HISTORY
PAPER 2
GRADE 12 
NSC EXAMS
PAST PAPERS AND MEMOS NOVEMBER 2018

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 when 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 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. 
(a) The first reading of essays 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 essays will relate to the level (on the matrix) of  presentation. 

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

MEMORANDUM 

SECTION A: SOURCE-BASED QUESTIONS  
QUESTION 1: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS  INFLUENCE SOUTH AFRICAN STUDENTS IN THE 1970s? 
1.1 
1.1.1 [Extraction of evidence from Source 1A - L1] 

•  African National Congress (ANC)'
• 'Pan Africanist Congress (PAC)' 
• 'South African Communist Party (SACP)' 
• ‘NUSAS’ (any 3 x 1) (3) 

1.1.2 [Extraction of evidence from Source 1A - L1] 

• ‘This was a result of a political vacuum that was created by the banning and  imprisonment of leaders’ 
• 'Increasing frustration and marginalisation that black students experienced  by mostly white student leadership' (any 1 x 2) (2) 

1.1.3 [Definition of a historical concept in Source 1A - L1]  

• A philosophy that promoted self-confidence/ assertiveness and pride  among black South Africans 
• A philosophy which encouraged black South Africans to be independent  from other races 
• A philosophy that encouraged equality, justice, pride and unity
• Any other relevant response (any 1 x 2) (2) 

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

• Encouraged people to reject any form of discrimination 
• Wanted people to assert themselves and resist inferiority (become politically  aware and conscientised) 
• Encouraged black South Africans to fight against oppression
• Any other relevant response (any 2 x 2) (4) 

1.1.5 [Interpretation of evidence from Source 1A – L2]  

• SASO held leadership conferences to politically conscientise/unifying black South African students 
• SASO taught student’s critical social analysis skills
• SASO taught students’ organisational skills 
• The skills taught at the leadership conference helped students to spread  the ideas of Black Consciousness to students at high schools
• Any other relevant response (any 2 x 2) (4) 

1.2 
1.2.1 [Extraction of evidence from Source 1B – L1] 

•  'For a fiery (powerful) speech he delivered at a graduation ceremony attacking Bantu Education' (1 x 1) (1) 

1.2.2 [Interpretation of evidence from Source 1B - L2] (4)

• Tiro shared his knowledge about BC with Mashinini
• Tiro encouraged Mashinini not to be subjected to inferiority/not to be treated  as a second-class citizen
• Tiro shared his vision of 'one Azania' with Mashinini
• Tiro inspired Mashinini with his ideas and ‘political thinking’/influenced him  to believe that BC would bring about freedom from oppression 
• Mashinini became devoted to the philosophy of BC 
• Any other relevant response (any 2 x 2) 

1.2.3 [Extraction of evidence from Source 1B - L1] 

•  'Mozambique in 1974' 
• 'Angola in 1976' (2 x 1) (2) 

1.3 
1.3.1 [Extraction of evidence from Source 1C – L1] 

• ‘Began waving a stick and screaming: Away with you’ 
• ‘We give you three minutes’ 
• 'We’re going to shoot' 
• ‘Pulled out his handgun’ 
• 'Fired two shots'
• 'He signalled and the other policemen started shooting' (any 1 x 2) (2) 

1.3.2 [Interpretation of evidence from Source 1C - L2] 

• Sam Nzima was a photo-journalist and reported (registered what happened) on the event as it unfolded
• To expose the atrocities and brutality of the apartheid regime 
• A journalist ought to be impartial and report on events without emotion
• Sam Nzima may have been shocked/afraid 
•  Any other relevant response (any 2 x 2) (4) 

1.3.3 [Extraction of evidence from Source 1C – L1] 

•  'Many began throwing stones at the police' 
• 'Others burned cars and buildings' 
• 'Looted bottle stores' (any 2 x 1) (2) 

1.4 
1.4.1 [Interpretation of evidence from Source 1D – L2] 

• To expose police brutality 
• To expose how the apartheid regime responded to mass protest action
• To highlight the unity that students of Soweto demonstrated against the  imposition of Afrikaans as a medium of instruction 
• To show how the police responded to unarmed children that were fighting for  a just cause
• The event was of national importance/newsworthy 
• To sympathise/empathise with the struggle of black South African students
• Any other relevant response (any 2 x 2) (4)

1.4.2 [Ascertain the usefulness of Source 1D – L3] 
The source is USEFUL because: 

• It gives first-hand information on what occurred on 16 June 1976 
• It contains the iconic photograph that Sam Nzima took of the slain Hector  Pieterson being carried by Mbuyisa Makhubu 
• It gives you insights as to how the apartheid regime responded (brutality) to  protest action by black South African students
• It highlights the solidarity and unity amongst black South African students  fighting against the imposition of Afrikaans as a medium of instruction
• It indicates how many students were killed and injured (statistics) during the  Soweto Uprising
• Any other relevant response (any 2 x 2) (4) 

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

•  Source 1C gives a written account of how Sam Nzima witnessed Mbuyisa  Makhubu carrying Hector Pieterson and his sister, Antoinette running  alongside them and Source 1D shows the photograph of what actually  occurred on 16 June 1976 to Hector Pieterson
• Source 1C states that Sam Nzima took a number of photographs of what  occurred on 16 June 1976 including the 'famous one' and in Source 1D we  see the evidence of the famous photographs of Hector Pieterson and the  crowd that were taken
• In Source 1C Sam Nzima asked the driver to rush the film to the press to be  published and in Source 1D we see the photograph that was published as  headlines in The World newspaper on 16 June 1976
• Any other relevant response (any 2 x 2) (4)

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

• The introduction of the philosophy of Black Consciousness filled a political  vacuum that existed when political leaders from the ANC, PAC and SACP  were imprisoned (Sources 1A)
• SASO was formed to conscientise black South African youth (Source 1A) ∙ Through the philosophy of Black Consciousness people became aware of  their situation and wanted to change it (Source 1A)
• The philosophy of Black Consciousness ensured that South Africans broke  the 'yoke of oppression' (Source 1A) 
• Black Consciousness activists ensured that black South Africans fought for  their liberation (Source 1A) 
• Black Consciousness taught students critical social analysis and  organisational skills (Source 1A) 
• The philosophy of Black Consciousness instilled a sense of unity and pride  among black South Africans (own knowledge) 
• Tiro was an advocate of Black Consciousness and had a strong influence  on Mashinini's political thinking (Source 1B) 
• The philosophy of Black Consciousness influenced students to embark on  a peaceful march on 16 June 1976 against Afrikaans as a medium of  instruction (Source 1B) 
• Photo-journalist Sam Nzima captured the events as they unfolded on 16  June 1976 which was influenced by the philosophy of Black Consciousness  (Source 1C) 
• The Soweto Uprising was a turning point in South Africa's history (own  knowledge) 
•  Outlines how students were influenced by Black Consciousness to stand up  for their rights and the impact thereof (Source 1D) 
• Black Consciousness promoted unity and solidarity amongst students of  Soweto (Source 1D) 
• Any other relevant response

Use the following rubric to allocate marks: 

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QUESTION 2: DID THE TRUTH AND RECONCILIATION COMMISSION (TRC)  HELP VICTIMS OF POLITICAL CRIMES TO FIND CLOSURE? 
2.1.1 [Extraction of evidence from Source 2A - L1] 

• ‘Minister of Justice, Dullah Omar' (1 x 1) (1) 

2.1.2 [Interpretation of evidence from Source 2A – L2] 
a) Afrikaners 

• It allayed their fears by mentioning that through the process of the TRC  South Africans could come to terms with their past and hence advance the  cause of reconciliation by not pursuing retributive justice
• The TRC stressed that its intention was not to conduct a witch-hunt 
• It assured that the human rights abuses of the ANC would be investigated
• It provided a forum for the truth to be told and amnesty to be granted 
• Any other relevant response (any 1 x 2) (2) 

b) The ANC 

•  Would be afforded the opportunity to present their side of the story regarding  human rights abuses 
• It provided a forum for the truth to be told and amnesty to be granted
• Any other relevant response (any 1 x 2) (2) 

2.1.3 [Definition of a historical concept in Source 2A - L1] 

• To bring about friendly relations/healing between victim and perpetrator 
• Any other relevant response (1 x 2) (2) 

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

•  'Archbishop Desmond Tutu' 
• 'Alex Boraine' (2 x 1) (2) 

2.1.5 [Interpretation of evidence from Source 2A – L2] 
Candidates must give a response for perpetrators and victims 
Perpetrators: 

• To hear their testimonies 
• To make full disclosure/truth telling regarding political crimes that were  committed 
•  Amnesty was granted if full disclosure was made (any 1 x 2) 

Victims: 

• To hear their stories
• To ensure restorative justice would be granted to bring about healing 
• Affected families of human rights abuses were granted reparations 
• Any other relevant response (any 1 x 2) (4)

2.1.6 [Extraction of evidence from Source 2A - L1]  

• 'Truth-telling' 
• 'Healing'(2 x  1) (1 x 2) (2) 

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

•  'A shot rings out and Turner collapses to the floor' 
• ‘Assassination’ (any 1 x 2) (2) 

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

•  Lack of a political will on the part of the present government to investigate  the death of Rick Turner
• No one appeared before the TRC to confess murdering Rick Turner/ the  murderer was not identified 
• The apartheid security forces hid the truth regarding the killing of Rick  Turner because they were implicated 
•  Any other relevant response (any 1 x  2) (any 1 x 2) 

2.2.3 [Extraction of evidence from Source 2B - L1]  

•  'Biko' 
• 'Neil Aggett' 
• 'Matthew Goniwe' 
• 'Sparrow Mkhonto'
• 'Ashley Kriel' (any 3 x 1) (3) 

2.2.4 [Interpretation of evidence from Source 2B – L2] 
Candidates can choose either NOT SUCCESSFUL or SUCCESSFUL and  substantiate their response with relevant evidence. 
NOT SUCCESSFUL 

•  Forty years later Rick Turner's killer is still walking free 
• The TRC hearings did not get any information regarding the killing of Rick  Turner 
• The killer responsible for Rick Turner's murder did not appear before the  TRC and apply for amnesty 
• Security forces were successful in hiding their involvement in the murder of  Rick Turner 
• Any other relevant response  

SUCCESSFUL 
Candidates must support their answer with relevant evidence (any 2 x 2) (4)
2.3 
2.3.1 [Extraction of evidence from Source 2C – L1] 

•  ‘Extreme professionalism, efficiency and had the best assistance in  covering up their tracks’ 
• 'It seems to me that the only people capable of acting in such a way were  the members or handle-operatives of the then Bureau of State Security  (BOSS) or security police'
• 'Up to now all investigations have led us to the wall of silence surrounding  BOSS and the security police' (any 2 x 1) (2) 

2.3.2 [Ascertaining the usefulness of Source 2C – L3] 
The source is USEFUL because: 

•  It gives first-hand information about the circumstances under which Rick  Turner was killed 
• It mentions that Jann Turner appeared before the TRC regarding the death  of her father, Rick Turner in 1996 
• It informs the researcher that Jann Turner appeared before the TRC to try  and find out who killed her father 
• It mentions that the Durban Murder and Robbery Unit were unable to solve  who killed Rick Turner 
• It implicates BOSS in the assassination of Rick Turner 
• It also implicates the ANC in the killing Rick Turner 
• Any other relevant response (any 2 x 2) (4) 

2.4 [Comparison of evidence in Sources 2B and 2C - L3] 

•  Sources 2B and 2C are similar because they indicate that the killers of Rick  Turner were never found 
• Both Sources 2B and 2C implicate BOSS and the security police in the  assassination of Rick Turner 
• Sources 2B and 2C are similar because they outline Jann Turner's role in  trying to find out who killed her father 
• Both Sources 2B and 2C indicate that the TRC was unable to identify the  killers of Rick Turner 
•  Any other relevant response (any 2 x 2) (4) 

2.5 
2.5.1 [Interpretation of evidence in Source 2D – L2] 

•  The mandate of the TRC was to reconcile (to heal) both victims and  perpetrators and not to seek retributive justice and to encourage  perpetrators to tell the truth 
• The mandate of the TRC was to ensure restorative justice and bring about  healing and reconciliation amongst all South Africans, therefore retributive  justice was left out 
• Retributive Justice would lead to division and disunity among black and  white South Africans 
• Any other relevant response (any 2 x 2) (4)

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

•  Security police that were implicated in the assassination of Rick Turner had  their headquarters at Vlakplaas 
• At Vlakplaas a number of political activists were interrogated, tortured and  killed
• Any other relevant response (any 1 x 2) (2)

2.6 [Interpretation, evaluation and synthesis from relevant sources – L3] Candidates could include the following aspects in their response: 
Candidates must take a stance and explain whether the TRC helped  families of victims to find closure 
DID NOT HELP VICTIMS TO FIND CLOSURE 

• The objective of the TRC was to enable South Africans to come to terms  with their past (Source 2A) 
• Forty years since Rick Turner's death and no one has been held  accountable for his death (Source 2B) 
• The release of Section 29 hearings did not identify the killer of Rick Turner  (Source 2B) 
• BOSS and the security police were not brought to book and to account for  Rick Turner's killing (Source 2C) 
• The evidence depicted by the cartoon suggests that the family of Rick  Turner did not get closure (Source 2D) 
• The TRC failed families of victims because it did have the power to  subpoena perpetrators of crimes that were committed (own knowledge)
• There is a lack of political will to get perpetrators to account for the political  killings that occurred (own knowledge) 
• The TRC failed families of victims because there was no accountability or  responsibility for the murders that occurred (own knowledge) 
• Any other relevant response 

OR 
HELPED VICTIMS TO FIND CLOSURE 

• The TRC encouraged truth telling and healing (Source 2A) 
• Full disclosure of atrocities committed would bring about healing (Source  2A) 
•  The TRC provided a platform for victims to speak the truth as they have  experienced it (Source 2A) 
• The TRC emphasised that perpetrators should reveal the truth about the  human rights violations that were committed (Source 2A) 
• The TRC was prepared to listen to testimonies of both victims and  perpetrators (Source 2A) 
• The TRC helped families such as Mtimkulus’ to find closure (own  knowledge) 
• Some families received reparations (own knowledge) 
• Some families felt relieved and could find the remains of loved ones and  find closure (own knowledge) 
• In 2018 the Timol family was successful in hearing the truth about how  Ahmed Timol died (own knowledge) 
• During the TRC hearings some of the truth surfaced such as the death of  Nokuthula Simelane (own knowledge) 
• In some cases, perpetrators sought forgiveness and provided families with  answers (own knowledge) 
• The TRC led by Tutu and Boraine made an attempt to help victims of  political crimes to find closure (Source 2B) 
• Any other relevant response

Use the following rubric to allocate marks: 

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QUESTION 3: HOW DID GLOBALISATION CONTRIBUTE TO JOB LOSSES IN  SOUTH AFRICA'S CLOTHING AND TEXTILE INDUSTRY AFTER  1990?  
3.1.1 [Definition of a historical concept in Source 3A - L1] 

•  Globalisation means that countries are becoming more interdependent and  that people all over the world are more connected to each other 
• Globalisation refers to an interconnectedness amongst various economic,  political, technological and cultural spheres 
• Any other relevant response (any 1 x 2) (2) 

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

• 'It directly employs 127, 000 people' 
• 'Approximately 20% more people than the automotive and component  sector' 
• The livelihoods of many working class people depended on the industry's  survival' (any 1 x 2) (2) 

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

• China's clothing and textile import costs are cheaper than the local  manufacturers
• Local clothing and textile products were not priced competitively as  compared to those that were imported from China 
• Local consumers started to purchase cheaper imported products from China 
• The demand for local clothing and textile products decreased over the years
• Local clothing and textile factories were forced to retrench thousands of  workers because of a lack of demand 
• Hundreds of local clothing and textile factories were closed because of a  lack of profitability
• The removal of protective tariffs made it easy for cheap Chinese goods to  enter South Africa affecting the local industries
• Any other relevant response (any 2 x 2) (4)

3.1.4 [Extraction of evidence from Source 3A - L1] 
(a) Large firms 

• 'By attracting investment to update machinery and processes'
• 'Productivity improved' 
• 'Clothing exports increased'
• 'Reduced levels of employment' (any 1 x 1)   (1)

(b) Small and Medium Enterprises 

• 'Struggled the most' 
• 'Unable to attract the necessary investment' 
• 'Without being able to increase production' (any 1 x 1) (1)

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

• 'rising labour’ (costs) 
• 'raw materials’ (costs) 
• ‘factory rental costs' 
• 'an increase of illegally imported goods' (any 3 x 1) (3) 

3.2.2 [Interpretation of evidence from Source 3B - L2] 

• Labour costs according to SACTWU have kept pace with inflation 
• Labour costs have not skyrocketed and therefore did not contribute to job  losses in the clothing and textile industry 
• Labour costs were kept at a minimum (6% in 2000 and 1,87% in 2001)
• Any other relevant response (2 x 2) (4) 

3.2.3 [Ascertaining the usefulness of evidence from Source 3B – L3] 
The source is USEFUL because: 

•  It highlights the reasons for the closure of clothing and textile factories 
• It outlines the impact that globalisation has had on the clothing and textile  industry 
•  The different views of the Cape Clothing Association and SACTWU are  given regarding the reasons for job losses in the clothing and textile industry 
• It highlights how tariffs, trade agreements and illegal imports as well as dumping were the main reasons for job losses in the industry 
• Any other relevant response (any 2 x 2) (4) 

3.3 
3.3.1 [Interpretation of information from Source 3C - L2] 

• The poster conveys a message that clothing factories must be saved from  closure
• The poster portrays a worker busy making clothes that were produced in  South Africa 
• The poster appeals to the South African consumers to buy South African clothing 
• The poster shows a concerned factory worker whose job may be at risk  because of the impact of globalisation 
• The poster was produced by COSATU to highlight the situation in the  clothing and textile industry 
• Any other relevant response (any 2 x 2) (4) 

3.3.2 [Interpretation of information from Source 3C - L2] 

• COSATU wanted to show the plight of clothing and textile workers (to  prevent workers from losing their jobs)
• COSATU shows its support for workers who were at risk of facing  unemployment if clothing factories were closed
• COSATU states that factories should not to be closed 
• COSATU highlights that clothes must be produced in South Africa 
• Any other relevant response (any 2 x 2) (4)

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

• Source 3B states that globalisation caused job losses in the clothing and  textile industry and Source 3C shows how globalisation has affected the  South African clothing and textile industry
• Source 3B outlines that jobs were lost in the clothing and textile industry and  Source 3C depicts how COSATU responded to job losses 
• Source 3B indicates how the South African clothing industry was affected by the job losses and Source 3C shows a factory worker displaying garments  that are 'Made in South Africa'
• Any other relevant response (any 2 x 2) (4) 

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

• 'New jobs'
• 'Greater opportunities' 
• 'Increased productivity' (3 x 1) (3) 

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

• 'Government support for the industry'
• 'The Union's active campaign for jobs' 
• 'The government advocating the greening of the industry to make it more  sustainable' 
• 'SACTWU campaign to 'buy South African’
• 'SACTWU agreements with major companies and institutions to support the  local industry' (any 2 x 1) (2) 

3.5.3 [Interpretation of information from Source 3D - L2] 

• The campaign was an effort to prevent factories from closing its doors 
• To prevent workers from being retrenched/fired 
• To address the unemployment of workers in South Africa's clothing and  textile industry/to uplift the local community
• To urge South Africans to buy locally produced clothing instead of cheap  imports to boost the local economy
• To revive the local clothing and textile industry 
• 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 

• Globalisation had a negative impact on South Africa's clothing and textile  industry (Source 3A) 
• Large clothing and textile factories had to retrench workers because of  globalisation (Source 3A) 
• Small and Medium Enterprises struggled to sustain their businesses and had to close their doors (Source 3A)
• Globalisation contributed to 19 companies in Cape Town closing their doors  which led to 2 249 factory workers being retrenched (Source 3B) 
• The closure of clothing and textile factories led to 33 963 workers losing their  jobs in South Africa (Source 3B)
• The Cape Clothing Association stated that 140 companies closed their doors  (Source 3B)
• Many clothing and textile companies had to relocate to the former  homelands or southern African states because of cheaper operating costs (Source 3B) 
• SACTWU attributed job losses to government's tariff programmes, trade  agreements, illegal imports and dumping of cheap goods (Source 3B) 
• South Africa experienced falling production levels between 2000 and 2015  (Source 3D) 
• Cheap Chinese imports contributed significantly to the decrease of  employment of workers in the clothing and textile industry (own knowledge)
• Any other relevant response  

Use the following rubric to allocate marks: 

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SECTION B: ESSAY QUESTIONS 
QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE  CRISIS OF APARTHEID IN THE 1980s 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills] 
SYNOPSIS 
Candidates need to critically discuss how intense pressure from international anti apartheid organisations led to the political transformation in South Africa in the 1980s.  
MAIN ASPECTS 
Candidates could include the following aspects in their essays:  

• Introduction: Candidates need to state how the various forms of resistance by the  international anti-apartheid organisations contributed to the political transformation in  South Africa in the 1980s.  

ELABORATION 

•  Reasons for the intense pressure from the Anti-Apartheid Movement (AAM) in the  1970s and 1980s in response to PW Botha's reforms in South Africa (Brief  background) 
• IAAM (Irish Anti-Apartheid Movement) formed by Kader Asmal 
• In the 1980s the International Defence and Aid Fund (IDAF) funded state of  emergency detentions/smuggled R200 million into South Africa/created a network of  donors who funded the release of political prisoners/From January 1985 IDAF funded  16 551 legal matters (e.g. detentions, common law prosecutions of street activists) 
• Sport Boycotts: In 1981 New Zealand protested against the 'racist' Springbok tour/  South African Council on Sport (SACOS) established political links with the UDF and  COSATU/slogan 'No normal sport in an abnormal society'/By the late 1980s SA was  banned from 90% of world sport 
• Cultural Boycotts: International artists - non-segregated audiences only/Artists  against apartheid formed in Britain by Dali Tambo and Jerry Dammers/The British  Actors Union 'Equity' forbid the use of television programmes in SA involving its  members/1985 USA 'Artists United against Apartheid'/refused to perform in South  Africa and raised money for liberation movements/1986 Freedom Festival in London  audience of 250 000 attended/musicians expressed their solidarity with people in  SA/speakers from ANC, SWAPO and British Anti-Apartheid Movement addressed  the crowd 
• Academic Boycotts: Scholars refused to travel to South Africa / Publishers refused  to publish SA manuscripts / No collaboration of scholars / Publishers abroad refused  to grant access to information / International conferences barred South African  participation / Institutions abroad denied SA academic access / overseas institutions  refused to recognise SA degrees/ schools abroad refused to act as external  examiners for thesis presented at SA universities / Trinity College forbade its faculties  to collaborate with South African universities 
• Consumer Boycotts: SA experienced a recession in 1980s / Anti-apartheid groups  encouraged the public to boycott SA products / Irish workers refused to handle fruits  from SA / Imports of raw materials such as coal, iron, steel from South Africa were  banned
• Disinvestments: This was a consequence as a result of the Soweto Uprising and  the death of Steve Biko / Sweden was the first country to disinvest in SA / By 1984 foreign investments in South Africa dropped by 30% / By 1980 Britain already  disinvested from the Simon's Town Naval Dockyard / General Motors and Barclays  Bank pulled out of SA / In the 1980s SAs economy struggled as investors left the  country / The rand was devalued / the effects of AAM actions began to show results / Between 1985 and 1990 over 200 US companies pulled out of SA) / University of  California withdrew investments of three billion dollars from SA 
• Sanctions: In the 1980s the Sullivan Principle (which implied that workers of all USA  companies should be treated equally) formed the basis for the disinvestment campaign in South Africa in the 1980s / Student protests in 1980s sparked withdrawal  of the USA trading companies / 1982 United Nations (UN) condemned apartheid and  called for total sanctions against SA 
•  In 1985 Chase Manhattan Bank cut ties with SA / Johannesburg Stock Exchange  (JSE) closed for 4 days. The value of the rand dropped by 35% from 54 to 34  cents to the dollar) / In 1985 the European Economic Community banned new  investments in SA 
• In 1986 the US Congress passed a law that banned all new investments and  loans in SA / Big corporations such as General Electric, Pepsi Cola, General  Motors, Mobil and IBM stopped doing business in SA / USA threatened to stop  the sale of weapons to SA / In 1986 Anti-Apartheid Law of USA led to some European countries and Japan to introduce sanctions against SA / International  banks lost confidence in SA's economy 
  • In 1987 Israel voted not to extend its existing defence contracts with SA / In 1988  one fifth of British and 184 American companies withdrew from SA because of  pressure from its shareholders / Barclays Bank sold their shares due to pressure  of the British public / The SA economy declined substantially and grew at a mere  1.1% per annum 
• The Role of International Trade Unions: The AAM imposed a trade ban on SA /  Irish Congress of Trade Unions opposed apartheid regime in SA 
• Political and financial crisis in SA continued / Western nations applied enormous  pressure on SA to end apartheid / The apartheid regime had no choice but to start  negotiations with anti-apartheid organisations in earnest 
• Release Mandela Campaign Wembley Stadium / United Nations / UN Security  Council and UN General Assembly called for the release of Nelson Mandela ∙ The role of Front-Line States – provided bases for training of freedom fighters;  condemned South Africa's apartheid policies at the UN 
• Any other relevant response
• Conclusion: Candidates should sum up their argument with a relevant conclusion. [50]

QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING  TO TERMS WITH THE PAST 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills] 
SYNOPSIS  
Candidates need to indicate whether they agree or disagree with the statement. If they  agree with the statement, they need to explain how Nelson Rolihlahla Mandela was  singlehandedly responsible for the birth of a free and democratic South Africa. If they  disagree with the statement, they need to support their line of argument. 
MAIN ASPECTS 
Candidates could include the following aspects in their essays:  

• Introduction: Candidates need to take a stance and indicate whether Nelson Mandela  was singlehandedly responsible for South Africa becoming a free and democratic  country in 1994.  

ELABORATION 

• De Klerk comes to power in 1989 
• De Klerk's speech in parliament on 2 February 1990 
• Unbanning of the political and civic organisations, such as the ANC and SACP
• The removal of restrictions on COSATU, AZAPO, etc. 
• Release of Nelson Mandela from prison in February 1990 
• Groote Schuur Minute, 2 May 1990 (ANC and NP met, ANC delegation led by Nelson  Mandela, NP delegation led by FW De Klerk) 
• Apartheid legislation revoked, such as the Separate Reservation of Amenities Act
• Violence in the Vaal Triangle 
• Pretoria Minute, 6 August 1990 (ANC agreed to suspend the armed struggle)
• Meeting of political parties - CODESA 1 (20 December 1991) 
• Violence erupts in some parts of the country, such as the Witwatersrand and Natal
• The Declaration of Intent 
• Whites-only referendum and its impact (March 1992) 
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution making body and interim government 
• NP wanted minority veto while ANC wanted an interim government for no longer than  18 months and simple majority rule
• On-going violence on commuter trains on the Rand 
• Boipatong massacre and its consequences (17 June 1992)
• Nelson Mandela's role in leading the call for rolling mass action against the National  Party 
• Bhisho massacre (Gqozo) and its effects on the process of negotiations (7  September 1992) 
• Record of Understanding – Meyer and Ramaphosa
• Multiparty negotiating Forum
• Right-wing attack of the World Trade Centre and its consequences 
• Assassination of Chris Hani (10 April 1993) 
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock
• Date for the first democratic elections set (27-29 April 1994) 
• Any other relevant response [50]
• Conclusion: Candidates should tie up their argument with a relevant conclusion.  

If candidates disagree with this statement, they need to support their line of  argument with relevant evidence.

QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE  EVENTS OF 1989 
[Plan and construct an original argument based on relevant evidence using analytical  and interpretative skills] 
SYNOPSIS  
Candidates need to explain to what extent the fall of the Berlin Wall in 1989 paved the  way for the National Party and the African National Congress to begin talks. They should  refer to the relevant events that transformed the political situation in South Africa  between 1989 and 1990. 
MAIN ASPECTS  
Candidates could include the following aspects in their response:  

•  Introduction: Candidates should indicate to what extent the fall of the Berlin Wall  paved the way for both the National Party and the African National Congress to start  talks with each other and how these talks led to political changes in South Africa. 

ELABORATION  

• The Soviet Union disintegrated by the end of 1989 (Glasnost and Perestroika)
• The Soviet Union no longer regarded as a super power 
• Communism was no longer seen as a 'global threat' 
• The fall of the Berlin Wall in 1989 and its impact 
• Changes in the world politics and its impact on South Africa's apartheid reforms
• The apartheid regime could no longer use communism to justify its policy of racial  segregation 
• The National Party’s claim that it was protecting South Africa from a communist  onslaught became unrealistic 
• The USA and its allies could no longer continue to support the apartheid regime
• The collapse of the USSR also influenced the ANC to change its stance
• The ANC experienced economic and ideological challenges 
• The collapse of the Soviet Union put pressure on both the National Party and the ANC  to begin negotiations
• External support for both the National Party and the ANC was fading and negotiations  seemed like the best option for both sides
• The Battle of Cuito Cuanavale spurred the National Party to start negotiations with  communist over the independence of Namibia made it easier for them to talk the  ANC
• The Western world supported the move that South Africa should resolve its problems  peacefully and democratically 
• It became evident that the National Party government could not maintain white  supremacy indefinitely
• Influential National Party members started to realise that apartheid was not the  answer to the needs of white capitalist development
• There was no doubt that the continued repression of black South Africans would not  ensure political stability
• The government started to believe that reform needed to include the development of  a strong black middle class which would act as a 'bulwark against revolution'
• The security forces and state of emergencies had not stopped township revolts
• By the late 1980s the South African economy was in a state of depression
• PW Botha suffered a stroke and was succeeded by FW De Klerk 
• FW De Klerk started to accept that the black struggle against apartheid was not a  conspiracy directed from Moscow
• This enabled De Klerk to engage with the liberation organisations to find a lasting  solution for South Africa 
• On 2 February 1990 De Klerk announced the unbanning of all anti-apartheid  organisations which paved the way for talks 
• Any other relevant response 
• Conclusion: Candidates should tie up their argument with a relevant conclusion. 

If candidates explain to a lesser extent, they need to support their line of argument  with relevant evidence. [50] 

TOTAL: 150