Exam – Term 2

HISTORY

GRADE 11

TOTAL MARKS: 150

WHAT IS PLAGIARISM

Plagiarism is when you use someone else’s work without giving them credit.
Please ensure that you do not copy the answers from the online campus or any
other sources. Complete the assessment in your own words.

DECLARATION EXAM

I declare that all work in this EXAM is my own. I have not committed plagiarism
as defined by the plagiarism policy and I have not accessed any resources of the
online campus to help me complete this EXAM/CYCLE TEST. I will not use
text-to-speech software (such as Natural Readers) or any other type of
concession unless I have been approved for a concession in writing by Academic
Support within the Student Well-Being Department or SACAI in the form of a
concession letter. I will ensure that this CYCLE TEST/EXAM is completed in my
own handwriting and that I have not used any stylus to assist in writing this
paper.

Type your name here

_________________________
Student signature

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LEARNING OUTCOMES Version 1

● Assess understanding through an Examination.

● Apply knowledge of the content covered in Term 2.

INSTRUCTIONS

1. This examination comprises two source-based questions and two essay

questions. You must answer THREE questions in total.

2. Complete all questions in the order that they are presented to you.

3. The maximum mark for this examination is 150.

4. Consider the mark allocation carefully when answering each question.

5. It is in your best interest to write legibly.

6. You have TWO hours to complete this exam.

7. When answering the questions, you should apply your knowledge, skills

and insight.

8. You will be disadvantaged by merely rewriting the sources as answers.

9. Number the answers correctly according to the numbering system used in

this question paper.

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Reminder: You may answer Question 1 AND Question 2 (and answer
ONE essay question), or choose to answer EITHER Question 1 OR
Question 2 (and answer BOTH essay questions).

QUESTION 1: Source-based [50]

QUESTION 1.1

Source 1A: Blumenbach's five different races. From left to right are
sketches of Mongolian, Indian American, Caucasian, Malayan and African
skulls, respectively.

Question 1.1.1 [1 mark]

Who was considered to be the father of the concept of race? (1x1) (1)

Question 1.1.2 [2 marks]

Define the term pseudoscience. (2x1) (2)

Question 1.1.3 [2 marks]

What are two reasons related to scientific race theory for collecting and studying
the skulls depicted in Source 1A? (2x1) (2)

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Question 1.1.4 [2 marks]

Why are scientific research and experiments as seen in Source 1A flawed?

Provide an explanation to support your answer. (1x2) (2)

Question 1.1.5 [4 marks]

How is Source 1A an example of Social Darwinism in practice? Support your

answer with evidence from the source. (2x2) (4)

Question 1.1.6 [2 marks]

What do you understand by the term eugenics? (1x2) (2)

Question 1.1.7 [3 marks]

Using the relevant information from the source and your own knowledge, list
three policies a eugenicist would enforce based on ‘scientific’ findings as seen in
Source 1A. (1x3) (3)

Total: 16

QUESTION 1.2

SOURCE 2A: This source is a photograph of Indigenous Australians in

chains.

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SOURCE 2B: This source is a statement made by an Australian
anthropologist.

'... Some races possess certain powers in greater degree … than do others.
Thus, the Australian Aborigines and the African Negroes are human and have
their powers, but they are not necessarily equal to the white or yellow races.'

Question 1.2.1 [2 marks]

Using your own knowledge, which two people groups found in Australia were

treated in the manner pictured in Source 2A? (2x1) (2)

Question 1.2.2 [2 marks]

Using visual clues from Source 2A, how were these people treated? (2x1) (2)

Question 1.2.3 [1 mark]

Using visual clues from Source 2A, describe the feelings of the people in the

photograph. (1x1) (1)

Question 1.2.4 [2 marks]

The Australian government issued an apology in 1997 for the treatment of

indigenous Australians such as this. In your opinion, was this apology sufficient?

(1x2) (2)

Question 1.2.5 [2 marks]

According to the Source 2B, how do different races differ? (1x2) (2)

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Question 1.2.6 [4 marks]

Source 2B shows the view of an anthropologist (an educated person). Explain

how scientists and academics around the world came to hold such views.

(2x2) (4)

Question 1.2.7 [1 mark]

QUOTE evidence from Source 2A that supports the assumption that the author

believed ‘Australian Aborigines and the African Negroes’ were inferior races.

(1x1) (1)

Question 1.2.8 [3 marks]

Comment on the reliability of Source 2A. (3x1) (3)

Total: 17

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QUESTION 1.3

SOURCE 3A: This source is a photograph of Indigenous Australian children

in Western clothing.

SOURCE 3B: This source is an online article discussing legislation which

allowed for forced sterilisation of certain people.

Eugenics in Australia: The secret of Melbourne’s elite

Published online September 20, 2011

Important legislation, in the form of three Mental Deficiency Bills, was

presented to the parliament in 1926, 1929 and 1939 by the Premier Stanley
Argyle …

The bill aimed to institutionalise and potentially sterilise a significant

proportion of the population – those seen as inefficient. Included in the group
were slum dwellers, homosexuals, prostitutes, alcoholics, as well as those with
small heads and with low IQs. The Aboriginal population was also seen to fall
within this group.

The first two attempts to enact the bills failed not due to any significant
opposition but rather because of the unstable political climate and the fall of

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governments.

The third in 1939 was passed unanimously, but not enacted in the first
instance because of the outbreak of war and, later, due to the embarrassment
of the Holocaust.

Question 1.3.1 [4 marks]

Using your own knowledge, why are the children in Source 3A dressed in

Western clothing? (2x2) (4)

Question 1.3.2 [4 marks]

Using your own knowledge, explain why the children in Source 3A became

known as the ‘stolen generation’. (2x2) (4)

Question 1.3.3 [4 marks]

Discuss the limitations of Source 3A. (2x2) (4)

Question 1.3.4 [5 marks]

According to Source 3B, which people were seen as ‘inefficient’? (5x1)(5)

Total: 17

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QUESTION 2: Source-based [50]

QUESTION 2.1

Source 2.1A: This source is a Eugenics Society poster (1930s).

Source 2.1B: This source is an explanation of eugenics and its origins.

Eugenics is the scientifically erroneous and immoral theory of ‘racial

improvement’ and ‘planned breeding’, which gained popularity during the early
20th century. Eugenicists worldwide believed that they could perfect human
beings and eliminate so-called social ills through genetics and heredity. They
believed the use of methods such as involuntary sterilisation, segregation and
social exclusion would rid society of individuals deemed by them to be unfit.

Scientific racism is an ideology that appropriates the methods and legitimacy

of science to argue for the superiority of white Europeans and the inferiority of
non-white people whose social and economic status have been historically
marginalised. Like eugenics, scientific racism grew out of:
– The misappropriation of revolutionary advances in medicine, anatomy and

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statistics during the 18th and 19th centuries
– Charles Darwin’s theory of evolution through the mechanism of natural
selection
– Gregor Mendel’s laws of inheritance

Eugenic theories and scientific racism drew support from contemporary

xenophobia, antisemitism, sexism, colonialism and imperialism, as well as
justifications of slavery, particularly in the United States.

Question 2.1.1 [4 marks]

Using your own knowledge and Source 2.1A, what do you understand by the

term ‘unfit’ in the context of eugenics? (2x2) (4)

Question 2.1.2 [4 marks]

In your own words, what is the poster in Source 2.1A trying to encourage?

(2x2) (4)

Question 2.1.3 [2 marks]

Using your own knowledge, mention two ‘social ills’ eugenicists believed they

could eliminate. (2x1) (2)

Question 2.1.4 [3 marks]

Is the writer of this source critical or supportive of eugenics? Quote from the

source to support your answer. (1+1x2)(3)

Question 2.1.5 [4 marks]

Explain how Darwin’s theories were applied by eugenicists. (2x2)(4)

Total: 17

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QUESTION 2.2

Source 2.2A: This source is a photograph of children at an unidentified

Ustaša concentration camp.

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Source 2.2B: This source shows the identification of targeted groups whilst
in Nazi concentration camps.

Question 2.2.1 [4 marks]

Using visual clues from Source 2.2A, how were children treated in concentration

camps? (2x2) (4)

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Question 2.2.2 [4 marks]

Using your own knowledge, explain Hitler’s Final Solution. (2x2) (4)

Question 2.2.3 [2 marks]

Comment on the limitations of Source 2.2A. (1x2) (2)

Question 2.2.4 [3 marks]

Using your own knowledge and Source 2.2B, identify any three people groups

who would have been sent to concentration camps by the Nazis. (3x1) (3)

Question 2.2.5 [2 marks]

Using visual clues from Source 2.2B, list two ways people were identified.

(2x1) (2)

Question 2.2.6 [1 mark]

What do you understand by the term ‘targeted groups’ used in Source 2.2B?

(1x1) (1)

Total: 16

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QUESTION 2.3

Source 2.3A: This source is an extract from a news report (CBS News) in
which Mr EDWARD R. MURROW accounts for his experience at a camp after
liberation.

Permit me to tell you what you would have seen and heard had you been with
me on Thursday. It will not be pleasant listening. If you're at lunch or if you
have no appetite to hear what Germans have done, now is a good time to
switch off the radio, for I propose to tell you of Buchenwald. It's on a small hill
about four miles outside Weimar, and it was one of the largest concentration
camps in Germany and it was built to last …

… In another part of the camp, they showed me the children, hundreds of

them. Some were only six. One rolled up his sleeve, showed me his number. It
was tattooed on his arm; D6030 it was. The others showed me their numbers.
They will carry them till they die. An elderly man standing beside me said, ‘The
children, enemies of the state.' I could see their ribs through their thin shirts.
The old man said, 'I am Professor Charles Risha(ph) of the Sorbonne.' The
children clung to my hands and stared. We crossed to the courtyard. Men kept
coming up to speak to me and to touch me. Professors from Poland, doctors
from Vienna, men from all Europe, men from the countries that made
America.

Source 2.3B: This source is a photograph of an Ancestry Pass.

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Question 2.3.1 [2 marks]

According to Source 2.3A, how does Edward R. Murrow describe the condition

of the children in the camp? (1x2) (2)

Question 2.3.2 [2 marks]

Using your own knowledge and information from Source 2.3A, explain why

children were kept in the camp. Quote to support your answer. (2x1) (2)

Question 2.3.3 [1 mark]

According to Source 2.3A, why does Edward R. Murrow caution listeners before

he accounts his experience at a camp after liberation? (1x1) (1)

Question 2.3.4 [2 marks]

Using your own knowledge, identify two people groups who would not be

entitled to an Ancestry Pass like the one shown in Source 2.3B. (2x1) (2)

Question 2.3.5 [2 marks]

According to Source 2.3B, why would someone use an Ancestry Pass? (2x1) (2)

Question 2.3.6 [4 marks]

Using information from Source 2.3B and your own knowledge, explain how the

Ancestry Pass is an example of systemic discrimination. (2x2) (4)

Question 2.3.7 [4 marks]

How does Source 2.3A support Source 2.3B? (2x2) (4)

Total: 17

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QUESTION 3: Essay [50]

- If you have answered TWO source-based questions (Question 1 AND

Question 2), choose ONE Essay question to answer (EITHER Question 3.1

OR Question 3.2).

- If you have answered ONE source-based question (EITHER Question 1 OR

Question 2), you should answer BOTH essay questions (Question 3.1 AND

Question 3.2).

QUESTION 3.1

Write an essay of approximately 2 to 3 pages long that answers the question

below:

To what extent was The New Deal successful in achieving its aims to relieve the

suffering of millions of Americans and re-stimulate the economy?

AND/OR

QUESTION 3.2

Write an essay of approximately 2 to 3 pages long that answers the question

below:

Discuss how the Nazi state used the idea of a ‘pure Aryan race’ to violate the
human rights of the Jews in Nazi Germany, from 1933 to 1945.

TOTAL: 50

GRAND TOTAL: 150

EXAM END

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