Boo
Boo
Boo
NATIONAL
SENIOR CERTIFICATE
GRADE 12
HISTORY P1
NOVEMBER 2013
MARKS: 150
TIME: 3 hours
1. This question paper consists of FOUR questions based on the prescribed content
as contained in the guideline document.
2. Each question counts 75 marks, of which 45 marks are allocated to the source-
based question and 30 marks to the extended writing question.
4. When answering questions, candidates should apply their knowledge, skills and
insight.
1.1.2 Using the information in the photograph and your own knowledge,
explain how the reputation (status) of the USSR was affected.
(Visual source) (1 x 2) (2)
1.1.4 Why do you think the information in the written source may be
regarded as biased? Support your answer by using relevant
evidence from the source. (1 x 3) (3)
1.1.5 How does the written source support the visual source regarding
the deployment of Soviet missiles in Cuba? Support your answer
with relevant reasons. (2 x 2) (4)
1.2.1 Why do you think Kennedy and Dobrynin decided to talk? (2 x 2) (4)
1.2.2 Using the information in the source and your own knowledge,
explain Dobrynin's reference to Turkey. (1 x 2) (2)
1.3.1 Explain the messages regarding the Cuban Missile Crisis that are
conveyed in the cartoon. (2 x 2) (4)
1.3.3 Explain how the following persons would have reacted after
viewing this cartoon:
1.4 Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining which ONE of
these sources you think would be most useful to a historian writing about the
Cuban Missile Crisis. (8)
1.5 EXTENDED WRITING (Your response should be about TWO pages long.)
1.5.1 Discuss how the detection of Soviet missiles in Cuba by the USA
intensified Cold War tensions between the superpowers in the
1960s. (30)
OR
2.1.4 Using the information in the source and your own knowledge,
define the term nationalisation. (1 x 2) (2)
2.2.2 As a historian, why would you regard the information in the written
source as biased? (2 x 2) (4)
2.2.3 Explain why this photograph would have been used by Nyerere's
government as propaganda for the implementation of the policy of
ujamaa. (2 x 2) (4)
2.2.4 How does the visual source support the written source regarding
Nyerere's implementation of his policy? Support your answer by
using relevant evidence from the source. (2 x 2) (4)
2.3.1 Explain why you think Nyerere believed in the policy of socialism.
(2 x 2) (4)
2.4 Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining the impact that
the Arusha Declaration had on ordinary Tanzanians. (8)
2.5 EXTENDED WRITING (Your response should be about TWO pages long.)
OR
2.5.2 Julius Nyerere stated: 'I would still write the Arusha Declaration.
I believe in it. It is right.'
3.1.1 Using the information in the source and your own knowledge,
define the term segregation. (1 x 2) (2)
3.1.2 Why do you think the students from the North Carolina Agricultural
and Technical College embarked on protest action? (1 x 2) (2)
3.1.3 Quote evidence from the source that suggests students were
harassed. (1 x 1) (1)
3.2.1 Why do you think white Americans attacked the Freedom Riders?
(Written source) (1 x 2) (2)
3.2.2 The photograph shows two civil rights activists displaying posters
that make reference to the word 'freedom'. Comment on the
significance of the word 'freedom' in the context of civil society
protests. (1 x 3) (3)
3.2.3 How do you think the following people would have reacted after
viewing this photograph (Visual source):
3.3.2 State any TWO demands that appear on the poster. (Visual
source) (2 x 1) (2)
3.3.4 Comment on the significance of Martin Luther King Junior's 'I have
a Dream' speech in the context of the Civil Rights Movement.
(Written source) (2 x 2) (4)
3.3.5 In what ways does the visual source support the written source
regarding the march to Washington in 1963? Support your answer
with relevant reasons. (2 x 2) (4)
3.4 Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining which ONE of
these sources you think would be the most useful for a student of history
writing about the Civil Rights Movement. (8)
3.5 EXTENDED WRITING (Your response should be about TWO pages long.)
3.5.1 Explain how the Freedom Riders and other forms of civil society
protest contributed to bringing about change in the United States of
America (USA) during the 1960s. (30)
OR
4.1.2 Use the information in the source (Extract 1) and explain, in your
own words, the term Black Consciousness. (1 x 2) (2)
4.1.3 How did Steve Biko react to the threat of police interrogation and
death? (Extract 2) Support your answer with relevant reasons.
(2 x 2) (4)
4.1.4 Explain whether you agree with Steve Biko's attitude towards
police interrogation and death. Use the information in the source
and your own knowledge to support your answer. (2 x 2) (4)
4.2.2 Describe how Steve Biko's human rights were violated. (1 x 2) (2)
4.2.3 What factors do you think might have influenced the doctors who
examined Biko to make false diagnoses of his condition? (2 x 2) (4)
4.3.1 Explain the symbolism of the broken chain as shown in the poster.
(Visual source) (1 x 3) (3)
4.3.2 What message does the slogan, One Azania: One Nation, convey?
(1 x 2) (2)
4.3.3 Using the information in the source and your own knowledge,
explain why this poster was considered to be symbolic/iconic by
struggle activists. (2 x 2) (4)
4.4 Refer to Sources 4A, 4B and 4C. Select and explain which ONE of these
sources you think would be most useful to a historian writing about the
philosophy of Black Consciousness. (2 x 2) (4)
4.5 Using the information in the relevant sources and your own knowledge, write
a paragraph of EIGHT lines (about 80 words) explaining the reaction of the
apartheid government to the popularity of the Black Consciousness
Movement in the 1970s. (8)
4.6 EXTENDED WRITING (Your response should be about TWO pages long.)
4.6.1 Discuss the role and impact of the Black Consciousness Movement
under Steve Biko's leadership in the 1970s. (30)
OR
4.6.2 Steve Biko played a significant role in unifying black South Africans
against the apartheid regime.
TOTAL: 150
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