HISTORY
SCHOOL BASED ASSESSMENT EXEMPLARS - CAPS
GRADE 12
LEARNER GUIDE

1. INTRODUCTION 
Assessment is a continuous, planned process of identifying, gathering and interpreting information about the  performance of learners, using various forms of assessment. School-Based Assessment (SBA) is a purposive  collection of learners’ work that tells the story of their efforts, progress or achievement in a given area. The quality  of SBA tasks is integral to learners’ preparation for the final examinations.  
This booklet serves as a resource of exemplar SBA tasks for learners who study History. SBA marks are formally  recorded for progression and certification purposes. The SBA component is compulsory for all learners. Learners  who cannot comply with the requirements specified according to the policy may not be eligible to enter for the  subject in the final National Senior Certificate (NSC) examination. 
This publication comprises of several tasks that address the demands of the Grade 12 History curriculum. It  is expected that this booklet will serve as a valuable resource for Grade 12 History learners. It provides useful  information which will assist you in your preparation for the NSC examinations in History. 

2. AIMS AND OBJECTIVES OF SCHOOL-BASED ASSESSMENT  
The aim of this resource booklet is to assist you in your preparation for the Grade 12 examination from 2014  onwards. It contains crucial information on how to work with the prescribed content as contained in the Curriculum  and Assessment Policy Statement (CAPS).  
The booklet contains information on how to undertake a research assignment, work with sources and write a  coherent essay. A step-by-step approach on how to undertake a research assignment is given. The Research  Assignment forms a significant part of your SBA mark for History. Hence, you are encouraged to use these  guidelines when preparing to submit your assignments for final assessment. In addition, exemplars of source 
based questions and essays are also provided. It outlines clearly the format, style and cognitive levels of questions  which learners will be required to answer in their SBA tasks in Grade 12 History.  
Our objective is to help learners succeed in Grade 12 History. Therefore, you are encouraged to use this resource  booklet to sharpen your skills in History in order to achieve a good mark.

3. ASSESSMENT TASKS AS OUTLINED IN THE CAPS  
The final Grade 12 mark is calculated from the National Senior Certificate (NSC) examination that learners will  write (out of 300 marks) plus school-based assessment (out of 100 marks). The curriculum policy document  stipulates SEVEN formal tasks that comprise school-based assessment in History. The table below outlines the  programme of assessment that needs to be completed in your Grade 12 year. 

4. GUIDELINES FOR SCHOOL-BASED ASSESSMENT 
4.1 RESEARCH ASSIGNMENT: Grade 12  
To ensure that there is compliance with the requirements of SBA in History, an example of how to undertake  research is given below.  
Introduction 
The research assignment in Grade 12 accounts for 20% of the total school-based assessment (SBA). It is, therefore,  essential that this be a significant piece of work. This assignment offers learners the opportunity to demonstrate  their skills, knowledge and understanding of History which they have acquired during the course of the FET phase. 
The research assignment can be written on any section of the Grade 12 curriculum. There are, however, two  sections in the curriculum, which are not formally examined in the final Grade 12 examination: 

•   An overview of civil society protests 
•   Remembering the past: Memorials  

It is recommended that one of these topics be investigated as a research project. 
Some points to consider when planning a research assignment: 

•   The choice of research topic needs to be made, taking into consideration the context of your school and the  available resources to which learners have access.  
•   This assignment provides learners with an opportunity to embark on a process of historical enquiry.  Conducting original research involves the collection, analysis, organization and evaluation of information,  and the construction of knowledge.  
•   Clear, written instructions with due dates and the assessment criteria must be given to learners at the  beginning of the school year to allow adequate time for the preparation and completion of the assignment.  
•   The progress of learners, with regard to the research assignment, must be monitored on an on-going basis.  
•   It is essential that learners submit original work. To reduce the likelihood of plagiarism, the key question or  research topic should be changed every year. 

Learners are expected to fulfil the following requirements in their research assignment: 

•  Analyse and answer the key question. 
• Identify a variety of relevant source materials to help answer the key question. 
• Select relevant examples from the source material which can be used to substantiate the line of argument.
• Organise relevant information in order to write a coherent and logical answer to the key question. 
• Write an original piece of work, using your own words.
• Correctly contextualize all sources, including Illustrations and maps, which have been included.
• Reflect upon the process of research and consider what has been learnt.  
• Include a bibliography of all the resources which have been consulted in the course of researching and  writing the assignment. 

Some suggestions of what can be done with the research assignments when they are completed: 

• The research assignments should be displayed at your school, community hall or local library. Exhibiting the  learners’ work is very important. It gives learners a sense of purpose and shows them that their ideas and  efforts are of value to their school and community. 
• Learners could give an oral presentation of their research projects to the class, grade, school or local  community. This gives learners the opportunity to speak about their research and share their ‘new-found’  knowledge. 
• Organize a class debate on the key question. 
• Hold a History evening at which learners could be given an opportunity to present their work to friends,  family and members of the community. Further, this will be an ideal platform to showcase the work of the  school’s History department in an endeavour to promote the subject History at the FET level.

ANNEXURE A: EXAMPLE OF A COVER PAGE FOR A RESEARCH ASSIGNMENT: 

STATEMENT OF AUTHENTICITY: 
I hereby declare that ALL pieces of writing contained in this research assignment, are my own original  work and that if I made use of any source, I have duly acknowledged it.  

LEARNER’S SIGNATURE:____________________________________________ 

DATE:_____________________________________________________________

ANNEXURE B: AN EXAMPLE OF A MONITORING LOG 

Teacher’s name:_______________________ 

Teacher’s signature:___________________ 

Learner’s signature:____________________ 

ANNEXURE C: LIST OF SUGGESTED RESOURCES WITH A SYNOPSIS  (IN ITALICS) 
BOOKS: 
Berger, I., Threads of solidarity: Women in South African industry, (Indiana University Press, 1991).
This book details women’s changing place in formal and casual work. It explores the relationship between  women across the colour lines as workers and members of trade unions. 
Bernstein, H., For their triumphs and for their tears. Women in Apartheid South Africa. (IDAF, 1985). 
This booklet gives a great deal of very useful information about how women lived, worked, struggled and  survived in apartheid South Africa.  
Bozzoli, B. with Nkotsoe, M., Women of Phokeng (Ravan Press, 1991). 
This book traces the life histories and experiences of 22 black women from the small town of Phokeng.  
Cock, J., Colonels and cadres. War and gender in South Africa, (OUP, 1991). 
This book contains interviews with women who served in both the SADF and MK and analyses their experiences. 
Cock, J., Maids and madams. A study in the politics of exploitation, (Ravan Press, 1989).
An investigation into experiences of women domestic workers during apartheid. 
Du Preez Bezdrob, A.M. Winnie Mandela a life. (Paarl: Paarl Printers. 2003). 
Gordon, S., A talent for tomorrow. Life stories of South African servants (Ravan Press, 1985).
A book that contains the life stories of 23 people, most of whom are women, who worked as domestic labourers  under apartheid.  
Human, M.; Mutloatse, M. & Masiza, J. The Women’s Freedom March of 1956. (Pan McMillan (Pty Ltd), 2006).
Luthuli, A., Let my people go, The Autobiography of Albert Luthuli. (Paarl Printers, 2006). 
Mashinini, E., Strikes have followed me all my life (The Women’s Press, 1989). 
The autobiography of Emma Mashinini who was secretary of one of South Africa’s biggest black Trade Unions,  the CCAWUSA (the Shop and Distributive Workers’ Union). 
Naidoo, P., Footprints in Grey Street. (Ocean Jetty Publishing, 2002).
Platzky, L. & Walker, C., The surplus people. Forced removal in South Africa (Ravan Press, 1985).
The creation of racially separate areas was the cornerstone of apartheid policy. The majority of people who were  forcibly removed in order to create this artificial separation were women and children. This book documents their  experiences and their struggle to survive. 
Vahed, G. & Waetjen,T., Gender modernity and Indian delights. The Women’s Cultural Group of Durban 1954- 2010 (HSRC, 2010). 
Part social history part biography, this book shows how the women in the Durban Cultural Group creating an  identity for themselves in the context of apartheid. 
Walker, C., Women and gender in Southern Africa to 1945. (New Africa Books, 1990). Gives valuable background information about the experience of women in South Africa. It sets the scene for a  discussion of the 1950s–1970s. 
Walker, C., Women and resistance in South Africa. (Onyx Press, 1991). 
This remains the most detailed historical account of women’s resistance during apartheid. Walker has chapters  on the Federation of South African Women, Anti-Pass protests, the Women’s Charter of 1954, among others. 
South African History Online, ‘For freedom and equality’, Celebrating women in South African history (DBE, no  date).  
This booklet contains information about women’s involvement in the liberation struggle. There are a number of  biographical profiles of great South African women. It can be downloaded from the South African History Online  website at: http://www.sahistory.org.za/aids-resources/freedom-and-equality-celebrating-women-south-african history-booklet 
Malibongwe Igama Lamakhosikama. Praise be to women. Remembering the role of women in South Africa  through dialogue (Nelson Mandela Foundation, 2007). 
The text in this booklet is the edited version of the Malibingwe Dialogue which took place on 30 May 2007 at the  Nelson Mandela Foundation. 
It can be downloaded from the following website: http://www.nelsonmandela.org/uploads/files/Malibongwe_WEB.pdf 

WEBSITES: 
www.blacksash.org.za 
Full digital texts of the Black Sash publication Sash is available from 1960-1990. 
http://www.sahistory.org.za/topic/womens-struggle-1900-1994 
South African History Online. This site has a wide range of information about women’s struggles in South Africa  1900-1994. 
http://www.anc.org.za/themes.php?t=Women`s%20Struggles 
This site, maintained by the ANC, has documents concerning women in the liberation struggle

ORAL INTERVIEWS 
There is a saying in Mozambique that ‘our old people are our libraries’. If you are living in an area where it is difficult  to access the Internet, or do not have a local library, then remember that the people living in your community have  a wealth of information in their memories. You may consider conducting interviews with women and men in your  community and recording their stories as evidence to answer your key question.

ANNEXURE D: EXAMPLE OF A TEMPLATE FOR NOTE-TAKING DURING RESEARCH

ANNEXURE E: GUIDELINES ON HOW TO WRITE A BIBLIOGRAPHY 

• For a book:
  Author (last name, initials). Title of book (Publishers, Date of publication).
  Example:
  Dahl, R. The BFG. (Farrar, Straus & Giroux, 1982).
• For an encyclopaedia: 
  Encyclopaedia Title, Edition Date. Volume Number, ‘Article Title’, page numbers.
  Example:
  Encyclopaedia Britannica. 1997. Volume 7, ‘Gorillas’, pp. 50-51.
• For a magazine: 
  Author (last name first), ‘Article Title’. Name of magazine. Volume number, (Date): page numbers.
  Example:
  Jordan, Jennifer, ‘Filming at the top of the World’. Museum of Science Magazine. Volume 47, No 1,  (Winter 1998): p 11.
• For a newspaper: 
  Author (last name first), ‘Article Title’. Name of Newspaper. City, state publication. (Date): edition if  available, section, page number(s).
  Example:
  Powers, Ann, ‘New Tune for the Material Girl’. The New York Times. New York, NY. (3/1/98): Atlantic  Region, Section 2, p 34.
• For a person: 
  Full name (last name first). Occupation, date of interview.
  Example:
  Smeckleburg, Sweets. Bus Driver. 1 April 1996.
• For a film: 
  Title, Director, Distributor, Year.
  Example:
  Braveheart, Director Mel Gibson, Icon Productions, 1995. 

4.2 SOURCE- BASED QUESTIONS 
QUESTION 1 
WHY DID SOUTH AFRICA BECOME INVOLVED IN THE ANGOLAN CIVIL WAR IN THE 1980s?
SOURCE 1A 

SOURCE 1B 
The following is a cartoon by British cartoonist, Leslie Gilbert. It depicts the Soviet Union as Santa Claus on his  sleigh, delivering presents in the form of weapons to the MPLA which were used in the civil war against UNITA and  the FNLA. The cartoon was entitled ‘Slay Bells’. ‘Slay’ means to kill. 

SOURCE 1C 
This is part of an interview that was conducted with the former South African Prime Minister, BJ Vorster, by  Clarence Rhodes of UPITN-TV (United Press International Television News) on 13 February 1976.  

SOURCE 1D 

The following is a transcript of a news bulletin that was presented by the South African Broadcasting Corporation  (SABC) on 10 August 1982. 

*Barbarian: a negative word used by the apartheid regime to refer to activists from the liberation  movements which operated in exile. 
** Terrorist: a word used by the apartheid regime to refer to freedom fighters. 

QUESTION 2 
HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN HEALING OUR  PAST? 
SOURCE 2A 
This is a photograph of the first Truth and Reconciliation Commission hearing that took place in East London on  15 April 1996.  

[Internet site: http://qu301southafrica.com/tag/reconu. Accessed on 3 May 2013]

SOURCE 2B 
The following extract focuses on the assassination of anti-apartheid activist and attorney, Griffiths Mxenge, on 20  November 1981.  

SOURCE 2C 
The following statement was issued by the Amnesty Committee of the TRC. It focuses on the reasons for the  granting of amnesty to Dirk Coetzee, Almond Nofemela and David Tshikilange for the murder of Griffiths Mxenge. 

SOURCE 2D 
The following report by the South African Press Association (SAPA) outlines the reasons for the Mxenge family’s  opposition to the process of amnesty. 

SOURCE 2E 
The following is part of an interview that Shaun de Waal, reporter from the Mail and Guardian, conducted with  Mahmood Mamdani about South Africa’s TRC process. Mamdani is an African academic and current director of  the Makerere Institute of Social Research. 

QUESTION 3 
WHAT IMPACT DID GLOBALISATION HAVE ON THE NEW WORLD ORDER?
SOURCE 3A 
The following extract focuses on the phenomenon of globalisation.  

SOURCE 3B 
The following source is a diagrammatic representation of the different features of globalisation. 

SOURCE 3C 
The following article by the World Economic Forum Survey focuses on how people from 25 countries viewed  globalisation. 

SOURCE 3D 
The following article by Prabhakar Pillai is entitled ‘The Negative Effects of Globalisation’. It focuses on his views  about globalisation. 

SOURCE 3E 
A photograph showing activists protesting against the World Trade Organisation (WTO) in Washington in 1999. 

QUESTION 1 
WHY DID SOUTH AFRICA BECOME INVOLVED IN THE ANGOLAN CIVIL WAR? 
Study Sources 1A, 1B, 1C and 1D to answer the questions that follow. 
1.1 Refer to Source 1A. 

1.1.1 Which organisation did the apartheid government support during the Angolan civil war? (1 x 1) (1) 
1.1.2 List FOUR Angolan economic installations that were targeted by the South African Defence Force.  (4 x 1) (4) 
1.1.3 Using the information in the source, explain THREE reasons why the apartheid government felt  threatened by the MPLA leadership in Angola. (3 x 2) (6) 
1.1.4 In the context of the Angolan civil war, explain why the MPLA requested assistance from Cuba  and the USSR. (1 x 3) (3) 

1.2 Study Source 1B. 

1.2.1 What message does the cartoon convey regarding the Soviet Union’s support for the MPLA in  Angola? Explain your answer using the visual clues in the cartoon. (2 x 2) (4) 
1.2.2 Explain to what extent this cartoon may be regarded as biased. (2 x 2) (4)

1.3 Consult Source 1C. 

1.3.1 According to Kaunda, which TWO communist countries supported the MPLA? (2 x 1) (2)
1.3.2 Define the term communism in your own words. (1 x 2) (2) 
1.3.3 Explain why Prime Minister Vorster did not consider Angola as ‘an independent black African  country’. (2 x 2) (4) 
1.3.4 Comment on Prime Minister Vorster’s reference to the word ‘communists’ in the context of the  Angolan civil war. (1 x 2) (2) 

1.4 Use Source 1D. 

1.4.1 Quote TWO negative words that were used to describe the South West Africa People’s Organisation  (SWAPO) on the SABC news bulletin. (2 x 1) (2) 
1.4.2 How did the SABC justify the deaths of the 15 SADF airmen and soldiers who were killed in  Angola? (2 x 2) (4) 
1.4.3 Explain to what extent the information in Source 1D would be useful for a historian researching  the use of propaganda during South Africa’s participation in the Angolan civil war. Use relevant  examples from the source to support your answer. (2 x 2) (4) 

1.5 Use the information in the relevant sources and your own knowledge, to write a paragraph of about 8 lines  (about 80 words) explaining why South Africa became involved in the Angolan civil war. (8) 

 [50]

QUESTION 2 
HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN HEALING OUR  PAST? 
Study Sources 2A, 2B, 2C and 2D to answer the questions that follow. 
2.1 Study Source 2A. 

2.1.1 When and where was South Africa’s first TRC hearing held? (2 x 1) (2)
2.1.2 Define the concept reconciliation in your own words. (1 x 2) (2) 
2.1.3 Explain why the TRC chose to use the slogan ‘Healing Our Past’ during its hearings, as shown in  the photograph. (1 x 2) (2) 
2.1.4 Comment on why you think the TRC was considered to be a significant event in South Africa’s  history. (1 x 3) (3)  

2.2 Consult Source 2B. 

2.2.1 Name the THREE apartheid operatives who were charged with the murder of Griffiths Mxenge.   (3 x 1) (3)  
2.2.2 How, according to Nofemela, was Griffiths Mxenge murdered? (2 x 2) (4)  
2.2.3 Why, do you think, were the three apartheid operatives found guilty of the killing of Mxenge but  not sentenced? Support your answer with relevant evidence. (2 x 2) (4) 

2.3 Use Source 2C. 

2.3.1 Explain why the THREE apartheid operatives were granted amnesty. (1 x 2) (2) 
2.3.2 ‘It will not be necessary for the trial court to proceed with the question of sentence.’ Why, do you  think, was this statement made? (1 x 2) (2) 

2.4 Refer to Sources 2B and 2C. Explain to what extent an historian would consider the information in Sources  2B and 2C useful when writing about the granting of amnesty to those responsible for the death of Griffith’s  Mxenge. (2 x 2) (4)
2.5 Read Source 2D. 

2.5.1 How did Griffiths Mxenge’s family react to the application for amnesty of the three apartheid  operatives? (1 x 2) (2) 
2.5.2 Explain why the Mxenge family responded in this manner to the granting of amnesty to the three  apartheid operatives. (2 x 2) (4) 

2.6 Consult Source 2E. 

2.6.1 How does Mamdani view the manner in which the TRC dealt with the victims of apartheid?   (1 x 2) (2) 
2.6.2 Mamdani suggests that the TRC process was flawed. What change did he propose that might  have made the TRC more successful in its attempt to ‘heal’ the past? (1 x 2) (2) 
2.6.3 Comment on the meaning of Mamdani’s statement: ‘The TRC was only interested in, ‘Did you give  the orders in this case, that case?’ ‘ (2 x 2) (4)  
2.7 Use the information in the relevant sources and your own knowledge, to write a paragraph of about 8 lines  (about 80 words), explaining to what extent the TRC was successful in healing our past. (8) 

 [50]

QUESTION 3 
WHAT IMPACT DID GLOBALISATION HAVE ON THE NEW WORLD ORDER? 
Study sources 3A, 3B, 3C, 3D and 3E and answer the questions that follow. 
3.1 Use Source 3A. 

3.1.1 Define the term globalisation in your own words. (1 x 2) (2) 
3.1.2 Quote the TWO types of integration mentioned in the source in the context of globalisation.  (2 x 1) (2)  
3.1.3 According to the information in the source, what might be the negative effects of removing tariffs  on the economies of developing countries situated on the African continent? (2 x 2) (4) 

3.2 Study Source 3B. 

3.2.1 Using the information in the source, identify THREE features of globalisation. (3 x 1) (3) 
3.2.2 Explain whether you think these changes (as identified in QUESTION 3.2.1) have had a positive  or a negative impact on the various countries of the world. Support your answer with relevant  evidence. (3 x 2) (6) 

3.3 Refer to Source 3C. 

3.3.1 According to the information in the source, why did an increasing number of people favour  economic globalisation? (1 x 2) (2) 
3.3.2 Quote any TWO positive aspects that the global survey revealed about globalisation. (2 x 1) (2) 
3.3.3 As a historian, explain the limitations of using this source when researching the effects of  globalisation. (1 x 3) (3) 

3.4 Consult Source 3D. 

3.4.1 Identify FOUR negative effects of globalisation. (4 x 1) (4) 
3.4.2 Explain how globalisation contributed to the negative effects (as identified in QUESTION 3.4.1).  Support your answer with a valid reason. (1 x 2) (2) 

3.5 Refer to Sources 3C and 3D. Explain how the information in these sources would be useful to a historian  studying globalisation. (2 x 2) (4) 
3.6 Refer to Source 3E. 

3.6.1 What TWO factors, do you think, prompted activists to embark on protest action? (2 x 1) (2) 
3.6.2 Comment on the significance of the words, ‘Global Injustice’, as shown on the banner, in the  context of globalisation. (1 x 2) (2)  

3.7 Consult Source 3D and Source 3E and explain how the information in these sources support each other  regarding the negative effects of globalisation. (2 x 2) (4)  
3.8 Use the information from the relevant sources and your own knowledge, to write a paragraph of about  8 lines (about 80 words), explaining how globalisation has created a new world order from 1989 to the  present. (8) 

 [50]

6. ASSESSMENT TASKS: ESSAY QUESTIONS 
1. TOPIC 1: CHINA OR VIETNAM 
QUESTION 1A: CHINA 
Discuss to what extent Mao transformed China from an underdeveloped country to a super power between 1949  and 1976. [50] 
QUESTION 1B: VIETNAM 
‘ ... All the military might of a superpower could not defeat a small nation of peasants.’ 
Critically discuss this statement in the light of United States of America’s involvement in Vietnam between 1965 and  1975. Use relevant examples to support your answer. [50]  
2. TOPIC 2: INDEPENDENT AFRICA  
QUESTION 2: CONGO AND TANZANIA 
Write a comparative essay on the political successes and challenges that post-colonial leaders of both the Congo and  Tanzania faced between the 1960s and the 1980s. [50] 
3. TOPIC 4: CIVIL RESISTANCE IN SOUTH AFRICA: 1970S TO 1980S  
QUESTION: 4: THE CRISIS OF APARTHEID IN THE 1980S 
Explain how internal mass civic resistance and international pressure contributed to the demise (fall) of the  apartheid regime in the 1980s. [50] 

4. TOPIC 5: THE COMING OF DEMOCRACY IN SOUTH AFRICA AND THE COMING  TO TERMS WITH THE PAST  
QUESTION: 5: THE NEGOTIATED SETTLEMENT AND THE GOVERNMENT OF NATIONAL UNITY
Allister Sparks argues that the process of negotiation ‘was always a crisis-driven process’. 
Critically assess Allister Spark’s statement with reference to the process of negotiation in South Africa between  1990 and 1994. [50]

5. BIBLIOGRAPHY 
Visual sources and other historical evidence were taken from the following: 

BOOKS: 
Angier, K. (et al), Viva History Grade 12: Learner’s Book. (Johannesburg: Vivlia, 2013). 
Frederikse, J. South Africa: A different kind of war. (London: James Currey, 1987). 
Hanlon, J . Beggar your neighbours: Apartheid power in Southern Africa. (London: James Currey, 1986).
Pillay, G. (et al), New Generation History Grade 12: Learner’s book. (Durban: Interpak Printers, 2013).

INTERNET SITES: 
http://www.cartoons.ac.uk/search/cartoon_item/angola.  
http://www.sahistory.org.za/archive/interview-south-african-prime-minister-mr-b-j-vorster-mr-clarence-rhodes upitn-tv-13-february.  
http://qu301southafrica.com/tag/recon.  
www.justice.gov.za/trc/report/ . 
www.info.gov.za/speeches/1997/08050w13297.html.  
www.justice.gov.za/trc/media/1996/9611/s961105h.html.  
http://hubpages.com/hub/Definition-of-Globalization.  
http://globalisation.pen.io.  
www.globescan.com/news_archives/press_inside.htm.  
http://www.buzzle.com/articles/negative-effects-of-globalization.html.  
http://content.lib.washington.edu/wtoweb/images/wto-protest.jpg.