Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

HISTORY SYLLABUS
ADVANCED SUDSIDIARY LEVEL
SYLLABUS CODE: 8234
GRADE 12

FOR IMPLEMENTATION IN 2021

FOR FIRST EXAMINATION 2021
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture 2019

NSSCAS History Syllabus Grade 12

ISBN: 978-99945-89-09-8

Printed by NIED

Publication date: 2019

 TABLE OF CONTENTS

1. Introduction ..................................................................................................................................... 1
2. Rationale ........................................................................................................................................ 1
3. Aims ................................................................................................................................................ 2
4. Additional information ..................................................................................................................... 2
5. Learning content ............................................................................................................................. 4
6. Assessment objectives ................................................................................................................. 11
7. Scheme of assessment ................................................................................................................ 12
9. Grade descriptions ....................................................................................................................... 13
10. Command words .......................................................................................................................... 14
1. INTRODUCTION

The Namibia Senior Secondary Certificate Advanced Subsidiary (NSSCAS) level syllabus
for History is designed as a one-year course for examination after completion of the Senior
Secondary Certificate Ordinary level. The syllabus is designed to meet the requirements of
The National Curriculum for Basic Education (NCBE) and has been approved by the
National Examinations, Assessment and Certification Board (NEACB).

The Namibia National Curriculum Guidelines, applicable at a stage of senior secondary

education (grades10 to 12) and the equivalent stages of non-formal education, as part of
lifelong learning, recognise the uniqueness of the learner and adhere to the philosophy of
learner centred education.

The Namibia National Curriculum Guidelines aim to:

 recognise that learning involves developing values and attitudes as well as
knowledge and skills;
 promote self-awareness and an understanding of the attitudes, values and beliefs
of others in a multilingual and a multi-cultural society;
 encourage respect for human rights and freedom of speech;
 provide insight and understanding of crucial ‘global’ issues in a rapidly changing
world which affect quality of life: the AIDS pandemic, global warming,
environmental degradation, maldistribution of wealth, expanding and increasing
conflicts, the technological explosion and increased connectivity;
 recognise that as information in its various forms becomes more accessible,
learners need to develop higher cognitive skills of analysis, interpretation and
evaluation to use information effectively;
 seek to challenge and to motivate learners to reach their full potential and to
contribute positively to the environment, economy and society.

Thus the Namibian National Syllabus provides opportunities for developing essential key
skills across the various fields of study. Such skills cannot be developed in isolation and may
differ from context to context according to the field of study.

History contributes directly to the development of the six skills marked*.

 Communication skills*
 Numeracy skills
 Information skills*
 Problem-solving skills*
 Self-management and Competitive skills
 Social and Co-operative skills*
 Physical skills
 Work and Study skills*
 Critical creative thinking skills*

2. RATIONALE

History is the participation in the social, civic, political, economic, cultural and natural
environment and is central to this area of learning. It includes understanding and
interpreting past and present human behaviour and experience, and how they
influence events, circumstances and the environment.

NSSCAS History syllabus, NIED 2019

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3. AIMS

The aims of the syllabus are the same for all students. These are set out below and
describe the educational purposes of a course in History for the NSSCAS examination.
They are not listed in order of priority.

The aims are to enable learners to:

 stimulate interest in, and enthusiasm about, the past;

 develop knowledge and understanding of human activity in the past in order to
understand the present;
 appreciate the nature and diversity of historical sources available and understand
how historical evidence is acquired from these sources
 develop understanding of key historical concepts: cause and consequence,
continuity and change, similarity and difference, and significance;
 develop a sound basis for further study and the pursuit of the subject as a personal
interest;
 develop skills for inquiry, communication, critical analysis and the drawing of
balanced judgement and problem solving;
 develop national, regional and international understanding:
- acquire in-depth knowledge and understanding of the history of the peoples of
Namibia through the following stages: pre-colonial, colonial and post- colonial;
- acquire an understanding of the histories of other peoples in Southern Africa
and the rest of Africa;
- acquire historical understanding of the international relations in the context of
the global information age.

4. ADDITIONAL INFORMATION

4.1 Guided learning hours

The NSSCAS level syllabuses are designed on the assumption that learners have about 180
guided learning hours per subject over the duration of the course (1 year), but this is for
guidance only. The number of hours required to gain the qualification may vary according to
local conditions and the learners’ prior experience of the subject. The National Curriculum for
Basic Education (NCBE) indicates that this subject will be taught for 9 periods of 40 minutes
each per 7-day cycle, or 6 periods of 40 minutes each per 5-day cycle, over a year.

4.2 Recommended prior learning

It is recommended that learners who are beginning this course should have previously
completed NSSCO course in History.

4.3 Progression
NSSCAS History provides a suitable foundation for the study of History related courses in
higher education. Depending on the local university entrance requirement, it may permit or
assist progression directly to university courses in History or other related course in higher
education. Equally it is suitable for learners intending to pursue careers or further study in
Law, Political Sciences, Curator, Education, and Journalism and among others.

4.4. Grading and reporting

NSSCAS results are shown by one of the grades a, b, c, d or e indicating the standard
achieved, grade a being the highest and grade e the lowest. ‘Ungraded’ indicates that the
candidate has failed to reach the standard required for a pass at NSSCAS level.

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NSSCAS History syllabus, NIED 2019
4.5. Support materials and approved textbooks
Copies of NSSCAS syllabuses, recent specimen material, question papers and examiner
reports are sent to all schools. Assessment manuals in subjects, where applicable are sent
to schools. Approved learning support materials are available on the Senior Secondary
Textbook Catalogue for Schools. The Textbook Catalogue is available on www.nied.edu.na

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NSSCAS History syllabus, NIED 2019
5. LEARNING CONTENT

All learners must study the International Relations since 1919 and the Regional Study on Southern Africa and Namibia. They must also study
one from a range of optional Depth Studies. The specified content serves to provide further guidance to the teacher in addressing the specific
objectives.

1. THEME: INTERNATIONAL RELATIONS SINCE 1919

GENERAL OBJECTIVES SPECIFIC OBJECTIVES

TOPICS
Learners will: Learners should be able to:
 understand the search for  assess the effect of Paris Peace Treaties on Germany, Italy and Japan
International relations, international order between  evaluate the role of League of Nation played in the search for
1919-1939 1919 and 1930s international order
 discuss why International Agreements were needed during the 1920s
 explain why the search for international order had failed by the late
1930s
Specified Content:

Results of German, Italian and Japanese dissatisfaction with the Paris Peace Treaties (e.g. German foreign policy), increased militarism
(e.g. Spanish Civil War) and their disregard for the League of Nations (e.g. invasion of Manchuria, Abyssinia). The League’s role in building
peace through agencies, the Disarmament Conferences and dispute resolution (e.g. Greece and Bulgaria). The League’s failure to lead in
preventing conflict or keeping the peace (e.g. Occupation of the Ruhr, Corfu, Washington Naval Conference, Locarno Treaties, Kellogg
Briand Pact, appeasement). The results of the Great Depression (e.g., how it led to the rise of militaristic dictatorships in Italy and Germany;
Japanese expansion invading and occupying other countries for economic reasons; the unwillingness of Britain and France to get involved
in international matters).

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NSSCAS History syllabus, NIED 2019
 TOPICS GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

Tension  understand why there have  assess the effectiveness of peacemaking during and after World War II
and co-operation since been tension and co-  discuss the events of the Cold War in terms of co-existence and tension
1945 operation since 1945  explain political, economic and regional co-operation since 1945
 explain the fall of communism in Eastern Europe and the Soviet Union
 evaluate the role of Cold War rivalries for African independence using
Angola as a case study
Specified Content:

Peace making initiatives e.g. Tehran, Yalta, Potsdam and the formation of the UN. UN’s role in peace-keeping e.g. Korea, division of
Germany, USSR expansion in Eastern Europe, Truman Doctrine and containment, The Berlin Blockade, Airlift and Berlin Wall, death of
Stalin (De-Stalinisation), Cuban Missile Crisis, Vietnam War, attempts at arms limitations.

NATO, Warsaw Pact, Marshall Aid, Council for Mutual Economic Assistance (Comecon), Organisation of Petroleum Exporting Countries
(OPEC), Organisation of African Unity (OAU, now known as African Union) and South African Development Community (SADC). The short
and long term effect on the USSR of the Prague Spring, including the Brezhnev Doctrine, The Berlin Wall (destruction) and Solidarity in
Poland. Gorbachev’s reforms and Reagan’s reaction and action towards communism.

A wider understanding of how Cold War rivalries affected African independence movements. Movements opposing Portuguese rule
including Popular Movement for the Liberation of Angola (MPLA), National Union for Total Independence of Angola (UNITA) and National
Front for the Liberation of Angola (FNLA). The War of Independence (1961-1973) and the impact of USA and USSR involvement in the war.
Independence in Angola and the path to stability in 2010 when a constitution was agreed.

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NSSCAS History syllabus, NIED 2019
2. Theme : NAMIBIA

GENERAL OBJECTIVES SPECIFIC OBJECTIVES

TOPICS
Learners will: Learners should be able to:
Namibia 1884-1989 and  understand the achievement of  discuss the factors that enabled genocide and its impact on
1990-2000 Namibian independence Namibian people
(1884-1989)  evaluate the internal and external forces working for and against the
achievement of Namibia’s independence
 discuss the struggle and achievement for Namibia independence

 understand the development of  discuss the social, economic and political challenges Namibia
the Namibian independent state experienced
(1990-2000)  discuss the end of isolation and the reintroduction of Namibia into
the United Nations and Commonwealth
 discuss the establishment of the Southern African Development
Community (SADC) and Namibia’s involvement in the organisation

Specified Content:

The nature of German colonialism, resistance to it and genocide. The working of the League of Nations mandate. The United Nations and
Namibia, and the development of resistance (labour unions, independent churches, pressure groups, economic sanctions, etc.) to South
African rule. SWAPO, the liberation struggle and the achievement of independence, challenges. Namibia’s isolation before Independence,
becoming a member of the UN and Commonwealth, assistance provided by these two organisations. Namibia becoming a member of SADC,
benefits for the country and challenges /constraints.

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NSSCAS History syllabus, NIED 2019
 DEPTH STUDIES
Learners must study the prescribed Depth Study with reference to the assessment objectives listed under Critical Analysis (as well as
assessment objectives listed under Knowledge with Understanding) as well as historical approaches.

(a) South Africa, 1910-1994

(b) Russia, 1905-1941

TOPICS GENERAL OBJECTIVES SPECIFIC OBJECTIVES

The learners will: The learners should be able to:

Depth Study A:  understand South Africa in the  discuss the origin and development of the National Party
South Africa 1910-1994 20th Century  assess and evaluate the impact of World War II on South Africa
 evaluate the effectiveness of opposition to segregation

 understand the nature of  evaluate why the National Party won the general elections of 1948.
apartheid state  discuss the origin and development of apartheid
 evaluate the impact of apartheid on the people of South Africa (SA)
 discuss the role of the liberation movements in SA
 evaluate how the growth of modern African political and social
consciousness impacted on South Africa
 assess the effectiveness of the government repression of opposition to
apartheid
 explain how those who benefited from apartheid prolonged the system
 explain why opposition to apartheid increased

 understand why minority rule  explain the end of minority rule in South Africa
came to an end

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NSSCAS History syllabus, NIED 2019
Specified Content:

Rise of the Nationalist Party, its formation in 1914 and growing popularity. Economic changes between 1939-1948 e.g. growth in gold mining,
agriculture and industry, trade unions, migrant labour. Economic changes because of war, e.g. the growth in manufacturing. Political motivation
for those supporting Germany, the Allies and wishing to remain neutral and the results of this. The growth of Pan-Africanism and entrenchment of
white supremacist attitudes to black people, as well as exposing differences of British and Afrikaners’ attitudes to black people. How issues of
enfranchisement and fear of Black Danger led to National Party success in 1948. Issues around how far segregation had been established and
opposed by 1948, e.g. Segregation Laws, miners’ strikes and Women Against Pass Law.

The development of the laws that comprised apartheid policy and their impact. How growing independence across Africa impacted on black
people opposition to apartheid. How apartheid was opposed, e.g. African churches, African nationalist organisations, including African National
Congress 1912; All African Convention, 1936; Pan-Africanist Congress, 1958, etc. The effectiveness of these organisations’ and the achievement
of majority rule.

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NSSCAS History syllabus, NIED 2019
TOPICS GENERAL OBJECTIVES SPECIFIC OBJECTIVES

Learners will: Learners should be able to:

 understand why the Tsarist  discuss the structure of Tsarist Russia
Depth Study B: regime collapsed in 1917  explain how the challenges of ruling Russia were met by the Tsarist
Russia 1905–1941 regime and how the Tsar survived the 1905 Revolution
 evaluate how far the First World War contributed to the end of the
Tsarist regime
 explain why the revolution of March 1917 was successful
 discuss how effectively the Provisional Government ruled Russia in
1917 including how their actions increased Bolshevik support

 explain the actions taken by the Bolsheviks to gain (seize) and maintain
 understand how the Bolsheviks power
gained power and how they
 discuss why Bolsheviks won the Civil War and its consequences
consolidated their rule
 assess how far the New Economic Policy (NEP) was a success

 explain why Stalin emerged as Lenin’s successor

 understand how Stalin gained
and consolidated his power  explain how Stalin controlled the Soviet Union and how complete that
control was by 1941
 explain the causes and consequences of Stalin’s 5 year plans
 explain the causes and impact of collectivization
 evaluate how the changes affected the Soviet people

NSSCAS History syllabus, NIED 2019

Specified Content:

The main features of Tsarist rule, the 1905 Revolution and its aftermath, attempts at reform, the First World War and its impact on the Russian
people, the March Revolution of 1917, the Provisional Government and the Soviets, the growing power of revolutionary groups, reasons for the
failure of the Provisional Government, the Bolshevik seizure of power, the role of Lenin, the main features of Bolshevik rule, the Civil War and
War of Communism, and reasons for the Bolshevik victory, the Kronstadt uprising and the establishment of the New Economic Policy, Lenin’s
death and the struggle for power, reasons for Stalin’s emergence as leader by 1928, Stalin’s dictatorship: use of terror, the Purges, propaganda
and official culture, Stalin’s economic policies and their impact: the modernisation of Soviet industry, the Five-Year Plans, collectivisation in
agriculture, Life in the Soviet Union: the differing experiences of social groups, ethnic minorities and women.

Learners should answer one depth study as prescribed below.

Option Examination year
South Africa: 1910 - 1994 2021
Russia: 1905 - 1941 2022
South Africa: 1910 - 1994 2023-2024
Russia: 1905 - 1941 2025

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NSSCAS History syllabus, NIED 2019

6. ASSESSMENT OBJECTIVES

The two assessment objectives are:

A Knowledge with Understanding
B Critical Analysis

A description of each assessment objective follows:

A KNOWLEDGE WITH UNDERSTANDING

Learners should be able to:

1. recall, select and deploy relevant historical knowledge and terminology in

order to construct coherent narratives, descriptions and explanation of
events they have studied;
2. demonstrate an understanding of the past through explanation and analysis
of key concepts within an historical context: change and continuity; similarity
and difference; cause and consequence and significance.’
3. show an ability to look at events and issues from the perspective of people in
the past, demonstrate an understanding of their motives, intentions, beliefs
and values.’

B CRITICAL ANALYSIS
Learners should be able to:

4. interpret and evaluate a wide range of historical sources and their uses as
evidence, i.e.
4.1. to comprehend;
4.2. to locate, extract and infer information;
4.3. to distinguish between fact, opinion and judgement;
4.4. to indicate deficiencies, such as gaps and inconsistencies;
4.5. to detect bias, and to make judgements about reliability and utility;
4.6. to reach conclusions based upon the use of arrange of sources as
evidence;
4.7. analyse and evaluate how aspects of the past have been interpreted and
to base judgments on these interpretations;

Although the assessment objectives are expressed separately, they are not wholly
discrete.

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NSSCAS History syllabus, NIED 2019
7. SCHEME OF ASSESSMENT

Learners should answer both papers

Description of papers

Paper 1 2 hours 75 marks

This paper consists of two sections.

Section A will contain four questions on International Relations since 1919. Learners will
answer any two questions.

Section B will contain two questions on Namibia. Learners will answer one question.
The questions will be structured into 3 parts with 5, 8 and 12 marks. It will test Assessment
Objectives A1 and A2. Each question will carry 25 marks.

Paper 2 2 hours 15 minutes 50 marks

This paper consists of five compulsory questions on the depth study. The questions will be
based on a range of sources and learners will answer the questions set on the source material
and will carry 50 marks. The primary focus of this paper will be Assessment Objective B, but
aspects of Assessment Objectives A1 and A2 will also be assessed.

Learners must answer one depth study prescribed per academic year.
South Africa Study 2021
Russia Depth Study 2022
South Africa 2023-2024
Russia Depth Study 2025

8. SPECIFICATION GRID

Weighting of papers Assessment Objectives Assessed

Paper
Marks Percentage

75
1 60 A1, A2 and A3
2 50 40 B and also A1, A2 and A3

Weighting of assessment objectives

Paper A1 A2 A3 B Total

1 33 marks 24 marks 18 marks - 75

2 4 marks 6 marks 8 marks 32 marks 50

Overall weight 30% 25% 21% 24% 100%

weightweightweight

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NSSCAS History syllabus, NIED 2019
9. GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of

achievement likely to have been shown by learners awarded particular grades. The
descriptions must be interpreted in relation to the content and skills. The grade
awarded will depend in practice upon the extent to which the learner has met the
assessment objectives overall. Shortcomings in some aspects of the assessment may
be balanced by better performances in others.

At Grade a the learner will be expected to:

 recall, select and deploy accurately a wide range of relevant historical knowledge to
support coherent and logical alternative arguments;
 communicate in a clear, precise and coherent manner using a wide range of
appropriate historical vocabulary;
 demonstrate a good understanding of the complexity of historical concepts, and
apply these concepts to the analysis of specific historical situations;
 understand the importance in the process of historical explanation of the motives,
beliefs and attitudes specific to a given period;
 use sources as evidence as required; synthesise evidence from several sources to
reach logical conclusions which allow for limitations in the evidence; reconcile
differences in historical interpretations.

At Grade c the learner will be expected to:

 recall, select and deploy relevant historical knowledge accurately to support a
coherent and logical argument;
 communicate in a clear and coherent manner using appropriate historical
vocabulary;
 demonstrate an understanding of the complexity of historical concepts; distinguish
clearly between cause and consequence, change and continuity, similarity and
difference by the selective deployment of accurate and relevant historical evidence;
 show an empathetic understanding of individuals and societies in the past;
understand the importance of trying to establish motives;
 interpret and evaluate a wide range of historical sources and their use as evidence;
identify precisely the limitations of particular sources; make judgements about the
strengths and weaknesses of alternative historical interpretations; compare and
contrast a range of sources and draw a clear, logical conclusion.

At Grade d the learner will be expected to:

 recall, select and deploy historical knowledge in support of a logical argument;
 communicate in a clear and coherent form using appropriate historical vocabulary;
 distinguish between cause and consequence, change and continuity, similarity and
difference by the deployment of accurate though limited evidence;
 reveal an empathetic understanding of individuals and societies in the past;
 interpret and evaluate historical sources and their use as evidence; indicate the
limitations of particular sources; understand differences in historical interpretations;
compare and contrast a range of sources and draw a coherent conclusion.

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NSSCAS History syllabus, NIED 2019

10. COMMAND WORDS

Assess make an informed judgment

Compare identify/comment on similarities and/or differences

Contrast identify/comment on differences

Describe give an account of or to recount the occurrence of something usually

by giving the details of an event or events in the order.
outline a given event, cause, consequence, etc. with sufficient detail to
demonstrate knowledge and understanding’

Discuss present key points, e.g. ‘write about the issue(s), in depth, in a
structured way’

Evaluate judge or calculate the quality, importance, amount or value of

something

Explains interpret something clear or understandable.

‘set out reasons/make the relationships between things
evident/provide why, and or how, with support from relevant evidence’

NB:
Phrases such as ‘To what extent…?’, and ‘How far do you agree…?’ may also be seen on
the assessment for this syllabus as a way of asking learners to evaluate and assess

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NSSCAS History syllabus, NIED 2019

The National Institute for Educational Development
P/Bag 2034
Okahandja
NAMIBIA

Telephone: +264 62 509000

Facsimile: + 264 62 509073

E-mail:
[email protected]
Website: http://www.nied.edu.na

© NIED 2019
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NSSCAS History syllabus, NIED 2019