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

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. 

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 were  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 in the  bottom right-hand 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.
• When assessing open-ended source-based questions, learners should be  credited for any other relevant answers. 

2.3 Global assessment of the essay 
The essay will be assessed holistically (globally). This approach requires the  teacher to score the overall product as a whole, without scoring the component  parts separately. This approach encourages the learner to offer an individual  opinion by using selected factual evidence to support an argument. The learner will  not be required to simply regurgitate 'facts' in order to achieve a high mark. This  approach discourages learners from preparing 'model' answers and reproducing  them without taking into account the specific requirements of the question. Holistic  marking of the essay credits learners' opinions supported by evidence. Holistic  assessment, unlike content-based marking, does not penalise language  inadequacies as the emphasis is on the following: 

• The construction of argument 
• The appropriate selection of factual evidence to support such argument
• The learner's interpretation of the question.

2.4 Assessment procedures of the essay 

2.4.1 Keep the synopsis in mind when assessing the essay. 
2.4.2 During the first reading of the essay ticks need to be awarded for a relevant  introduction (indicated by a bullet in the marking guideline/memorandum),  each of the main points/aspects that is properly contextualized (also  indicated by bullets in the marking guideline/memorandum) and a relevant  conclusion (indicated by a bullet in the marking guideline/memorandum) e.g.  in an answer where there are 5 main points there will be 7 ticks. 
2.4.3 The following additional symbols can also be used:

• • Introduction, main aspects and conclusion not properly contextualised  ^
  • Wrong statement _________________
  • Irrelevant statement |
                                     |
                                     |
  • Repetition R
  • Analysis A√
  • Interpretation 1√ 

2.5. The matrix 

2.5.1 Use of the matrix in the marking of essays  
In the marking of essays, the criteria as provided in the matrix should be used.  When assessing the essay note both the content and presentation. At the point of  intersection of the content and presentation based on the seven competency  levels, a mark should be awarded. 

1. 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).
   

   C	LEVEL 4

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

   C	LEVEL 4
   P	LEVEL 3

3. Allocate an overall mark with the use of the matrix.
   

   C	LEVEL 4	}26–27
   P	LEVEL 3

MARKING MATRIX FOR ESSAY: 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
• Answer 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

MEMORANDUM

SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: WHY DID THE UNITED STATES OF AMERICA GIVE FINANCIAL  AID TO EUROPEAN COUNTRIES AFTER 1945? 

1.1 

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

• Western Europe lay devastated 
• Ruined crop fields 
• Destroyed Infrastructure  
• Europe in dire need (any 2 x 1) (2)    

1.1.2 [Interpretation of evidence in Source 1A – L2] 

• To assist in the recovery of European countries after they were devastated by  the Second World War 
• The programme provided financial aid to all European countries to uplift their  economies  
• It was used as a programme by the USA to stop the spread of communism to  European countries 
• They assisted for humanitarian reasons  
• Any other relevant response (any 2 x 2) (4)    

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

• Great Britain 
• France 
• West Germany 
• Italy 
• Netherlands 
• Belgium (any 2 x 1) (2)   

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

• West European industries produced twice as much as in pre-war years 
• Record levels of European trade with America 
• Large scale re-building of infrastructure  
• It led to a rapid economic recovery of European countries 
• Prevented a communist take-over of Western Europe 
• Any other relevant response (any 2 x 2) (4) 

1.2 

1.2.1 [Extraction of information from Source 1B – L1] 

• Softening the expected economic crisis in the USA  
• USA anticipated a twenty percent drop in production … leading to  …unemployment 
• Would prove especially beneficial to monopoly capital (any 1 x 2) (2)    

1.2.2 [Extraction of information from Source 1B – L1] 

• America had to increase its exports 
• America would have to grant credit to European countries (2 x 1) (2)

1.2.3 [Explanation of a historical concept in Source 1B – L1] 

• America’s strategy (giving money / selling goods to Western Europe) to have  control of the economies of European countries (and prevent the spread of  communism) 
• An economic system that is controlled by a group of rich  people/companies/countries 
• Economic system driven by profit margins/ based on private ownership/  characterised by free market system 
• Any other relevant response (any 1 x 2) (2) 

1.3 [Evaluate usefulness of Sources 1A or 1B – L3] 
Candidates should indicate which source (1A or 1B) is more USEFUL and  support their response with relevant evidence. 
SOURCE 1A 

• It provides the information about the intention of the Marshall Plan according to  George Marshall  
• It provides the American (western) perspective of the Marshall Plan 
•  It shows the achievements of the Marshall Plan 
• It shows the date, amount and countries involved in the Marshall Plan 
• Any other relevant response  

SOURCE 1B 

• A source written by an academic, Scott D Parrish, from the University of Texas 
• It analyses Varga (a Soviet economist's) view of the Marshall Plan 
• It provides a Soviet / Communist perspective of the Marshall Plan 
• Any other relevant response (any 2 x 2) (4) 

1.4 

1.4.1 [Interpretation of information in Source 1C – L2] 

• Europe (kneeling) is seen as obedient to American power/capital 
• It depicts a 'master' as a fat-capitalist (USA) / ‘servant’ kneeling (European  countries) relationship  
• The United States of America provided financial aid (Marshall Aid) to European  countries 
• Soviets saw the USA using money to achieve their aims - 'dollar  diplomacy/imperialism' 
• Any other relevant response (any 2 x 2 ) (4) 

1.4.2 [Interpretation of information in Source 1C – L2] 

• America uses its money to dominate European countries 
• Shows that the USA was implementing the policy of 'Dollar Imperialism' in European countries  
• The USA wanted to control / dominate the European countries  
• USA is shown as unfeeling, inhuman, faceless  
• Any other relevant response (any 2 x 2) (4)

1.5 [Comparison of information in Sources 1B and 1C – L3] 

• In Source 1B Varga suggests the main reason for the Marshall Plan was to  benefit the US economy; In Source 1C the US is depicted as being made of  money (has a dollar coin for a face) 
• In Source 1B Varga suggests that the US used the Marshall Plan for its own  political benefit; In Source 1C shows the European countries submitting to  (shown bowing down) the superiority of America.  
• Both (Sources 1B and 1C) sources suggest that the USA's motive for offering  the Marshall Plan was to gain economic and political power over western  European countries - 'Dollar Imperialism' 
• Both (Sources 1B and 1C) depict the superior status of the USA  
• Any other relevant responses (any 2 x 2) (4) 

1.6 
1.6.1 [Extraction of information from Source 1D – L1] 

• European industrial production had risen to 35% (above the pre-war level) 
• European agricultural production (had risen) to 10% above the pre-war level 
• West Europe embarked on a period of economic expansion … a degree of  prosperity unimaginable (any 2 x 1) (2) 

1.6.2 [Extraction of information from Source 1D – L1] 

• The USA experienced great commercial benefits from its financial aid to  West European countries 
• America gave financial aid because they wanted to gain from it 
• Two thirds of imports came from the USA 
• More jobs for the USA’s workers 
• Higher profit for American firms (any 1 x 2) (2) 

1.6.3 [Interpretation of information in Source 1D – L2] 

• America received orders for goods and services from Europe which ensured  increased production 
• America's economy prospered as it did not experience large-scale  unemployment 
• America received payments for loans that were given to European countries
• Countries that received Marshall Aid were compelled to buy US goods 
• Any other relevant response (any 2 x 2) (4)

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

• For humanitarian reasons in the context of post-war crisis (Source 1A) 
• To prevent the spread of communism in Europe (Source 1A) 
• To promote the economic recovery of Europe after the Second World War  (Sources 1A and 1D) 
• To gain political control over Europe (Sources 1B and 1C) 
• To soften the expected post-war economic crisis in the USA (Sources 1B and  1D) 
• To benefit the capitalist economic system/monopoly capital (Sources 1B and  1D) 
• To promote US 'Dollar Diplomacy/Imperialism' (Sources 1B and 1C) 
• To reduce the threat of unemployment within the USA (Source 1D) 
• To establish a sphere of influence in Europe (own knowledge) 
• Any other relevant response  (8) 

Use the following rubric to allocate a mark: 

 [50]

QUESTION 2: WHAT WERE THE CONSEQUENCES OF THE BATTLE OF CUITO  CUANAVALE FOR SOUTHERN AFRICA? 
2.1 
2.1.1 [Extraction of evidence from Source 2A – L1]  

• All the main goals of the war were achieved 
• South Africa withdrew its troops  
• Angola achieved relative peace 
• Namibia gained independence (any 2 x 1) (2) 

2.1.2 [Extraction of evidence from Source 2A – L1]  

• Soviets did not manage to crush Savimbi 
• Soviets failed to demolish Savimbi's capital at Jamba (2 x 1) (2)   

2.1.3 [Explanation of a historical concept from Source 2A – L1] 

• Spreading of misinformation about the outcome of the Battle of Cuito  Cuanavale to deliberately influence people's opinion about who won 
• Any other relevant answer (any 1 x 2) (2) 

2.1.4 [Interpretation of evidence in Source 2A – L2] 

• The military victory by SADF at Cuito Cuanavale was less important in the long  run than the shift in balance of power which followed 
• Although the SADF claimed victory at Cuito Cuanavale the apartheid state lost  the 'war' because Namibia gained independence in 1990 
• It led to the end of white minority rule in South Africa (1994) 
• South Africa could not force Angola to adopt capitalism 
• Any other relevant answer (any 2 x 2) (4) 

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

• The Angolan government had assigned Cuba with the responsibility of  defending Cuito Cuanavale 
• To stop the South African advance to Cuito Cuanavale 
• To create a trap for the South Africans on their way to Cuito Cuanavale   (any 1 x 2) (2) 

2.2.2 [Interpretation of evidence in Source 2B – L2] 
Candidates could agree to a large extent 

• The South African army suffered huge losses at the Battle of Cuito Cuanavale
• The Cubans defeated the South African army and were victorious
• The South African army became ineffective 
• South Africa withdrew from Angola 
• Any other relevant answer 

Candidates could agree to a lesser extent 

• Cuba was unable to defeat the SADF and UNITA 
• SADF had fewer military casualties than Cuba 
• SADF claimed the capture of Cuito Cuanavale was never their goal 
• SADF re-entered Namibia as winners 
• Any other relevant answer  (any 2 x 2) (4) 

Related Items

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

• The United States of America tried to act as mediators 
• The United States of America tried to bring peace to the region 
• The United States of America acted as intermediary/negotiators between  Angola and South Africa 
• Any other relevant answer (any 2 x 2) (4) 

2.2.4 [Interpretation of evidence from in 2B – L2] 

• The Cubans stopped the South Africans advancing further into Angola 
• The Cuban defeat of SADF made South Africa more willing to negotiate a  settlement 
• The Cubans prevented a political and economic 'calamity' 
• After the Battle of Cuito Cuanavale the balance of power in Angola 'changed  radically' 
• Namibia gained its independence 
• Any other relevant answer (any 2 x 2) (4) 

2.3 
2.3.1 [Extraction of information from Source 2C – L1] 

• The final agreement provided something for each party involved (1 x 2) (2)   

2.3.2 [Extraction of information from Source 2C – L1] 

• The superpowers had established a Joint Monitoring Commission to oversee the agreements (1 x 2) (2) 

2.3.3 [Interpretation of evidence from Source 2C – L2] 

• From the mid-1980s there was greater co-operation between the USA and the  USSR 
• Gorbachev (the Soviet leader) was committed to a new way of thinking  (perestroika and glasnost) which promoted co-operation with the USA 
• The new thinking in the USSR reduced the fear of communist threat 
•  The apartheid government was more willing to withdraw from Angola 
• Any other relevant answer (any 2 x 2) (4) 

2.4 
2.4.1 [Extraction of information from Source 2D – L1] 

• South Africa 
• Angola 
• Cuba (any 2 x 1) (2)  

2.4.2 [Explaining the usefulness of evidence in Source 2D – L3]  
Candidates should indicate whether the source is USEFUL TO A LARGER  EXTENT or USEFUL TO A LESSER EXTENT and support their response with  relevant evidence. 
USEFUL TO A LARGE EXTENT 

• It provides the names and rank of political leaders who signed the New York  Accords 
• The photograph illustrates that the political situation in southern Africa was of  international significance  
• The independence of Namibia was facilitated by the United Nations Organisation 
• It shows which organisations were excluded from the New York Accords, for  example SWAPO, the Namibian liberation movement played no role nor did Jonas  Savimbi and UNITA 
• It gives historians a clear image of the formality and protocol around signing the  bilateral and tripartite agreements (New York Accords) 
• It shows that southern Africa was seeking a peaceful resolution to the conflict 
•  Any other relevant answer 

OR 

USEFUL TO A LESSER EXTENT 

• It does not explain why some people were included in the negotiations and others  left out 
• The source is limited to one moment in southern African history (there were many  other events and processes that happened in the late 1980s) 
• The photograph does not explain the process by which these leaders came to the  agreements that they signed 
• The photograph does not give details about the terms in the agreements nor  whether it was upheld 
• Any other relevant answer (any 2 x 2) (4) 

2.5 [Compare information in Sources 2C and 2D – L3] 

• Source 2C highlights the role that the United States of America played in  brokering a peace agreement; Source 2D shows the bilateral and tripartite  agreements that were signed in the United States of America and US Secretary  of State (George Shultz) was seated at the table with Angola, South Africa and  Cuban officials who were signing (even though US territory or troops were not  involved)  
• Source 2C shows new co-operation between USA and the USSR and in Source  2D the USA and Cuban delegates are seen co-operating at the Accords 
• Any other relevant answer (2 x 2) (4) 

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

• The SADF suffered setbacks at Cuito Cuanavale which shows that they were  not invincible, they could be stopped (Sources 2B) 
• As a result of the Battle of Cuito Cuanavale the apartheid government was  forced into compromise and negotiation (New York Accords) (Sources 2A, 2B,  2C and 2D) 
• The victory of Cuban forces at Cuito Cuanavale gave new confidence to the  liberation movements in southern Africa (Sources 2A, 2B and 2D) 
• The balance of power in southern Africa turned in favour of the liberation  movements after the Battle of Cuito Cuanavale (Sources 2A, 2C and 2D) 
• The defeat of SADF at Cuito Cuanavale paved the way for the independence of  Namibia from South Africa (Sources 2A, 2B, 2C and 2D) 
• After the Battle of Cuito Cuanavale foreign troops withdrew from Angola,  although a civil war continued (Sources 2A, 2B and 2C) 
• After the Battle of Cuito Cuanavale the apartheid government was more willing  to release political prisoners and negotiate with the liberation movements (own  knowledge) 
• Any other relevant answer  (8)

Use the following rubric to allocate a mark: 

[50]

QUESTION 3: WHAT CHALLENGES DID THE LITTLE ROCK NINE FACE  DURING THE INTEGRATION OF CENTRAL HIGH SCHOOL IN  1957? 
3.1
3.1.1 [Extraction of evidence from Source 3A – L1] 

• School officials had selected 17 African-American students from over 200  applicants 
• Their grades were not high enough  
• Officials did not think they could handle the pressure of being a small minority in  a school that was overwhelmingly white … ( 2 x 1) (2) 

3.1.2 [Explanation of a historical concept from Source 3A – L1] 

• A process that allowed African American students to attend the same school  with white American students 
• To bring together African American and white American students at Central  High School 
• Racial mixing of students (African American and White American) for example,  at Central High School  
• Any other relevant response (any 1 x 2) (2) 

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

• These students went through a rigorous selection process before they could be  accepted at Central High School 
• Many other identified African America students did not satisfy the selection  criteria 
• They were mentally and psychologically prepared to handle the pressure 
• There was opposition to integration at Central High School by segregationists
• Some African American applicants withdrew because of fear for their safety/ on  their own  
• Any other relevant response (any 2 x 2) (4)   

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

• To prevent African American students from entering Central High School
• He said that he was doing it for the protection of African American students 
• For tranquillity of the city  
• ‘Threats to our lives’ (African-American students) (any 1 x 2) (2)  

3.2 
3.2.1 [Extraction of evidence from Source 3B – L1]  

• A sea of angry faces (1 x 1) (1) 

3.2.2 [Extraction of evidence from Source 3B – L1] 

• Jeering (mocking) mob 
• A shout went through the crowd 
• Knees shaking 
• Get a rope  
• Drag her over to this tree 
• Let's take care of the 'nigger' (any 3 x 1) (3)

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

• They were against the process of integration that occurred at Central High  School 
• They were instructed by Governor Faubus not to allow African American  students onto the school campus. 
• They were in full support of the mob of white segregationists 
• Any other relevant response (any 2 x 2) (4) 

3.2.4 [Evaluating the usefulness of Source 3B – L3] 
The evidence in the source is useful because it provides information about:

• What happened to Elizabeth Eckford on her first day at Central High School
• The choice that was made by Elizabeth Eckford to attend Central High School
• The choice made by Grace Lorch to assist Elizabeth Eckford 
• The choice made by the mob to intimidate and verbally abuse Elizabeth Eckford 
• The choice made by the National Guard not to defend Elizabeth Eckford 
• Any other relevant response (2 x 2) (4) 

3.3 
3.3.1 [Interpretation of evidence from Source 3C – L2] 

• Not all white Americans were against integration 
• Some white Americans openly showed their support for integration e.g. Grace  Lorch 
• Elizabeth Eckford was prevented from entering Central High School because of  harassment from segregationists 
• Integration of Central High School received intense media interest
• To expose the level of racism in southern states 
• Any other relevant response (any 2 x 2) (4)    

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

• Grace Lorch was against segregation and supported integration 
• Grace Lorch was a member of the NAACP 
• Grace Lorch had long been involved in the Civil Rights Movement
• Grace Lorch felt sympathy/ pity towards Elizabeth Eckford 
• Any other relevant response (any 2 x 2) (4) 

3.4 [Comparison of information in Sources 3B and 3C - L3] 

• Source 3B states that a jeering mob blocked Elizabeth Eckford from entering to  Central High School and Source 3C shows a mob surrounding Elizabeth Eckford 
• Both Sources (3B and 3C) show Grace Lorch assisting Elizabeth Eckford
• Source 3B states that Grace Lorch put her arm around Elizabeth Eckford to  comfort her; this is evident in Source 3C 
• Any other relevant response (any 2 x 2) (4) 

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

• Accused her of sending Elizabeth Eckford into the mob deliberately
• To garner sympathetic publicity (2 x 1) (2)  

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

• ‘Elizabeth let her have it’  
• 'Why did you forget me' 
• ‘cold hatred in her eyes’  
• 'Saw the students as little more than foot soldiers in a cause' 
• 'Left them woefully unprepared for their ordeal' (any 2 x 1) (2)     

3.5.3 [Analysis of evidence in Source 3D – L2] 

• Elizabeth Eckford had not broken down/cried in front of her tormentors/ she was  commended for her bravery 
• Elizabeth Eckford had stood up for what she believed was right (integration  should take place at Central High School) 
• Elizabeth Eckford's image in the world press had made the USA Congress to  take a stance against segregationists  
• They condemned the attackers for their racism 
• The mob was condemned because they intimidated/ harassed Elizabeth  Eckford 
• Any other relevant response (any 2 x 2) (4) 

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

• Governor Faubus told the National Guards to prevent the Little Rock Nine from  entering Central High School (Source 3A) 
• Segregationists wanted to stop the integration of Central High School (own  knowledge) 
• The Little Rock Nine could not go to school on the first day (Source 3D) 
• Elizabeth Eckford's path was blocked by the mob of white American  segregationists (Source 3B) 
• The National Guard did not protect Elizabeth Eckford from the mob (Source 3B) 
• The mob threatened Elizabeth Eckford (Source 3B) 
• Institutional racism such as the drug store owner who refused to allow Grace  Lorch to use his phone to call a cab (own knowledge) 
• A lone white American woman (Grace Lorch) protected Elizabeth Eckford from  the mob (Sources 3B and 3C) 
• The Little Rock Nine had to go to Daisy Bates' house because the  segregationists would not allow them to enter Central High School (Source 3D) 
• The Little Rock Nine lost several days of schooling (Source 3D) 
• Politicians wrangled over their fate (Source 3D)  
• Any other relevant response   (8) 

Use the following rubric to allocate a mark: 

[50]

SECTION B: ESSAY QUESTIONS 
QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM 
[Plan and construct an original argument based on relevant evidence using analytical and  interpretative skills] 
SYNOPSIS  
Candidates are expected to explain to what extent the tactics and strategies that the Viet  Cong used were successful in containing the spread of capitalism during the war in  Vietnam (1965 –1975). An outline of the tactics and strategies employed by the Viet Cong  (National Liberation Front) against the USA's army should be highlighted.  
MAIN ASPECTS  
Candidates should include the following aspects in their response:  

• Introduction: Candidates should explain to what extent the tactics and strategies that  the Viet Cong used were successful in containing the spread of capitalism between  1965 and 1975 and indicate how they intend supporting their line of argument.  

ELABORATION 

The Viet Cong were fighting a war of national liberation/ independence / struggle for sovereignty/ the  USA were in Vietnam for ideological reasons (Domino theory/ containment of communism) • Villagisation/ Strategic Hamlet Programme (where USA and the South Vietnam  government created new villages and attempted to separate villagers [farmers] from  guerrillas) was unsuccessful  

• Vietnamese farmers were also guerrillas (Viet Cong) and were not easily identifiable  by USA soldiers  
• Viet Cong used successful guerrilla tactics (booby traps, underground tunnels,  surprise attacks, hit and run etc.)  
• Viet Cong were highly experienced having fought liberation against colonial rule / the  USA (drafted) conscripted young inexperienced soldiers, US army were not trained in  guerrilla warfare  
• Ho Chi Minh Trail kept supplies from North Vietnam moving into South Vietnam to  assist Viet Cong 
• The Viet Cong tactics presented no visible targets for attacking the USA soldiers;  USA's mass aerial bombing 'Operation Rolling Thunder' from 1965 (conventional  warfare) were unsuccessful 
• Guerrillas / Viet Cong won support of farmers by promising them land (majority of  Vietnamese were farmers)  
• 'Operation Ranch Hand' (use of chemicals to destroy forests (Agent Orange) and  crops (Agent Blue) effects of napalm on the Vietnamese turned them against the USA  and supported the guerrillas  
• The TET offensive (January 1968) (The US controlled towns and cities ambushed by  guerrillas) and media coverage of the Vietnam war turned public opinion against  American involvement in the war (My Lai massacre) 
• Viet Cong won wide support from Vietnamese people/ President Nixon's WHAM  (Winning the hearts and minds of the Vietnamese) was an attempt by the USA to  withdraw from the war and 'save face' was largely ineffective 
• The policy of Vietnamisation policy resulted in the USA withdrawing all troops by 1973  and North Vietnam took control of Saigon in 1975 and reunited Vietnam under  communist leadership 
• Any other relevant response  
• 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 identify both good and poor leadership qualities of Mobutu Sese Seko  and Julius Nyerere. These could include the upholding of the rule of law, honesty, looking  after the interests of all citizens, promoting economic growth and political stability.  Candidates should then provide relevant evidence to illustrate whether Mobutu and  Nyerere possessed good or poor leadership qualities.  
MAIN ASPECTS 
Candidates should include the following aspects in their response: 

• Introduction: Candidates should critically discuss the question and indicate whether or  Mobutu and Nyerere possessed good or poor leadership qualities.  

ELABORATION 
Political 

• The qualities of a good leadership should include: upholding rule by law, looking after  the interests of all citizens of the country, holding free and fair multi-party elections,  protecting the civil and human rights of all people, promoting political stability and  national coherence 
• Mobutu Sese Seko (Congo) came into power by a military coup and Nyerere  (Tanzania) was elected  
• Both Mobutu Sese Seko and Nyerere introduced one-party states 
• Neither country held free and fair multi-party elections. Both argued that this form of  government was more appropriate to Africa than western style democracy
• In both countries opposition parties were silenced and there was evidence of  imprisonment and human rights violations of those who spoke against the leadership
• The period after independence in the Congo was characterised by violence and  political upheaval; In Tanzania there was little conflict at independence and the  country remained politically stable 
• The Congo was highly fragmented along ethnic lines with leaders competing against  each other; Under Nyerere's leadership, Tanzania was unified as a single country, he  encouraged a national identity and there was very little ethnic conflict 

Economic 

• Focus on the respective country's aim to develop or diversify the 'economy'; putting in  place legislation to promote economic growth; job creation to benefit all citizens; dealing with corruption  
• Mobutu's economic policy was characterised by nepotism and kleptocracy which led to  the creation of a rich, powerful elite which owed its allegiance to Mobutu; Nyerere  introduced a Leadership Code to prevent corruption among public sector employees.  Nyerere emphasised the duty of Tanzanians to the development of all people in the  nation
• During Mobutu's time in office he promoted capitalism and foreign investment but  inflation rates reached 100% and social welfare was cut; Nyerere promoted Ujaama,  African Socialism and self-sufficiency, but the economy collapsed in the late 1970s  and Tanzania was forced to take IMF loans and accept structural adjustment programmes / both countries accepted foreign aid 
• Any other relevant answer
  Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] 

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:  BLACK POWER MOVEMENT 
[Plan and construct an original argument based on relevant evidence using analytical and  interpretative skills] 
SYNOPSIS 
Candidates should indicate whether the Black Power Movement focused on the  promotion of the Black Power philosophy, instilling of racial pride and the development of  self-respect among African Americans in the USA in the 1960s. Candidates should use  relevant examples to support their line of argument. 
MAIN ASPECTS 
Candidates should include the following aspects in their response: 

• Introduction: Candidates need to indicate whether they agree that the Black Power  Movement was concerned with the promotion of black power, the instilling of black  pride and the development of self-respect among African Americans. Candidates  should take a line of argument and indicate how they would support it.  

ELABORATION 

• Reasons for the emergence of the Black Power Movement: living in ghettos and  slums areas/poor housing; under-resourced facilities (schools, health etc); lack of jobs  and poverty; slow pace of change/loss of faith in the Civil Rights Movement 

Attempts at promotion of the Black Power philosophy 

• The role of Malcolm X: (influential through: calling for black separation, fighting for  self-determination and advocating for self-respect and self-discipline)
• The role of Stokely Carmichael who advocated for the principles of Black Power (do  things for themselves; control politics in their communities; take pride in their own  culture; defend themselves against racial oppression and manipulation and in 1966 he  popularised the Black Power slogan 'Black is beautiful') 
• The role of the Black Panther Party (for self-defence) – put into action Black  Power/Black Pride philosophy 

Attempts at instilling racial pride: 

• Accepting African identity 
• Promoting the concept of African identity through slogans such as: 'Black is  beautiful', promoting Afro hairstyle and African clothing 
• Acknowledgement of African heritage, music and literature 
• The Ten-point plan of the Black Panther Party (covered its social, political and  economic goals)  

Attempts at development of self-respect  

• Assertiveness (e.g. race riots in Watts, Detroit and Newark) 
• Wanted African Americans to stand up against white America authorities in pursuit of  freedom, justice and equality by whatever means possible 
• The Black Panther Party's Ten-point plan 
• Community development projects (e.g. free breakfasts)
• Educational programmes (e.g. teaching African history) 
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]
  If candidates do not agree with the statement they must support their line of  argument with relevant evidence  

 TOTAL: 150