HISTORY P1
GRADE 12
JUNE 2016
NATIONAL SENIOR CERTIFICATE
INSTRUCTIONS AND INFORMATION
SECTION A: SOURCE-BASED QUESTIONS
Answer at least ONE question, but not more than TWO from this section.
Source material to be used to answer these questions is contained in the ADDENDUM.
QUESTION 1: HOW DID THE CREATION OF NEW SPHERES OF INTERESTS INTENSIFY COLD WAR TENSIONS BETWEEN THE UNION OF SOVIET SOCIALIST REPUBLICS AND THE UNITED STATES OF AMERICA AFTER 1945?
Study Sources 1A, 1B, 1C and 1D to answer the questions that follow.
1.1 Refer to Source 1A.
1.1.1 Using information from the source and your own knowledge, define the concept, communism. (1 x 2) (2)
1.1.2 What, according to Marx, was wrong with capitalism? (1 x 1) (1)
1.1.3 Explain Stalin’s comment towards capitalism in the context of the Cold War in Europe. (2 x 2) (4)
1.1.4 Give TWO reasons from the source, why Stalin asked for sacrifices on the part of the Soviet people. (2 x 1) (2)
1.2 Use Source 1B.
1.2.1 What, according to the source, were the two threats that prompted Churchill to deliver the ‘Iron Curtain’ speech? (2 x 1) (2)
1.2.2 Why, according to Churchill, did Russia want to extend her sphere of involvement in Europe? (1 x 1) (1)
1.2.3 Explain whether you would consider Churchill’s speech biased. (2 x 2) (4)
1.3 Consult Source 1C.
1.3.1 Using the source, mention THREE ways that would serve as solutions for the economic situation of the European countries. (3 x 1) (3)
1.3.2 Why did the USA get involved in Europe during the Cold War? Give TWO reasons for the answer. (2 x 2) (4)
1.3.3 How, according to the source, did the USA intend to fight communism? (3 x 1) (3)
1.4 Refer to Source 1D.
1.4.1 What messages does the cartoon convey regarding Stalin’s attitude towards the Marshall Plan? (2 x 2) (4)
1.4.2 Identify what the sickle and hammer emblem symbolises on the back of Stalin’s shirt. (1 x 2) (2)
1.4.3 Using visual clues in the source and your own knowledge, explain why Stalin had to play this ‘game’ as a defender. (2 x 2) (4)
1.4.4 Use the source and your own knowledge to provide the name of the programme that was used by Stalin to counter the Marshall Plan. (1 x 2) (2)
1.5 Refer to Sources 1C and 1D. Explain how the information in Source 1D differs from Source 1C regarding the conflict between the Soviet Union and the United States of America. (2 x 2) (4)
1.6 Using information from the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the creation of the spheres of interest intensified the Cold War tensions between USSR and USA after the Cold War. (8)
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QUESTION 2: WHY DID CUBA BECOME INVOLVED IN THE ANGOLAN CIVILWAR?
Study Sources 2A, 2B, 2C and 2D and answer the following questions.
2.1 Refer to Source 2A.
2.1.1 What TWO reasons according to the source does Deutschman suggest to explain why Cuba became involved in in the Angolan Civil War? (2 x 1) (2)
2.1.2 Identify any THREE arguments in the source, given by Risquet, to support his claim that Cuba became involved in Angola to support the MPLA government. (3 x 1) (3)
2.1.3 Who, according to the source, was the leader of the Angolan government in 1975? (1 x 1) (1)
2.1.4 How, according to Risquet, have the Soviet Union and Cubans worked together to support the Angolan government? (2 x 2) (4)
2.2 Refer to Source 2B.
2.2.1 What is Casto referring to when he says ‘African blood flows freely through our veins’? (1 x 2) (2)
2.2.2 Against which TWO countries did Cuba defend the MPLA government? (2 x 1) (2)
2.2.3 Explain why Castro believes that it was the duty of Cubans to defend the new (MPLA) government of Angola. (2 x 2) (4)
2.3 Study Source 2C.
2.3.1 What does Kaunda’s description of the Soviet and Cuban involvement in Angola imply about the relationship between these two countries? (2 x 2) (4)
2.3.2 What reason did Vorster give for saying that Angola is NOT an ‘independent black African country’? (1 x 2) (2)
2.3.3 Explain why Vorster believed that the Cuban presence in Angola was a threat to South Africa. Support your answer with evidence from the source. (2 x 2) (4)
2.4 Study Sources 2B and 2C. Explain why these two sources present such different viewpoints with regard to Cuba’s involvement in Angola. Use evidence from both sources in your answer. (2 x 2) (4)
2.5 Refer to Source 2D.
2.5.1 Which two visual clues in this source help us to identify the two foreign countries involved in Angola, as Cuba and the Soviet Union? (2 x 1) (2)
2.5.2 What message does this cartoon convey about the involvement of Cuba and the Soviet Union in Africa? Support your answer with reference to the visual clues. (2 x 2) (4)
2.5.3 Comment on the usefulness of this source for a historian researching the involvement of Cuba in the Angolan Civil War. (2 x 2) (4)
2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) in which you identify and explain the different reasons given for Cuba’s involvement in the Angolan civil war. (8)
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QUESTION 3: WHAT WAS THE SIGNIFICANCE OF THE LITTLE ROCK NINE IN THE STRUGGLE FOR THE DESEGREGATION OF SCHOOLS IN THE USA?
Study Sources 3A, 3B and 3C to answer the following questions.
3.1 Refer to Source 3A.
3.1.1 Quote evidence from the source which suggests that the African American students were harassed. (2 x 1) (2)
3.1.2 Why do you think the African American students were turned away by the National Guard? (1 x 2) (2)
3.1.3 How, according to the source, did the President react when the students were again turned away by the National Guard? (2 x 1) (2)
3.1.4 Why do you think the white mob attacked the African American journalists? (2 x 2) (4)
3.1.5 What evidence from the source suggests that the National Guard and the police were not in favour of the integration of Central High School? (3 x 1) (3)
3.1.6 Explain whether the actions of the police can be justified. (2 x 2) (4)
3.2 Consult Source 3B.
3.2.1 Define the concept integration in the context of the struggle for civil rights in the USA. (1 x 2) (2)
3.2.2 Why, according to the source, does Martin Luther King praise President Eisenhower? (2 x 1) (2)
3.2.3 What historical event does Martin Luther King respond to in his telegram? (1 x 1) (1)
3.2.4 “The pen of history will record that when the small and confused minority that oppose integration with violence will have to see that your actions has been of great benefit to our nation”. Explain the accuracy of this statement. (2 x 2) (4)
3.2.5 What does King’s telegram tell you about his attitude towards violence? (1 x 2) (2)
3.2.6 Explain the usefulness of this source to a historian studying the events that unfolded at Little Rock Nine Central High School. (2 x 2) (4)
3.3 Compare Sources 3A and 3B. Explain how President Eisenhower and Governor Faubus reacted to the Little Rock Nine incident. (2 x 2) (4)
3.4 Use Source 3C.
3.4.1 What historical incident is shown in the photograph? (1 x 2) (2)
3.4.2 Explain the significance of the Little Rock Nine incident in the struggle for civil rights in the USA. (2 X 2) (4)
3.5 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the significance of the Little Rock Nine in the struggle for school desegregation. (8)
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SECTION B: ESSAY QUESTIONS
Answer at least ONE question, but not more than TWO questions from this section.
Your essay should be about THREE pages long.
QUESTION 4: EXTENTION OF THE COLD WAR: CASE STUDY – VIETNAM
4.1 Explain to what extent was the USA successful in the Vietnam War. Use relevant historical evidence from the period 1965 to 1975 to support your answer. [50]
QUESTION 5: INDEPENDENCE IN AFRICA IN THE 1960s AND 1980s: CONGO AND TANZANIA
5.1 Compare and critically discuss the political successes and challenges experienced by Congo and Tanzania after independence. [50]
QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s T0 1970s: BLACK POWER MOVEMENT
6.1 “The only way we gonna stop them white men from ‘whuppin’ us is to take over. What we gonna start saying now is Black power!”
Assess the validity of this statement by referring to the role and impact of the Black Power Movement in the 1960s. [50]
TOTAL: 150