HISTORY
PAPER ONE (P1) 
GRADE 12
NSC EXAM PAPERS AND MEMOS
NOVEMBER 2016

INSTRUCTIONS AND INFORMATION 

  1. 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
  2. SECTION A consists of THREE source-based questions. Source material that  is required to answer these questions can be found in the ADDENDUM. 
  3. SECTION B consists of THREE essay questions. 
  4. 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 can be either a source-based question or an essay  question.
  5. You are advised to spend at least ONE hour per question.
  6. When answering questions, you should apply your knowledge, skills and  insight.
  7. You will be disadvantaged by merely rewriting the sources as answers. 
  8. Number the answers correctly according to the numbering system used in this  question paper. 
  9. Write neatly and legibly.

QUESTIONS

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 can be found in the  ADDENDUM. 
QUESTION 1: WHY DID THE UNITED STATES OF AMERICA GIVE FINANCIAL  AID TO EUROPEAN COUNTRIES AFTER 1945? 
Study Sources 1A, 1B, 1C and 1D and answer the questions that follow.
1.1 Read Source 1A. 

1.1.1 State TWO ways in which Western European countries were  affected by the Second World War. (2 x 1) (2) 
1.1.2 Explain in your own words why George Marshall decided to launch  the European Recovery Programme in the late 1940s. (2 x 2) (4) 
1.1.3 Quote any TWO countries from the source that received Marshall Aid. (2 x 1) (2) 
1.1.4 Using the information in the source and your own knowledge,  explain why the Marshall Plan was seen as having 'created an  economic miracle in Western Europe'. (2 x 2) (4) 

1.2 Consult Source 1B. 

1.2.1 Why, according to Varga, did the United States of America  implement the Marshall Plan? (1 x 2) (2) 
1.2.2 Select TWO pieces of evidence from the source that indicate that  the United States of America used the Marshall Plan to prevent an  economic crisis. (2 x 1) (2)
1.2.3 Define the term monopoly capital in your own words in the context of  the Marshall Plan. (1 x 2) (2) 

1.3 Consult Sources 1A and 1B. Explain which ONE of the sources (1A or 1B)  would be more useful to a historian studying the implementation of the  Marshall Plan. (2 x 2) (4) 
1.4 Refer to Source 1C. 

1.4.1 What messages do you think are conveyed in the cartoon about Europe's relationship with the United States of America during the  Cold War? Use the visual clues in the source to support your  answer. (2 x 2) (4) 
1.4.2 Explain why you think the face of the figure in the cartoon is  depicted as a coin. (2 x 2)  (4)

1.5 Study Sources 1B and 1C. Explain in which ways the evidence in these  sources support each other on how communists viewed the Marshall Plan.  (2 x 2) (4) 
1.6 Consult Source 1D. 

1.6.1 Quote any TWO pieces of evidence from the source that suggest  that Western European countries enjoyed economic success after  receiving assistance from the Marshall Plan. (2 x 1) (2) 
1.6.2 What criticism, according to the source, was levelled at the donor  nation (USA) by Marxist-Leninist critics? (1 x 2) (2) 
1.6.3 Using the evidence in the source and your own knowledge, explain  why the American economy prospered during the 1950s and early  1960s. (2 x 2) (4) 

1.7 Using the information in the relevant sources and your own knowledge, write  a paragraph of about EIGHT lines (about 80 words) explaining why the United  States of America gave financial aid to European countries after 1945. (8)

[50]

QUESTION 2: WHAT WERE THE CONSEQUENCES OF THE BATTLE OF  CUITO CUANAVALE FOR SOUTHERN AFRICA? 
Study Sources 2A, 2B, 2C and 2D and answer the questions that follow.
2.1 Refer to Source 2A. 

2.1.1Quote any TWO possible reasons from the source why the Battle of  Cuito Cuanavale was 'the turning point of the war'. (2 x 1) (2) 
2.1.2 Why, according to General Geldenhuys, did the Soviet alliance lose  the Battle of Cuito Cuanavale? Give TWO reasons for your answer. (2 x 1) (2) 
2.1.3 Explain the term propaganda in the context of the outcome of the  Battle of Cuito Cuanavale. (1 x 2) (2) 
2.1.4 Comment on what you think was implied by the statement that the  South Africans 'won on the battlefield', but 'lost the crucial political  battle'. Support your answer with relevant evidence. (2 x 2)  (4) 

2.2 Read Source 2B. 

2.2.1 Why, according to the source, did the Angolan government request  Cuba to assist in Cuito Cuanavale? (1 x 2)  (2) 
2.2.2 Using the information in the source and your own knowledge,  explain to what extent you agree with Castro's statement, 'In Cuito  Cuanavale the South African army really broke their teeth.' (2 x 2) (4) 
2.2.3 Comment on the role the United States of America played in Angola  in the late 1980s. (2 x 2) (4) 
2.2.4 Explain why Castro believed that Cuba's involvement in the Battle of  Cuito Cuanavale had 'boosted the prospects for peace'. (2 x 2) (4) 

2.3 Consult Source 2C. 

2.3.1 Why, according to Saunders, were all three governments willing to  sign the Angola/Namibia Accords? (1 x 2)  (2) 
2.3.2 What evidence in the source suggests that the United States of  America and the Soviet Union were working together to resolve the crisis in southern Africa? (1 x 2)  (2) 
2.3.3 Explain how Gorbachev's coming into office in the Soviet Union  influenced the situation in Angola. (2 x 2)  (4)

Related Items

2.4 Study Source 2D. 

2.4.1 Name any TWO 'parties' (countries) which signed the tripartite  agreement (New York Accords) on 22 December 1988. (2 x 1)  (2) 
2.4.2 Explain to what extent a historian researching the history of southern  Africa in the late 1980s would find the information in this source  useful. (2 x 2) (4) 

2.5 Refer to Sources 2C and 2D. Explain how the information in Source 2C  supports the evidence in Source 2D regarding the role that the United States  of America played in the resolution of the crisis in southern Africa in the  late 1980s. (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), explaining the  consequences of the Battle of Cuito Cuanavale for southern Africa. (8)

[50]

QUESTION 3: WHAT CHALLENGES DID THE LITTLE ROCK NINE FACE  DURING THE INTEGRATION OF CENTRAL HIGH SCHOOL IN  1957? 
Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.
3.1 Refer to Source 3A. 

3.1.1 Quote TWO pieces of evidence from the source that suggest that  school officials rejected applications for admission to Central High  School. (2 x 1)  (2) 
3.1.2 Explain the term integration in the context of the crisis that occurred  at Central High School in 1957. (1 x 2)  (2) 
3.1.3 Comment on why you think only nine African-American students  were allowed to attend Central High School. (2 x 2) (4) 
3.1.4 Why, according to the source, did Governor Faubus decide to call  out the (Arkansas) National Guard? (1 x 2)  (2) 

3.2 Use Source 3B. 

3.2.1 According to the evidence in the source, what did Elizabeth Eckford see when she got off the bus? (1 x 1)  (1) 
3.2.2 Quote THREE pieces of evidence from the source that suggest that  Elizabeth Eckford was verbally abused. (3 x 1)  (3) 
3.2.3 Comment on why you think the National Guard made no effort to  assist Elizabeth Eckford against being verbally abused. (2 x 2) (4) 
3.2.4 Explain the usefulness of the evidence in this source to a historian  researching the choices that people made regarding the integration  at Central High School. (2 x 2) (4) 

3.3 Consult Source 3C. 

3.3.1 What messages does the photograph convey about Elizabeth  Eckford's first day at Central High School? (2 x 2)  (4) 
3.3.2 Using the information in the source and your own knowledge, say  why you think Grace Lorch decided to assist Elizabeth Eckford. (2 x 2)  (4) 

3.4 Study Sources 3B and 3C. Comment on how the evidence in Source 3B supports the information in Source 3C regarding the challenges that the  students at Central High School faced. (2 x 2) (4)

3.5 Read Source 3D. 

3.5.1 What, according to the source, did segregationists, reporters and  Faubus accuse Daisy Bates of? (2 x 1)  (2) 
3.5.2 Select any TWO pieces of evidence from the source that suggest  that Elizabeth Eckford was not happy with Daisy Bates. (2 x 1)  (2) 
3.5.3 Explain why you think the international press decided to praise  Elizabeth Eckford and condemn her attackers. (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 challenges  that the Little Rock Nine faced during the integration of Central High School in 1957. (8)

[50]

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 
Explain to what extent the tactics and strategies that the Viet Cong used against the  United States of America's army were successful in containing the spread of capitalism  in Vietnam between 1965 and 1975.  
Use relevant evidence to support your line of argument. [50] 

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE  CONGO AND TANZANIA 
Mobutu Sese Seko and Julius Nyerere both demonstrated good leadership qualities  after attaining independence from colonial rule in the 1960s. 
Critically discuss this statement with reference to the political and economic policies  that both leaders implemented in their respective countries from the 1960s until  the 1970s. [50] 

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:  BLACK POWER MOVEMENT 
The Black Power Movement was concerned with the promotion of black power,  instilling black pride and the development of self-respect among African Americans in  the 1960s. 
Do you agree with this statement? Support you line of argument with relevant  evidence. [50] 

TOTAL: 150

Last modified on Tuesday, 15 June 2021 07:20