HISTORY
PAPER TWO (P2) 
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 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.
• 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 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 I√ 

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. 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
      P	LEVEL 3

GLOBAL ASSESSMENT OF ESSAYS: 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: HOW DID THE PHILOSOPHY OF BLACK CONSCIOUSNESS  INFLUENCE THE SOWETO UPRISING OF 1976? 
1.1 
1.1.1 [Explanation of a historical concept from Source 1A – L1] 

• A philosophy that advocated self-confidence, assertiveness and pride  among black South Africans  
• A philosophy propagated by Steve Biko and other activists for black South  Africans to be independent of other races regarding the struggle for equality and justice 
• Any other relevant response (any 1 x 2) (2) 

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

• It is a fact of history that the 16 June 1976 occurred under the direct  influence of the Black Consciousness Movement, its ideology and its  leadership 
• On 28 May 1976 the South African Students' Movement, a student  component of the BCM held its General Students Council meeting where  the issue of Afrikaans as a medium of instruction was discussed  (2 x 1) (2) 

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

• The issue of Afrikaans as a medium of instruction (1 x 2) (2) 

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

• Seth Mazibuko: showed leadership by mobilising the prefects of the  schools to speak with one voice regarding the rejection of Afrikaans as a  medium of instruction at schools located in Soweto; leader of SASM in  Soweto 
• Tsietsi Mashinini: was an influential leader by calling for mass  demonstration on 16 June 1976 and he was also responsible for the  formation of an Action Committee that led the Soweto uprising; leader of  SASM in Soweto 
• Any other relevant response (2 x 2) (4) 

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

• Mathematics  
• History  
• Geography (3 x 1) (3) 

1.2.2 [Interpretation of evidence from Source 1B – L2] 

• The apartheid government did not care about the challenges that black  students/pupils faced regarding the use of the Afrikaans language 
• The government wanted to show the students that it had powers to decide  on any school policy because the money to run schools came from  government 
• The apartheid government did not find young black South African students  as a threat 
• The apartheid government underestimated the power of black South  African students 
• Any other relevant response (2 x 2) (4)

1.2.3 [Interpretation of evidence from Source 1B – L2] 

• The students wanted to show their anger and opposition to the use of  Afrikaans as a medium of instruction  
• To mobilise more learners to participate in mass action 
• To show the apartheid government that they were brave enough to face  the might of the oppressive apartheid system 
• The students wanted to draw the attention of the country and the world to  the negative impact that Bantu Education had on black South African  students  
• Any other relevant response (any 1 x 2) (2) 

1.3 [Determining the usefulness of evidence in either Source 1A or 1B – L3]
Candidates could choose either SOURCE 1A or SOURCE 1B 
SOURCE 1A 

• The source provides specific historical dates that were crucial for the  planning and organisation of the march in Soweto 
• The source has valuable information on the role of leading figures such as  Don [Tsietsi] Mashinini, Seth Malibu, etc. in the planning stages of the  Soweto uprising 
• The source clearly shows that the philosophy of Black Consciousness  influenced the students of Soweto to take action against Bantu Education • Any other relevant response 

SOURCE 1B 

• The source is an eyewitness account of the events that unfolded on 16  June 1976 
• The source vividly describes the key historical events that occurred on 16  June 1976 that led to the uprising particularly the role of SASM 
• The source gives information about the slogans that students used during  the protest on 16 June 1976 
• The source gives information about the role of white police officers 
• Any other relevant response (any 2 x 2) (4) 1.4 

1.4.1 [Interpretation of evidence from Source 1C – L2] 

• The police reacted with lethal/brutal force during the Soweto uprising • The trauma and pain experienced by Antoinette Pieterson and Mbuyisa  Makhubu 
• The bravery and compassion of Mbuyisa Makhubu 
• The solidarity of black South African students 
• The pain and trauma that black South African students experienced during  the Soweto uprising 
• Any other relevant response (2 x 2) (4)

1.4.2 [Interpretation of evidence from Source 1C – L2] 

• The photograph shows how callous and brutal the apartheid regime was in  treating black South African children 
• The photograph to the further condemnation of the apartheid government 
• It increased solidarity among black South African students in the struggle  against oppression 
• It symbolised the struggle of black South African students against  Afrikaans as a medium of instruction 
• It shows the bravery of black South African students against the apartheid  regime 
• Any other relevant response (2 x 2) (4) 

1.5. [Comparison of evidence from Sources 1B and 1C – L3] 

• Source 1B outlines how the learners of Soweto responded to the conduct  of the police while Source 1C shows the reaction of Antoinette Pieterson and Mbuyisa Makhubu to the killing of Hector Pieterson/the consequences  of the police's action 
• Source 1B refers to the death of the learners on 16 June 1976 and the  assistance given to the wounded learners while Source 1C shows Mbuyisa  Makhubu carrying the lifeless body of Hector Pieterson 
• Source 1B describes the events in the morning of 16 June 1976 while  Source 1C shows the photograph taken on the morning of 16 June 1976 
• Source 1B describes the grief that Antoinette Pieterson experienced while  Source 1C shows the grief that Antoinette Pieterson experienced 
• Any other relevant response (any 2 x 2) (4) 1.6 

1.6.1 [Extraction of evidence from Source 1D – L1] 

• Government closed down the schools 
• Put the South African military on alert 
• With extreme force and repression (2 x 1) (2) 

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

• Where the government erected buildings 
• Granted subsidies 
• Paid teachers (3 x 1) (3)

1.6.3 [Interpretation of evidence from Source 1D – L2] 

• They did not have personal experiences of the effects of Bantu Education  and racial oppression  
• They viewed the uprising as a ploy/conspiracy by black South Africans to  overthrow the apartheid government (Communist onslaught) 
• They were not concerned about the lives of black South African children
• White South African children were not oppressed and received better  quality education 
• The government wanted to defend the Afrikaans language policy 
• Any other relevant response (1 x 2) (2)

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

• Black South African students became aware of the dangers of Bantu  education (own knowledge) 
• Black South African students of Soweto demonstrated a sense of  assertiveness when they challenged the language policy on 16 June 1976  (Source 1B) 
• Black South African students acted independently of white South Africans  (Source 1B) 
• Black South African students displayed unity and solidarity during the Soweto  uprising (Sources 1B and 1C) 
• Black South African students and their parents took the initiative to challenge  the apartheid regime and liberate themselves 
• Black South African students were fearless in challenging the apartheid  regime (Source 1D and own knowledge) 
• SASM was a Black Consciousness inspired student organisation and was  instrumental in the planning of the Soweto uprising (own knowledge) 
• Teachers were political activists during the Soweto uprising and were  members of SASO who influenced black South African students about the  ideas of Black Consciousness (own knowledge) 
• The Soweto uprising was in the main a struggle to liberate the minds of black  South Africans against the indoctrination of Bantu education (own  knowledge) 
• Any other relevant response  (8) 

Use the following rubric to allocate marks: 

[50]

QUESTION 2: WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC)  SUCCESSFUL IN DEALING WITH THE INJUSTICES OF THE  PAST? 
2.1 
2.1.1 [Extraction of evidence from Source 2A – L1] 

• To bridge the divide (gap) between the oppressive National Party and the  democratic South Africa (1 x 2) (2) 

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

• The perpetrators wanted to be pardoned for the political crimes that were  committed against political activists e.g. Nokuthula Simelane 
• Forgiveness for political crimes that were committed during 1960 to 1994
• Any other relevant response (any 1 x 2) (2) 

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

• Abduction 
• Torture 
• Disappearance 
• Murder (any 2 x 1) (2) 

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

• Coetzee presented his evidence to protect the Soweto Intelligence Unit  (SIU) whereas Nimrod Veyi' s evidence was to expose the workings of the  SIU  
• Coetzee did not want to implicate the authorities who gave the instruction for the murder of political activists and therefore wanted to conceal the  truth whereas Nimrod Veyi gave information about the location of the  remains of Nokuthula Simelane because he wanted amnesty  
• Any other relevant response (2 x 2) (4) 

2.1.5 [Interpretation of evidence from Source 2A – L2] 

• The Mpumalanga government erected a statue in honour of Nokuthula  Simelane as a reminder of the role she played in the liberation struggle  • Mark Kaplan produced a documentary on the life and disappearance of  Nokuthula Simelane (2 x 2) (4) 

2.2 
2.2.1 [Interpretation of evidence from a visual source from Source 2B – L2] 

• It shows Desmond Tutu and Alex Boraine investigating the atrocities that  were committed in South Africa  
• It was a difficult task to investigate all the atrocities that were committed
• The skulls show the atrocities that were committed which the TRC  attempted to investigate 
• The names show the locations (places) where these atrocities were  committed which the TRC attempted to investigate  
• The names of the perpetrators (Niewoudt, Barnard) who committed  atrocities are shown which the TRC attempted to investigate 
• The messages convey that the TRC did not support retributive justice as  shown by the woman depicted in the source 
• Any other relevant response (any 2 x 2) (4)

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

(a)  

• The reference to Boipatong (happened on 17 June 1992) indicates the  location (place) where atrocities by hostel dwellers that left 45 people dead (political crimes) were committed 
• Any other relevant response (1 x 2) 

(b) 

• The reference to Niewoudt indicates the name of a perpetrator responsible for atrocities (political crimes) 
• He was accused of the torture and murder of Steve Biko 
• Any other relevant response (any 1 x 2) (4) 

2.2.3 [Evaluation of the usefulness from Source 2B – L3] 
This source is useful because: 

• It shows the TRC being led by Tutu and Boraine who attempted to  investigate the atrocities that were committed during apartheid rule in  South Africa  
• It identifies the major perpetrators responsible for these atrocities  (apartheid crimes) 
• It highlights the places where atrocities (apartheid crimes) were committed 
• It implies that the TRC favoured restorative justice and not retributive  justice 
• The TRC was overwhelmed by the number of cases it had to investigate
• Any other relevant response (any 2 x 2) (4) 

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

• It would reveal what happened to her daughter 
• It would reveal who kidnapped / tortured / murdered / buried her daughter (any 1 x 2) (2) 

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

• Willem Helm Johannes Coetzee 
• Anton Pretorius 
• Frederick Barnard Mong 
• Msebenzi Timothy 'Vastrap' Radebe (any 3 x 1) (3) 

2.3.3 [Quote evidence from Source 2C – L1] 

• Ernestina Simelane warned her daughter that 'the police were looking for  her' 
• Ernestina Simelane told her daughter that 'the police wanted to arrest her' • Ernestina Simelane warned her daughter 'not to return home' (any 1 x 2) (2)

2.4 [Comparison of evidence from Sources 2A and 2C – L3] 

• Both Sources 2A and 2C highlight the intention of the Simelane family to  find out the whereabouts of their daughter, Nokuthula 
• Both Sources 2A and 2C mention the involvement of the security branch  policemen in the disappearance of Nokuthula 
• Both Sources 2A and 2C reveal that the murderers of Nokuthula who  appeared before the TRC to apply for amnesty 
• Both Sources 2A and 2C mention that Nokuthula was in Swaziland 
• Both Sources 2A and 2C mention that Nokuthula was kidnapped, tortured  and murdered 
• Any other relevant response (any 2 x 2) (4) 

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

• It was the first time in the history of South Africa since the TRC was  established and that the perpetrators would be prosecuted 
• It was the first time since the TRC made recommendations that the NPA  had responded in this manner 
• The NPA attempted to bring closure in this matter so that Nokuthula  Simelane's family will know the truth about their daughter's disappearance • Any other relevant response (2 x 2) (4) 

2.5.2 [Extraction of evidence from Source 2D – L1] 

• Prosecution was recommended (1 x 1) (1) 

2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] 
Candidates could include the following aspects in their response. 
Candidates should take a stand explaining whether the Truth and  Reconciliation Commission (TRC) was successful in dealing with the  injustices of the past 
SUCCESSFUL 

• TRC aimed to achieve restorative justice (own knowledge) 
• The TRC created a platform for victims and perpetrators to tell their stories (own knowledge)  
• In some cases perpetrators sought forgiveness and provided families with  answers (own knowledge) 
• Perpetrators could apply for amnesty (Source 2A)  
• Reparations were minimal but were received by some victims (own  knowledge) 
• Reparations helped victims regain their dignity (own knowledge) 
• The TRC was therefore viewed as successful as it contributed to nation  building and reconciliation (own knowledge) 
• Any other relevant response 

OR

UNSUCCESSFUL 

• No one took responsibility for the disappearance Nokuthula Simelane  (Source 2A) 
• Perpetrators were not held responsible for their actions as they could  apply for amnesty (Source 2A) 
• The TRC did not provide all the answers to those who had questions  about the disappearance of their loved ones (Source 2C) 
• The TRC was regarded as a 'witch hunt' that opened old wounds (own  knowledge) 
• The TRC did not achieve its aims to bring about reconciliation (own  knowledge) 
• The government did not act on the recommendations of the TRC (Source  2D) 
• The Simelane family's civil case forced the NPA to take action (Source 2D)
• The NPA responded a year later by announcing the prosecution of the  perpetrators (Source 2D) 
• Twenty years later the TRC is therefore viewed as unsuccessful in  addressing the injustices of the past (own knowledge) 
• Any other relevant response  (8) 

Use the following rubric to allocate marks: 

[50]

QUESTION 3: HOW DID THE IMPLEMENTATION OF STRUCTURAL  ADJUSTMENT PROGRAMMES (SAPs) BY INTERNATIONAL  FINANCIAL INSTITUTIONS AFFECT AFRICAN COUNTRIES? 
3.1 
3.1.1 [Extraction of evidence from Source 3A – L1] 

• The debt crises of the 1980s (1 x 2) (2) 

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

• International Monetary Fund (IMF) 
• World Bank (2 x 1) (2) 

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

• Trade liberalisation refers to opening of developing countries' markets to  foreign trade and investment / opening up Africa to western markets 
• Any other relevant response (any 1 x 2) (2) 

3.1.4 [Interpretation of evidence from Source 3A – L2] 

• Led to essential services being withheld from the poor  
• Led to a practice where only the rich were able to afford essential services 
• Led to retrenchments which could place a burden on the state to provide  welfare 
• Led to the state absconding its responsibilities towards the poor 
• Higher interest rates 
• Any other relevant response (any 2 x 2) (4) 3.2 

3.2.1 [Interpretation of evidence from Source 3B – L2] 

• It forced governments to reduce subsidies for basic goods which hurt the  poor 
• It destroyed economies of African countries 
• It increased the inequalities between the rich and the poor 
• It contributed to poverty and hunger in African countries 
• Any other relevant response (any 2 x 2) (4) 

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

• To print money  
• To borrow money 
• To reduce spending and increase revenues (3 x 1) (3) 

3.2.3 [Evaluation of the usefulness of Source 3B – L3] 
Candidates can state whether the information in the source is USEFUL  to a greater extent or USEFUL to a lesser extent and substantiate their  response with relevant evidence. 
USEFUL TO A GREAT EXTENT  

• It gives insight to the reasons why developing countries sought loans from  the International Monetary Fund and the World Bank 
• It gives insights into the reasons why the International Monetary Fund and  the World Bank insisted on Structural Adjustment programmes 
• It gives insight to how Structural Adjustment Programmes affected the  poor 
• Any other relevant response  

OR 

USEFUL TO A LESSER EXTENT 

• This is only the view of the vice president of the World Bank on the  reasons for the implementation of Structural Adjustment Programmes 
• The views on the reasons for the implementation of Structural Adjustment  Programmes are not balanced as those that were actually affected were  absent/not consulted 
• Any other relevant response (any 2 x 2) (4) 

3.3 [Comparison of evidence from Sources 3A and 3B – L3] 

• Both Sources 3A and 3B highlight how the imposition of Structural  Adjustment Plans influenced developing nations  
• Both Sources 3A and 3B highlight how governments had to reduce  spending in order to qualify for loans from the International Monetary Fund  • Both Sources 3A and 3B highlight the impact that the Structural  Adjustment Plan had on the poor 
• Both Sources 3A and 3B highlight the increase of the prices of goods 
• Any other relevant response (any 2 x 2) (4) 

3.4 
3.4.1 [Extraction of evidence from Source 3C – L1] 

• In 1997 growth slowed to 0,4% 
• In 1998 per capita incomes fell by 0,8% 
• In 1999 the World Bank further projects a decline in growth/income  of 0,4% (3 x 1) (3) 

3.4.2 [Extraction of evidence from Source 3C – L1] 

• The debt burdens on Africa had increased substantially 
• Countries in Africa have shown a poor growth rate 
• The majority of the African population had failed to improve access to  education, health care and basic needs   (any 2 x 1) (2)

3.4.3 [Interpretation of evidence from Source 3C – L2] 

• Debt repayment consumes 4.3% of Sub Saharan Africa' s Gross National  Product 
• The implementation of Structural Adjustment Plans had impoverished the  economies of most African countries 
• Will be a sound economic practice because the repayment of loans are  unrealistic as too much money left African countries  
• Will be a sound economic practice because these resources (money)  could be used to grow the economy by a full percentage point 
• Africa had enormous debt and was impoverished 
• Any other relevant response (any 2 x 2) (4) 3.5 

3.5.1 [Interpretation of information from Source 3D – L2] 

• The message questions the West's motives for the cancellation of the debt  of African countries 
• The source reminds the West of the economic exploitation of African  countries (colonial exploitation, enslavement and theft of Africa' s natural  resources) 
• The source shows the intolerance of the West towards the economic well being of Africa (The presentation of a certificate of ' debt cancellation' is of  little value because not all the debt was cancelled. Africa is still exploited  because of outstanding loan repayments, the interest rates on these loans and neo-colonialism) 
• The source shows the arrogant attitude of the West towards the economic  well-being of Africa because caption wants Africa to forgive the  exploitation of the past. No mention is made of the current economic  exploitation of Africa by the West 
• Any other relevant response (any 2 x 2) (4) 

3.5.2 [Interpretation of information from Source 3D – L2] 

(a)  

• The West is portrayed as countries that have benefitted from the economic  subjugation of African countries (West is portrayed as well fed, well  dressed, has access to medical care, spectacles, etc.) 
• The West is being portrayed as the countries who have control over the  economic well-being of Africans (the West is portrayed as bigger than  Africa) 
• Any other relevant response (any 1 x 2) (2) 

(b)  

• African countries are portrayed as countries who have suffered under the exploitation of the West (The African in the cartoon seems to be under  nourished, weak and poverty stricken) 
• African countries are portrayed as being at the mercy of the West for their  economic well-being (Handing over of a certificate) 
• Any other relevant response (any 1 x 2) (2)

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

• The debt crisis of the 1980s gave the West the opportunity to suppress  African countries (Source 3A) 
• The World Bank and IMF imposed structural adjustment programmes on  African countries who needed to borrow money to pay their debts  (Source 3A) 
• The implementation of structural adjustment programmes on African countries resulted in the privatisation of industries which resulted in  government cutting spending and imposing user fees which affected poor  countries (Source 3A) 
• The implementation of structural adjustment programmes on African  countries resulted in the interference of the internal affairs of Africa (labour  laws that had to be adjusted to suit developed nations) (Source 3A) 
• The implementation of structural adjustment programmes on African  countries resulted in the IMF dictating the economic conditions in Africa  (Source 3A) 
• The implementation of structural adjustment programmes on African  countries did not result in economic growth in African countries (Source 3C)
• The implementation of structural adjustment programmes on African  countries resulted in more debt, no improvement in the health care and  education of African citizens (Source 3C) 
• The implementation of structural adjustment programmes in African  countries resulted in the debt burden being consumed – 4,3% of sub Saharan Africa' s GNP (Source 3C) 
• The implementation of structural adjustment programmes show how the  West benefited from the economic subjugation of Africa (Source 3D)
• The implementation of structural adjustment programmes show how Africa  suffered because of the economic subjugation of the West (Source 3D)
• Any other relevant response (8) 

Use the following rubric to allocate marks: 

[50]

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 explain to what extent PW Botha's attempt at reforming the policy  of 'grand' apartheid was met with mass internal resistance from grassroots community organisations. Candidates need to argue how mass resistance was sustained which  eventually forced the apartheid government into negotiations with anti-apartheid  organisations. 
MAIN ASPECTS 
Candidates should include the following aspects in their response:  

• Introduction: Candidates need to explain to what extent PW Botha's reforms were  challenged by grassroots community organisations because they did not address  the demands of the majority of South Africans. They should show how resistance  led to the demise of 'grand' apartheid.  

ELABORATION 

• PW Botha's policies of 'Total Onslaught' and 'Total Strategy' 
• Botha's attempts to reform apartheid (Abolition of Pass Laws; Legalisation of  Trade Unions) by introducing the Tri-Cameral parliament in 1983 
• The formation and response of UDF to the Tri-Cameral parliamentary system 
• The first campaign of the UDF was 'Don't Vote Campaign' (discouraged 'Coloureds' and Indians from voting in elections for the Tri-Cameral parliament;  'Million Signature' Campaign against the Tri-Cameral parliament) 
• The intensification of the internal resistance e.g. violent protests in the Vaal  Triangle and elsewhere in South Africa 
• The Vaal Civic Association organised rent boycotts (The Vaal townships embarked on rolling mass action; councillors were killed; schools went on boycotts) 
• PW Botha declared successive states of emergencies in 1985 and 1986 to stem  the opposition to apartheid but was unsuccessful 
• The role of trade unions (The formation of COSATU was a turning point in the  struggle for freedom and democracy; the African Food Canning Workers Union  called for the first national strike) 
• These strikes were aimed at improving the working conditions of workers which  included political rights  
• Consumer boycotts played a vital role in the fight against Apartheid (This affected the economy; declining economy impacted negatively on the white South Africans) 
• Education struggles – Education Crisis Committee, COSAS and NUSAS launched  the 'Education Charter Campaign', etc. 
• The role of the End Conscription Campaign (White South African men resisted conscription into the army; Many white South African soldiers felt it was wrong to suppress township revolts)
• The role of Black Sash (They opposed apartheid, gave humanitarian aid to victims  of apartheid) 
• The role of the SACC against the apartheid regime  
• The role and impact of the Mass Democratic Movement (MDM) in resisting PW  Botha's regime 
• By the end of 1989 the country became ungovernable and the apartheid regime  began negotiations with anti-apartheid organisations 
• Any other relevant information
  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 highlight the incidents of violence that plagued South Africa during  the early 1990s and demonstrate how the role of leadership, negotiation and compromise  contributed to the attainment of democracy in South Africa in 1994.  
MAIN ASPECTS 
Candidates should include the following aspects in their essays:  

• Introduction: Candidates need to indicate how leadership, negotiations and  compromise overcame the challenge posed by violence through the negotiations for  the establishment of a democratic South Africa in 1994. 

ELABORATION  

• De Klerk comes to power in 1989 – brief background 
• De Klerk' s speech in parliament – 2 February 1990 (Leadership) 
• The unbanning of political and civic organisations such as the ANC and SACP 
• The removal of restrictions on COSATU and AZAPO (Leadership)
• De Klerk's decision to release Mandela from prison on 11 February 1990 which  paved the way for negotiations (Leadership and Compromise) 
• Violence that erupted in Sebokeng - April 1990  
• Groote Schuur Minute – 2 May 1990 (ANC and NP met, ANC delegation led by  Nelson Mandela, NP delegation led by FW De Klerk) (Leadership, negotiations and  compromise) 
• Pretoria Minute – 6 August 1990 (ANC agreed to suspend the armed struggle)  (Leadership, negotiations and compromise)  
• Third force violence in Natal between Inkatha, the ANC and the apartheid  government 
• CODESA 1 (19 political parties excluding AZAPO, CP and PAC/300 delegates)  (Leadership, negotiations and compromise)  
• Violence erupts in some parts of the country such as the Transvaal and Natal
• White' s only referendum and its impact (March 1992) (Leadership) 
• CODESA 2 (2 May 1992) collapsed. Parties failed to agree on a new constitution making body and interim government (Leadership, negotiations and compromise)
• NP wanted minority veto while ANC wanted an interim government for no longer  than 18 months and simple majority rule 
• Boipatong massacre and its consequences (17 June 1992)  
• Bisho massacre derailed the process of negotiations (7 September 1992) 
•  Record of Understanding signed on 26 September 1992 between Roelf Meyer (NP)  and Cyril Ramaphosa (ANC) (Leadership, negotiations and compromise)
• Assassination of Chris Hani (10 April 1993) and its impact on South Africa
• Right-wing (AWB) attack on World Trade Centre and its consequences – June 1993
• St James massacre by APLA – July 1993 
• Heidelberg tavern massacre by APLA – December 1993 
• Multiparty negotiating Forum (Leadership, negotiations and compromise)
• Sunset Clause introduced by Joe Slovo broke the negotiations deadlock  (Leadership, negotiations and compromise) 
• Shell House massacre and its consequences – March 1994 
• Election date – 27 April 1994 announced 
• ANC won elections and Mandela became the first black South African President 
• Any other relevant response
  Conclusion: Candidates should tie up their argument with a relevant conclusion.

[50]

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 indicate whether they agree or disagree with the statement. They  need to indicate whether the collapse of the Soviet Union was largely responsible for  the political changes that occurred in South Africa after 1989. They need to take a line  of argument and support their response with historical evidence. 
MAIN ASPECTS  
Candidates should include the following aspects in their response:  

• Introduction: Candidates need to indicate whether the collapse of the Soviet  Union in 1989 served as a major catalyst for the political transformation that  occurred in South Africa and substantiate their line of argument. 

ELABORATION  
In agreeing with the assertion, candidates could include the following points in their  answer.  

• The impact of the disintegration of the Soviet Union in 1989 on South Africa
• Gorbachev's reform policies of Glasnost and Perestroika  
• The communist regimes in Eastern Europe collapsed 
• The Berlin Wall had fallen 
• Changes in the world contributed to the end of apartheid 
• The collapse of the USSR deprived the ANC of its main source of support (financial; military and moral and its consequences) 
• The National Party claim that it was protecting South Africa from a communist  onslaught became unrealistic 
• Western world powers supported the move that South Africa resolve its problems  peacefully and democratically 
• It became evident 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 
• The Battle of Cuito Cuanavale and its consequences 
• The security forces and state of emergency had not stopped township revolts 
• By the late 1980s the South African was in a state of economic depression
• The role of business leaders in South Africa's political transformation 
• PW Botha suffered a stroke and was succeeded by FW De Klerk
• FW De Klerk started to accept that the black South African struggle against  apartheid was not a conspiracy directed from Moscow 
• This enabled De Klerk to engage in discussions with the liberation organisations
• On 2 February 1990 De Klerk announced 'a new and just constitutional  dispensation'
• This signalled the end of apartheid 
• Any other relevant response
  Conclusion: Candidates should tie up their argument with a relevant conclusion.
  If candidates should disagree they need to substantiate their answer with  relevant evidence. [50] 

TOTAL: 150