium
• Sese Seko relied heavily on agriculture and mineral extraction (one product economy) and this had a negative impact on Congo's economy
• Lacked a vibrant manufacturing sector
• Followed a capitalist economic system
• Zaireanisation (replacing foreigners with Zairean nationals) failed due to inexperience/ corruption/mismanagement/ neglect
• The economy was characterised by nepotism and elitism (huge gulf between the rich and the poor emerged)
• Nationalised land and industries this led to poor roads and bridges
• Decline in the state of infrastructure
• Increased the gap between the rich and the poor
• Application of Retrocession (reversal of Zaireanisation)
• Dependant on foreign aid and investment, e.g. from the World Bank
• Inherited single product economy from Britain
• Relied heavily on agricultural and mineral extraction (one product economy) and was unable to develop a credible manufacturing sector
• Followed an African socialist economic system
• Arusha Declaration (abolished exploitation/reduction of income gap between the poor and the rich/ownership of the country's resources)
• Villagisation (collective villages) improved service delivery/created a stable society that was free from economic inequalities). However, farmers refused to leave their ancestral lands and agricultural production fell dramatically
• Most companies that were nationalised became bankrupt
• Exports declined and poverty rose dramatically
• Attempts to make Tanzania self- sufficient failed
• Tanzania managed to minimise the gap between the rich and the poor
• Tanzania reverted to dependence on foreign aid / loans in the 1970s, e.g. from the World Bank
• Conclusion: Candidates should tie their argument with a relevant conclusion. [50]

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should indicate whether they agree or disagree that American civil rights activists were successful in using various forms of protests to end discrimination in the United States of America in the 1960s. In the main, candidates must select examples of mass-based, non-violent protests that the Civil Rights Movement embarked on, such as sit-ins, mass demonstrations and marches until the passing of the Civil Rights Act in 1964 and the Voters Act in 1965 to support their line of argument.

MAIN ASPECTS Candidates should include the following aspects in their response: Introduction: Candidates should take a stance by agreeing or disagreeing that civil rights activists were successful in using various forms of protests to end discrimination in the United States of America in the 1960s. Candidates could also outline how they intend to support their line of argument.

ELABORATION In agreeing with the statement candidates could include the following points in their essays:

• Sit-ins (from 1960) – Greensboro, North Carolina, four students staged a 'sit-in' at a 'whites-only' lunch counter; In summer 1961 businesses in Greensboro desegregated; Sit-ins spread across the segregated south; Black and white students formed the Student Non-violent Coordinating Committee (SNCC) to support the Civil Rights Movement; Concept of 'sit-ins' spread to other segregated facilities such as 'pray-ins', 'read-ins', 'wade-ins'
• 'Freedom Riders' (non-racial/non-violent) - ('sat-in' buses and travelled from north to the deep south to test the new federal laws prohibiting segregation on the national bus system, were attacked by mobs, bombed, thrown in jail and not protected by the local police, thousands volunteered and President Kennedy was forced to order the federal marshals to protect the Freedom Riders; Tough new legislation introduced by the federal order; 1 November 1961 officially all interstate public facilities were desegregated Demonstrations and marches
• Birmingham Campaign, 1963: (Mass demonstrations were met with violent and vicious reaction from police (water cannons, dogs, etc. were used to terrorise non-violent protestors) President Kennedy stated on TV that 'racial segregation' was a 'moral issue' that 'had no place in American life'. On 10 May 1963 the city's businesses and municipalities announced that municipal facilities would be desegregated. Attacks and murders of African Americans in the city continued (e.g. Medgar Evans, Bombing of 16th Street Baptist Church)
• March on Washington 28 August 1963: (250 000 people took part in a non-racial, non-violent march on Washington to demand full equality and jobs; Martin Luther King Jnr gave 'I have a dream speech')
• Freedom Summer (1964) – More than 70 000 students many from northern states, local SNCC, CORE and NAACP activists worked to register African Americans in Mississippi and teach in Freedom Schools (literacy, history); Activists and volunteers were met with violence from white segregationist mobs and police officers
• Selma-Montgomery marches (March 1965): A voter registration campaign to demand that African Americans be allowed to register to vote (only 2.5% of African Americans were registered as voters due to intimidation and racist attacks)
• First March on 7 March 1965 (600 protestors from Selma were brutally attacked by Alabama state troopers and were forced to abandon the march in what became known as 'Bloody Sunday' which was captured on national television
• Second March 9 March 1965 (1500 protestors led by Martin Luther King Jr were confronted by police at the Edmund Pettus Bridge) - King ordered marchers to turn back to avoid confrontation
• Third March 21 March 1965 (The march started with around 2000 and by the 25 March, the number had increased to around 50 000)
• President Johnson placed the Alabama National Guard and the US army under federal control to protect the protestors (Marchers reached Montgomery and were addressed by speakers such as Martin Luther King Jr)
• President Johnson was pressurised to pass the 1965 Voting Rights Act: (it outlawed obstacles such as literacy tests, poll taxes to voting. This resulted in the Civil Rights Movement achieving equality before the law)
• The Civil Rights Act was passed (2 July 1964) - it barred discrimination and segregation in the employment of Americans and at all public facilities
• The Voting Rights Act was passed (6 August 1965) - It outlawed obstacles (such as literacy tests, poll taxes) to voting which had been put in place to prevent African Americans from registering as voters; The Civil Rights Movement achieved equality before the law
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] If candidates should state they disagree, they should substantiate their line of argument with relevant evidence.

Related items

• Mathematics Grade 12 Investigation 2023 Term 1
• HISTORY PAPER 2 GRADE 12 ADDENDUM - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 2 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• TECHNICAL SCIENCES PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2022
• MATHEMATICS LITERACY PAPER 2 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS JUNE 2022

You are using an outdated browser. Please upgrade your browser or activate Google Chrome Frame to improve your experience.

HSTORY T2 Gr. 12 Black Consciousness Essay

Grade 12: The Challenge of Black Consciousness to the Apartheid State (Essay) PPT

Do you have an educational app, video, ebook, course or eResource?

Contribute to the Western Cape Education Department's ePortal to make a difference.

Home Contact us Terms of Use Privacy Policy Western Cape Government © 2024. All rights reserved.