Grade 12 Revision Booklet (1) .Docx - FINAL

NCS (CAPS)
LAST PUSH LEARNER DOCUMENT
HISTORY
GRADE 12
TERM 4 - 2023
CONTENTS
Cognitive Levels ___________________________________________________________________2
PAPER 1 _________________________________________________________________________3
QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR ___________________________________ 3
QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA _____________________________________ 9
QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE US CIVIL ________________ 14
RIGHTS MOVEMENT _____________________________________________________________________ 14
QUESTION 4: THE EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM ________________________ 18
QUESTION 5: INDEPENDENT AFRICA: CASE STUDY – THE CONGO _________________________________ 20
QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE _______________________ 24
BLACK POWER MOVEMENT _______________________________________________________________ 24
PAPER 2 ________________________________________________________________________29
QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: THE CRISIS OF APARTHEID IN THE 1980s ____________ 29
QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO ___________________ 34
TERMS WITH THE PAST __________________________________________________________________ 34
QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER, 1989 TO THE ________________ 39
PRESENT ______________________________________________________________________________ 39
QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA ________________________________ 43
QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO ___________________ 46
TERMS WITH THE PAST __________________________________________________________________ 46
QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER ____________________________ 48
MINDMAP _____________________________________________________________________________ 49
1
Cognitive Levels
COGNITIVE
HISTORICAL SKILLS QUESTION VERBS
LEVELS
• Extract evidence from • According to the • What information in the source
sources. source tells you about….?
• Selection and • List • Quote two reasons from the
LEVEL 1 organization of relevant • Identify
30% source….?
information from • Quote
[15] sources. • State • What do you understand by the
• Define historical • Name term…...?
concepts • Give • Definition of concept or historical
1x1; 2x1, terms in your own words
1x2, 3x1
These questions require learners to interpret information in the source and not to extract
information directly from the source.
• Explanation of historical • Explain the historical term…in the
LEVEL 2 concepts/terms (in the context of…
40% context of…) • Explain • Use the source and your own
[20] • Interpretation of • Comment on. knowledge
evidence from sources. • Explain … in the • What do you think?
1x2 • Explain information context… • What messages are conveyed
2x2 gathered from sources. • What messages regarding…
• Analyze evidence from
sources.
• Interpret and evaluate • Compare, • Explain to what extent the
evidence from sources. • Contrast, evidence in source 1A…...?
• Engage with sources to • Comment on…, • Compare the evidence in Source
determine its • Justify… 1A and 1B…. regarding…
usefulness, reliability, • Explain the • Comment on the
bias and limitations. usefulness, usefulness/reliability/limitations
LEVEL 3 • Compare and contrast limitations, of the information in source 1B
30% interpretations and • Write a paragraph… regarding….?
[15] perspectives presented •
in sources and draw
1x2 independent
2x2 conclusions.
• Interpretation,
evaluation and
synthesis of evidence
from the relevant
sources (paragraph
writing)
2
PAPER 1
QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR
QUESTION 1: HOW DID THE BERLIN BLOCKADE INTENSIFY COLD WAR

TENSIONS BETWEEN THE UNITED STATES OF AMERICA (USA) AND
THE SOVIET UNION (USSR) IN THE LATE 1940s?
SOURCE 1A
The extract below explains the reasons for the Berlin Blockade in 1949.
Germany rapidly became a sparring (fighting) ground for the Cold War. After having
politicallyreorganised their occupation zones in defeated Germany, the British and Americans
wanted to revive the German economy, which implied radical monetary reform. On 20 June
1948, the Western Allies introduced a new unit of account. The German Mark, the Deutsche
Mark (DM), was introduced in all the Western zones and replaced the Reichsmark, which
had lost all its value. This monetary reform enabledthe shops to be filled once again with
goods (Q1.1.2) that had, until then, only been obtainable on the black market. While the
Communists took over nearly all the command posts in the Eastern zone, the ideas of the
former Allies about the economic and political organisation of Germany became more at
odds with each other every day.
Hoping to keep Berlin united in the heart of the Soviet zone (1.1.3), and denouncing what it
called the Anglo-American policy of acting without consultation, the USSR reacted to this
initiative on 24 June 1948 by imposing a total blockade of the Western sectors of Berlin. The
city lay in the Soviet zone but the Americans, the British and the French were established in
their respective occupation zones. Access to Berlin by road, rail and water were impossible
until 12 May 1949. Food supplies and electricitywere cut. (1.1.4) The introduction of the DM
in the Western sectors of Berlin was the officialcause, but the Soviet Union probably wanted
to capture the capitalist island in its occupation zone by making the British, French and
Americans leave Berlin. The latter reacted swiftly: the Allied Airlift, introduced by General
Lucius D. Clay, was to be the appropriate American counter-measure.
[From https://www.cvce.eu/en/education/unit-content. Accessed on 12 October 2021.]
1.1 Read Source 1A.
1.1.1 Define the concept Cold War in your own words. (Level 1) (1 x 2) (2)
1.1.2 Why, according to the source, was the Reichsmark replaced bythe
Deutsche Mark in 1948? (Level 1) – the response is from the source.
(2 x 1) (2)
1.1.3 Explain the implication of the statement 'The USSR hoped to keep Berlin
united in the heart of the Soviet zone' regarding its division into four zones.
(Level 2) – The learner must find this statement in the source and read it.
Then the learner should interpret this statement within the context of the
division of Berlin. (1 x 2) (2)
3
Response:
• Stalin wanted the whole of Berlin for himself to extract more for
the damage done to the USSR
• Stalin thought that the USA and its allies would abandon the
western sectors now that they don't have access to it
1.1.4 According to the source, how did the imposition of a total blockadeof the
Western sectors on 24 June 1948 affect Berlin? Give TWO responses.
(Level 1) – the response is from the source. (2 x 1) (2)
1.1.5 Explain why the Allied Airlift was an 'appropriate American counter
measure' to the Berlin Blockade. (Level 2) The learner must find this
statement in the source and read it. Then the learner should interpret this
statement within the context of the Berlin Blockade. (2 x 2)
(4)
4
SOURCE 1B
The source below focuses on the reaction of the Western Powers toward the Russianblockade
of Berlin in 1949.
... Only the air corridors on which the four victorious powers had agreed in the Air
Agreement of 1945/46 were unaffected. For that reason, the three Western powersbegan an
Airlift to Berlin to supply the city and its approximately two million inhabitants with the
necessities. On June 28, 1948, the first American and British (1.2.1) aircraft landed at
Tempelhof and Gatow airfields (1.2.2) with goods for the people of Berlin. It was an
ambitious plan never before attempted on this scale and it was unclear whether it would
work.
Many other flights followed, but nobody could predict how long the blockade would last.
For that reason, the Western powers initially planned to supply the city into the winter. The
aim of the first weeks of the Airlift was to fly 4,500 tons of goods into the city every day.
This was raised to 5,000 tons a day in the autumn of 1948 (1.2.3). To meet the city's energy
needs, coal made up a large proportion of this tonnage.
… The British mobilised their Royal Air Force and contracted with an additional 25charter
companies to fly mainly oil and gasoline into the city. Aside from their 23 percent share of
the total Airlift tonnage for freight, the British were also responsible for the lion's share of
passenger transport during the blockade.
The Western powers used the media very effectively to publicise (1.2.4) this outstanding
efficiency. The continuing positive reporting on Allied tonnage and the growing reputation
of the Western powers were certainly part of the reason for lifting the Soviet blockade on
May 12, 1949. Despite the end of the blockade, the Airlift continued for another four months
into the late summer of 1949.
[From http://www.alliiertenmuseum.de/en/topics/the-berlin-airlift.html. Accessed on
12 October 2021.]
1.2 Refer to Source 1B.
1.2.1 Identify TWO aircraft from the source that were involved in the
Berlin Airlift. – (Level 1) – the response is from the source. (2 x 1) (2)
1.2.2 Give the names of TWO airfields where aircrafts landed to supplygoods
on 28 June 1948. – (Level 1) – the response is from the source. (2 x 1)
(2)
1.2.3 Comment on why you think the supply of goods into Western
Berlin increased from 4 500 to 5 000 tons a day. – (Level 2) – the learner
must read and interpret this question and then provide a response using
their own words/knowledge. (1 x 2) (2)
1.2.4 Explain why you think the western powers used the media to
publicise their humanitarian efforts. – (Level 2) – the learner must read
and interpret this question using their own words. (2 x 2) (4)
5
SOURCE 1C
The photograph below taken by an American photographer (1.3.2), depicts how supplies
were delivered in West Berlin between1948 and 1949.
[From https://www.defense.gov/News/Inside-DOD/Blog/article/2062719/the-berlin-airlift-what-it-was-
its-importance-in-the-cold-war/. Accessed on 12 October 2021.]
1.3 Study Source 1C.
1.3.1 Explain why you think this photograph was taken. (Level 2) – the
learner must refer to the photograph and decide what was the
photographer’s intention in taking this photograph. Provide
TWO response (2 x 2) (4)
1.3.2 Explain the limitations of this source to a historian researching

the Berlin Blockade. (Level 3) – Read the contextualisation.
Sometime the response can be got in the contextualisation.
Consider biasness, propaganda and the clarity of the
source (2 x 2) (4)
1.4 Study Sources 1B and 1C. Explain how the information in Source 1B supports the
evidence in Source 1C regarding Cold War tension between the West and the East. (Level
3) (2 x 2) (4)
SUGGESTION: Find evidence from both sources that support
each other regarding Cold War tensions. This can be done
by highlighting the information that supports each other. Make
reference to both sources in your answer:
In Source 1B it mentions …
In Source 1C it shows …
Both sources highlight…
6
SOURCE 1D
The extract below outlines the impact of the Berlin Blockade on the United States ofAmerica
and its allies.
The Berlin Blockade and Airlift was a major incident in the Cold War (1.5.1) because it
was the first case of direct conflict between the US and the USSR. Indeed, both the
blockade and the airlift had the potential to spark a war. Consequently, it greatly
increased tensions between the two superpowers. The blockade had convinced the
Western powers that they needed to cooperate militarily with other Western countries (such
as Britain and France) in order to protect themselves against the threat of the Soviet
Union. Thus, a direct consequence of the blockade and airlift was the formation of
NATO by the Western powers.
In addition to this, in April 1949, the USA, Britain and France announced the formation of
the German Federal Republic (1.5.2) which officially divided Germany into Western and
Eastern blocks as a result of the tensions caused by the blockade. Another important
consequence of the blockade and airlift was the continuation of Western presence in
Berlin. In the longterm, this would ensure that Berlin continued to be a hotspot in Cold
War relations,facilitating another crisis with the building of the Berlin Wall in 1961. Likewise,
the airlift was used as propaganda in the USA to claim victory over the East (1.5.4).
This solidified (toughened)the importance of Berlin in the propaganda war between
East and West, which continued throughout the Cold War.
[From https://www.mytutor.co.uk/answers/58520/GCSE/History/What-were-the-consequences-of-the-Berlin-
Blockade-and-Airlift-1948-49/. Accessed on 12 October 2021.]
1.5 Consult Source 1D.
1.5.1 Why, according to the source, was the Berlin Blockade and Airlift
a major incident in the Cold War? – (Level 1) – the response is
from the source. (1 x 1) (1)
1.5.2 List THREE Western countries in the source that

wereannounced in the formation of the German Federal
Republic. – (Level 1) – the response is from the source. (3 x 1) (3)
1.5.3 Explain the concept Berlin Blockade in the context of the Cold
War. (Level 2) (1 x 2) (2)
1.5.4 Using the information in the source and your own knowledge,
explain what is meant by 'the airlift was used as a propaganda in the USA to claim
victory over the East'. (1 x 2) (2)
1.6 Using the information in the relevant sources and your own knowledge, write a
paragraph of about EIGHT lines (about 80 words) explaining how the Berlin
Blockade intensified Cold War tensions between the Soviet Union and the United
States of America in the late 1940s. (8)
[50]
SUGGESTION:
1. What are the sources about?
7
Source 1A – Reasons for the Berlin Blockade
Source 1B – Reaction of the Western Powers toward the Russianblockade of Berlin
Source 1C – visual source-based showing the delivery of supplies
Source 1D – Impact of the Berlin Blockade
2. What could be included in the paragraph?

Source 1A indicates the reasons for the Berlin Blockade
The USSR imposed a blockade of the Western sectors of Berlin. This forced the
Allied powers (USA) to begin the Berlin airlift because access to Berlin by road, rail
and water were impossible
Source 1B highlights reaction of the Western Powers toward the Russian blockade of
Berlin
The airlift brought relief to the people of Berlin. Hence the blockade was a
psychological defeat for the USSR
Source 1C – shows the delivery of supplies to Berlin

The delivery of supplies to Berlin was successful. Hence the USSR’s intention to
blockade Berlin was a failure. This increased the tension between the USSR and the
USA
Source 1D – explains the impact of the Berlin Blockade

The blockade convinced the western allies that they needed to work together in
order to guard against the threat of the USSR
The learner needs to include OWN KNOWLEDGE in their response
8
QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA
QUESTION 2: WHY DID FOREIGN POWERS BECOME INVOLVED IN ANGOLA

DURING THE BATTLE OF CUITO CUANAVALE IN THE 1980s?
SOURCE 2A
Below is an extract from an article titled 'Cuito Cuanavale, Angola's 25th Anniversary of a Historical
Battle' by Ronnie Kasrils. It was published in the Monthly Review – An Independent Socialist
Magazine in 2013. It explains why the Soviet Union, South Africa and Cuba were involved in the Battle
of Cuito Cuanavale between 1987 and 1988.
The prelude (run-up) to the Battle of Cuito Cuanavale started in July 1987 (Q2.1.1) when Angolan
government forces, the People's Armed Forces of Liberation of Angola (FAPLA) (Q2.1.2), under
the guidance of Soviet military officers, attempted to advance on Jonas Savimbi's National Union
for the Total Independence of Angola (UNITA) stronghold at Mavinga. This was the strategic key
to his base at Jamba near the Caprivi Strip – a long finger of land, under South African military
control, stretching as far as Zambia. At first the offensive progressed well and FAPLA gained
the upperhand, inflicting (causing) heavy casualties on UNITA and driving them south towards
Mavinga. Then, in October, FAPLA's advancing 47th Brigade, forty kilometres southeast of Cuito
at the Lomba River, was all but destroyed in an attack by the South African Defence Force (SADF)
hastening (rushing) from Namibia to UNITA's rescue.
Catastrophe (disaster) followed as several other FAPLA brigades wilted (disappeared) under heavy
bombardment, and bedraggled (messy) stragglers (idlers) retreated to Cuito Cuanavale. The
situation could not have been graver (bleak). Cuito could have been overrun then and there by the
SADF, changing the strategic situation overnight. The interior of the country would have been
opened up to domination by UNITA, resulting in Angola being split in half – something Pretoria
and Savimbi had been aiming at for years. But the SADF failed to seize the initiative. This allowed
an initial contingent (group) of 120 Cuban troops to rush to the town from Menongue,150
kilometres to the northwest, and help organise the defences. As the ferocious (violent) siege
(barricade) developed, Pretoria's generals and Western diplomats predicted Cuito's imminent
(forthcoming) fall.
[From Monthly Review – An Independent Socialist Magazine, 1 April 2013]
2.1 Use Source 2A.
2.1.1 According to the source, when did the Battle of Cuito Cuanavale start?
(Level1) - the response is from the source (1 x 2) (2)
2.1.2 Identify any TWO armies in the source who fought in the Battle of Cuito
Cuanavale. (Level1) - the response is from the source (2 x 1) (2)
2.1.3 Using the information in the source and your own knowledge, explain why
Mavinga was targeted by FAPLA during the Battle of Cuito Cuanavale.
(Level 2)- the learner must refer to the source and use information in
the source and own knowledge to answer the question (2 x 2) (4)
2.1.4 Comment on why the Cubans became involved in the Battle of Cuito
Cuanavale. (2 x 1) (2)
9
SOURCE 2B
The extract below, written by a historian, Edward George, and taken from a book titled The Cuban
Intervention in Angola from Che Guavara to Cuito Cuanavale, explains Cuba's strategic
intervention in Angola during the Battle of Cuito Cuanavale in 1987.
The decision to launch Operation Maniobra XXXI Aniversario was taken at a joint
meeting of the Politburo, Revolutionary Armed Forces (FAR) and the Ministry of Interior
(MININT), and involved an initial reinforcement of 3 000 Cuban troops tobolster Cuito
Cuanavale's defences. It comprised one armoured brigade, several self-propelled air-
to-air (AA missiles) units, including surface-to-air missiles (SAM-8s), one rapid response
unit, and a contingent (group) of the (MININT) Special Forces which Castro offered
personally.
The choice of Cuito Cuanavale for a final stand against the South Africans was as much pre-
emptive (preventive) – to prevent the fall of Menongue – as it was symbolic. The Siege of Cuito
Cuanavale would perform another essential function, however, providing Castro with the crucial
showdown with the South Africans he needed before withdrawing his forces from Angola, and
over the next two months he would override repeated requests from his officers in Angola to
withdraw from Cuito Cuanavale. Like its predecessor, Operation Carlota, Maniobra XXXI
Aniversario also had long-term objectives beyond the defence of Cuito Cuanavale.
While reinforcements raced to Cuando Cubango, Castro secretly started building up a large force
in Lubango in preparation for a move into southwest Angola. The FAR's elite 50th Division –
Castro's personal division which guarded the American base in Guantánamo (Cuba) – was
dispatched to Angola to spearhead (lead) this manoeuvre (plan) (Q2.2.5), and by early January
1988 the first 3 500 Cuban troops had moved into Cunene.
But it was a major provocation (cause of trouble) to the SADF which had operated free of Cuban
interference in the area for nearly eight years, and would provide both sides with an alternative
theatre for the bloody climax of the war in late June.
[From The Cuban Intervention in Angola from Che Guavara to Cuito Cuanavale by E George]
2.2 Consult Source 2B.
2.2.1 Give TWO Cuban government organs that took part in a joint meeting that
decided to launch Operation Maniobra XXXI Aniversario (Level 1) -
the response is from the source (2 x 1) (2)
2.2.2 Operation Maniobra XXXI Aniversario comprised a number of artillery/armed

units for its effectiveness. Identify any TWO that are named in the source.
(Level 1) - the response is from the source (2 x 1) (2)
2.2.3 Explain what is meant when it is said that Cuba's decision to be involved in
Cuito Cuanavale was 'symbolic'. (1 x 2) (2)
2.2.4 Explain the term Siege of Cuito Cuanavale in its historical context. (1 x 2) (2)
2.2.5 According to the source, why did the dispatch of the FAR's elite 50th Division to
Angola become a major provocation to the SADF? (Level 1) - the response is
from the source (1 x 2) (2)
10
SOURCE 2C
The extract below, written by Major Jayson N Williams of the United States Army, was taken from
Contested Narratives: South African and Cuban Military Action in Angola (1987–1988) A
Monograph. It explains South Africa's involvement in the Battle of CuitoCuanavale through Operation
Modular against the Soviet-backed FAPLA.
From the Republic of South Africa's (RSA) perspective, Operation Modular, while appearing
offensive in practice, was primarily defensive in purpose. UNITA's failure to stop the Soviet-
Angolan offensive had forced the RSA to intervene to save its ally. The SADF had two principle
objectives for the operation. The first objective was to halt FAPLA's attack to defeat UNITA in
Angola. The SADF perceived that FAPLA's operational objective was to seize the city of Jamba,
UNITA's headquarters, with intermediate objectives that included crossing the Lomba River and
seizing Mavinga in order to allow that operation.
After accomplishing the first objective, the SADF's second objective was to destroy FAPLA east of
the Cuito River or, failing to accomplish that, at least push FAPLA west of that linear water obstacle.
Success would create space for UNITA to defend against future attacks and force FAPLA to
consider the tactical cost of conducting a contested river crossing before reinitiating offensive
operations against UNITA.
If Operation Modular helped stop the Soviet-backed FAPLA offensive to retake south-eastern
Angola, the RSA could maintain the buffer zone that UNITA provided to Namibia and South Africa.
Operation Modular promised 'the long-awaited breakthrough in the prevailing political, diplomatic,
and military deadlock in the Angolan-SWA/Namibian conflict'. Further military success could
support favourable negotiations with the MPLA. If the SADF were to threaten the defeat of FAPLA
or makesignificant territorial gains inside of Angola, the RSA could have a significant advantage
during these talks.
[From Contested Narratives: South African and Cuban Military Action in Angola (1987–1988) A Monograph
by Major Jayson N Williams]
2.3 Read Source 2C.
2.3.1 Quote TWO objectives from the source that the SADF wanted to
achieve through Operation Modular. (Level 1) - the response is
from the source (2 x1) (2)
2.3.2 What is the implication of the statement, 'Operation Modular promised "the
long- awaited breakthrough in the prevailing political, diplomatic, and military
deadlock in the Angolan-SWA/Namibian conflict" '? (2 x 2) (4)
2.3.3 Define the concept negotiations in your own words. (1 x 2) (2)
2.3.4 Explain the usefulness of this source to a historian researching the

Battle of Cuito Cuanavale (2 x 2) (4)
11
SOURCE 2D
The cartoon below, titled 'THE THREE AMIGOS', was drawn by Alberto Mourato.It
depicts Bush, Botha and Savimbi as allies during the Battle of Cuito Cuanavale between 1987
and 1988.
[From https://images.app.goo.gl/mAaHTwABWXRZ5Mpy7. Accessed on 17 August 2022.]

*ADIOS – Goodbye *AMIGOS – Friends
.
2.4 Study Source 2D.
2.4.1 Explain the messages conveyed by the cartoon regarding the involvement of
foreign powers in the Battle of Cuito Cuanavale (2 x 2) (4)
.
12
2.4.2 Comment on the caption 'THE THREE AMIGOS' in the context of the
Battle of Cuito Cuanavale. (1 x 2) (2)
2.5 Refer to Sources 2C and 2D. Explain how the information in Source 2C
supports the evidence in Source 2D regarding the involvement of foreign
powers in the Battle of Cuito Cuanavale. (2 x 2) (4)
2.6 Using the information in the relevant sources and your own knowledge, write a
paragraph of about EIGHT lines (about 80 words) explaining why foreign
powers became involved in Angola during the Battle of Cuito Cuanavale in
the 1980s. (8)
[50]
13
QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE US CIVIL
RIGHTS MOVEMENT
QUESTION 3: WHAT ROLE DID THE MARCH TO LINCOLN MOMERIAL PLAY IN

BRINGING ABOUT CHANGE IN THE UNITED STATES OF AMERICA
(USA) DURING THE 1960s?
SOURCE 3A
The source below explains the new Civil Rights Bill.
Throughout the summer of 1963, civil rights protests continued to grow, with marches, sit-
ins and picket lines across the country. The protestors' demands (3.1.2) were simple: freedom
and equality for black Americans everywhere. In the White House, President Kennedy decided
that, at Iast, the time had come to ask Congress to pass a civil rights bill which would put an
end to segregation. On the night of 11 June, the President appeared on national television to talk
about justice and civil rights. He would ask Congress to commit itself, he said, to the proposal
that 'race has no place in American life or law'. Dr King was delighted. Although the proposal
was not as wide-ranging as he had hoped, it was a step in the right direction. Not everyone
shared his views, however. The following night, Medgar Evers, a leader of the National
Association for the Advancement of Coloured People (NAACP), was shot dead by a white man
in front of his house in Jackson, Mississippi. This dreadful act revealed, King said, that, 'we
still have a long, long way to go in this nation before we achieve the ideals of decency and
brotherhood.'
[From Twentieth Century History Makers – Martin Luther King Jr. by A Ganeri et al.]
3.1 Refer to Source 3A.
3.1.1 Define the term civil rights in your own words. (Level1) (1 x 2 ) (2)
3.1.2 Quote evidence from the source that indicates the demands of the
protesters. (1 x 2) (2)
(Level 1) The response is from the source
3.1.3 President Kennedy's proposal to Congress was as follows: 'race has no place in
American life or law'. How do you think the following would have reacted to his
proposal? (Level 2) – the learner must read and interpret this question and then
provide a response using their own words/knowledge.
(a) African Americans

• African Americans were happy/ delighted
• Proposal was a step in the right direction
• A sense of belonging/identity/purpose
• Any other relevant response
14
(b) The majority of White Americans from the South (2 x 2) (4)
• Majority white Americans of the South would have rejected the proposal
• Majority white Americans of the South responded negatively/ anger
• Responded by using violence
3.1.4 What is the implication of King’s statement: 'We still have a long, long way to go in
this nation before we achieve the ideals of decency and brotherhood' regarding the
murder of Meger Evers?
(Level 2) the learner must read and interpret this question and then provide a response
using their own words/knowledge. (2 x 2) (4)
• Shocked that certain Americans were not yet ready to accept the spirit of
brotherhood/ liberty and equality
• Concerned/ angry that USA was a divided country/ America was still not liberated
• Some Americans were still racists and did not want to embrace change/ democracy
SOURCE 3B
The source below focuses on the march to the Lincoln Memorial for jobs and freedom held on 28
August 1963.
The march was organized by A. Philip Randolph and Bayard Rustin, who built an alliance of civil
rights, labor, and religious organizations that came together under the banner of “jobs and freedom”.
President Kennedy originally discouraged the march, for fear that it might make the legislature vote
against civil rights laws in reaction to a perceived threat. Once it became clear that the march would
go on, however, he supported it. The march was also condemned by some civil rights activists,
including Malcolm X, who felt it presented an inaccurate, sanitized pageant (parade) of racial
harmony.
Nobody was sure how many people would turn up for the demonstration in Washington, D.C. Some
travelling from the South were harassed and threatened. But on 28 August, 1963, an estimated
quarter of a million people, about a quarter of whom were white, marched from the Washington
Monument to the Lincoln Memorial, in what turned out to be both a protest and a communal (joint)
celebration. The heavy police presence turned out to be unnecessary, as the march was noted for its
civility (politeness) and peacefulness. The march was extensively (widely) covered by the media, with
live international television coverage.
[From Civil Rights March on Washington by S Ross]
3.2.1 Why, do you think, people from the South were harassed and threatened? (2 x 2) (4)
15
3.2.2 What is implied by the statement: the march to the Lincoln Memorial turned out to be 'both a
protest and a communal celebration'. (2 x 2) (4)
3.2.3 Explain why the march to the Lincoln Memorial received extensive media coverage.
(2 x 2) (4)
SOURCE 3C
The photograph below shows Martin Luther King Jr. leading the march to the Lincoln
Memorial on 28 August 1963.
[From Makers of the 20th Century, by A Fairclough]
Martin Luther King Jr.

16
3.3.1 What messages are conveyed by this source regarding the march to
Lincoln Memorial? (2 x 2) (4)
3.3.2 State any TWO demands of the protesters according to the source. (2 x 1) (2)
3.3.3 Explain the usefulness of this source to a historian researching the march
to Lincoln Memorial in 1963. (2 x 2) (4)
3.4 Compare Sources 3B and 3C. Explain how the information in Source 3B
supports evidence in Source 3C regarding the march to Lincoln Memorial
in 1963. (2 x 2) (4)
SOURCE 3D
This is part of the 'I have a dream' speech that Dr Martin Luther King Jr delivered on the steps
of the Lincoln Memorial during the historic march on Washington, 28 August 1963.
… I say to you today, my friends, so even though we face the difficulties of today and tomorrow,
I still have a dream. It is a dream deeply rooted in the American dream. I have a dream
that one day this nation will rise up and live out the true meaning of its creed, 'We hold these
truths to be self-evident, that all men are created equal.' I have a dream that one day on the red
hills of Georgia, sons of former slaves and the sons of former slave owners will be able to sit
down together at the table of brotherhood. I have a dream that one day even the state of
Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression,
will be transformed into an oasis of freedom and justice. I have a dream that my four little
children will one day live in a nation where they will not be judged by the colour of their
skin, but by the content of their character … [So that one day] all of God's children, black
men and white men, Jews and gentiles, Protestants and Catholics, will be able to join hands and
sing the words of the old Negro spiritual 'Free at last! Free at last! Thank God Almighty, we
are free at last!'
[From Generation of Change: The Civil Rights Movement in America by G. Pergyl]

.
3.5 Refer to Source 3D.
3.5.1 What, according to the source is the state of Mississippi sweltering with? (2 x 1) (2)
3.5.2 Explain the intention of Dr. Martin Luther King’s speech ‘I have a dream’ speech.
(1 x 2) (2)
3.6 Using the relevant sources and your own knowledge, write a paragraph
of about EIGHT lines (about 80 words) explaining the role that the march to
Lincoln Memorial played in bringing about change in United States of America
(USA) in the 1960s. (8)
[50]
17
QUESTION 4: THE EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM
ESSAY QUESTION
Explain to what extent did the tactics and strategies that the United States of America
used between 1963 and 1975 against the Vietcong during the war in Vietnam were a
dismal failure. Use relevant evidence to support your line of argument. [50]
INTRODUCTION
To a greater extent the tactics and strategies that the United States of America used between
1963 and 1975 against the Vietcong during the war in Vietnam were a dismal failure
(point\stance) because the USA strategies such as safe village system, operation rolling
thunder, search and destroy, chemical welfare all such as hit and run, use of network of
tunnels, understanding of the terrain to the advantage, punji traps and bouncing batty leading
to the defeat of USA Vietnam be reunited under communism (explanation and examples)
The P1 Safe village
Creation of line of argument

Safe village system was one of the unsuccessful strategies used by the South
Vietnamese government with USA support 1962 (point).(explanation) The main aim of
this strategy was to separate the peasants from the Viet Cong. Rural peasants were placed
in specially protected villages where they would be safe from Vietcong troops and their
influence. (evidence) America thought this strategy was going to weaken the Viet Cong
because it often involved people being forcibly removed from villages and placed elsewhere.
Vietnamese practiced ancestral worship and felt unhappy having to leave their ancestors
behind. Peasants supported the Viet Cong because of promises of land when the enemy
was defeated. In return, peasants provided the guerrillas food, shelter and a place to hide. In
the end this strategy turned successful for Viet Cong instead of America as Vietcong occupied
many of the safe villages and captured the peasants’ weapons. Safe village system was
abandoned in 1963. As tension between North and South increased, the USA became heavily
involved, especially after Viet Cong began to attack American supply bases. However, the
safe village system was not successful (LOA)
P2 Gulf Of Tonkin
P3 Operation rolling thunder
P4 The 'Tet Offensive in 1968.
P5 Guerilla War
P6 Operation Ranch Hand
18
P7Search and DESTROY POLICY
P8 MY LAI MASSACRE
P9 Media Role
P10 USA WITHDRAWAL
Conclusion:
Tie up the argument by referring back to the key question.
Conclusively the evidence given above shows that the tactics and strategies used by the
USA between 1963 and 1975 against the Vietcong during the war in Vietnam were to a
greater extent a dismal failure.
19
QUESTION 5: INDEPENDENT AFRICA: CASE STUDY – THE CONGO
Colonial
legacies
Nationalising
Elections
companies
Congo
Resources and
Dictatorship
planatations
Zaireanisation Mobutuism
20
Essay Writing - In History, questions are set in one of the following way:
Critically discuss… Do you agree… To what extent…
What do you decide are the most A statement will be given/ State the degree to which
important facts and justify/ defend/ provided. You are something is true. This
substantiate how you came to this expected to choose one question calls for the full
conclusion/ show advantages and side and stick to it, hence assessment of evidence.
disadvantages/ positives and
agree/ disagree and
negatives/ good and bad/
provide evidence on why Start an introduction by
successes and failures?
you do. stating:
Start an introduction by stating:
● To a great(er)
● “One might state that…”
extent…
● “Indeed… To commence the
introduction you may ● To a large(r) extent…
● It a fact…
agree/disagree and ● To a less(er) extent…
● Certainly…
outline the orientation to
● Without any doubt…
support your argument.
● Absolutely…
● Surely…
ESSAY QUESTIONS
Mobutu Sese Seko's Mobutu Sese Seko’s Explain to what extent

political and economic socio-economic and Congo was successful in
policies, introduced by the political policies were bringing about political,
newly independent Congo effective in developing the economic, social and
in the early 1960s, were
Congo after attaining cultural stability after
welcomed by all the
Congolese.
independence from attaining independence
Belgian colonial rule in the from Belgium in 1960.
Critically discuss this 1960s. Use relevant examples to
statement by using relevant support your answer.
evidence to support your Do you agree with the
response statement? Support your
line of argument using
relevant evidence.
Question analysis is the point of departure in essay writing 1.
Commanding statement Critically discuss

Content focus Mobutu Sese Seko's political and economic
policies
Context of the content Introduced by the newly independent Congo, were
welcomed by all the Congolese.
Period/ time frame in the early 1960s
21
Question analysis is the point of departure in essay writing 2.
Commanding statement Do you agree …

Content focus Congo was successful in bringing about political,
economic, social and cultural stability
Context of the content After attaining independence from Belgium
Period/ time frame in the1960s
Question analysis is the point of departure in essay writing 3
Commanding statement Explain to what extent …

Content focus Mobutu Sese Seko’s socio-economic and political
policies were effective in developing the Congo
Context of the content After attaining independence from Belgium
Period/ time frame in 1960
Introduction
One would argue the statement that Mobutu Sese Seko’s political and Stance/ LOA
economic policies introduced by the newly independent Congo in the
early 1960s, were welcomed by all the Congolese to some extent Reason
because politically and economically there were successes and
challenges. The Congolese rejected authoritarian form of leadership, Evidence
publicised industries, giving high positions to inexperienced workers.
They also accepted American Financial Aid which Mobutu Sese Seko
enjoyed for himself and his cronies.
Point
How were the Congolese administration skills? (policies)
Explanation
Explain them.
Indicate evidence on political administration or representation at Evidence
government level. Link
What impact did they have on political administration?
Were the Congolese prepared for elections? Point

Explain the role of political parties in the elections. Explanation
What were political ideas of Kasavubu, Lumumba and Tshombe? Evidence
What were the election results? Link
Why did Mobutu decide to use dictatorship? Point

Explain how he used this strategy. Explanation
Elaborate on this strategy. Evidence
Indicate the impact of this strategy to on the Congolese and political Link
leaders.
Point
Make a point on “Mobutuism”? Explanation
Explain what it was.
Evidence
Provide evidence in relation to the West and principle.
Link
How were Congolese treated as a result of this principle?
22
Why was the country named Zaire? Point
Explain Zaireanisation. Explanation
Explain how this policy was used by the Congolese. Evidence
Indicate how Congo was united. Link
What resources did Congo rely on economically? Point

Why were businesses nationalised? Explanation
Who ran the nationalised companies? Evidence
What were the results of nationalisation? Link
One would conclude that Mobutu Sese Seko political and economic Conclusion
policies were welcomed by all the Congolese to some extent because Reason
politically and economically the were successes as much as
challenges. The Congolese rejected authoritarian form of leadership, Context
publicised industries giving high positions to inexperienced workers,
accepted American Financial Aid and used it for himself and his
cronies.
23
QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE
BLACK POWER MOVEMENT
The Black Power Movement was concerned with the promotion of black power, instilling
black pride, development of self-respect and self-defence among African Americans in the
1960s.
Do you agree with this statement? Support your line of argument with the relevant
evidence. [50]
INTRODUCTION
STANCE: Yes, one may agree with the statement, that The Black Power Movement was
concerned with the promotion of black power, instilling black pride, development of self-
respect and self-defence among African Americans in the 1960s.
POINT (Why): Because the Black Power Movement was successful in instilling black pride,
developing self- respect and self-defence among African Americans in the 1960s.
EVIDENCE: The philosophy of the Black Power Movement encouraged black culture and
black heritage. The Black Power Movement believed that the recognition of black culture and
heritage would also help African Americans to stop thinking that white people were superior.
QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950S TO THE 1970S:

THE BLACK POWER MOVEMENT
The Civil Right Movement focused on ending discrimination and segregation especially in the
Southern States of America, but there were so many challenges faced by the African
Americans that led to the emergence of the Black Power Movement between the 1950s and
1970s.
Critically discuss the above statement. Support your line of argument with relevant evidence.
[50]
INTRODUCTION
STANCE: Indeed there were many challenges faced by the African Americans that led to the
emergence of the Black Power Movement between the 1950s and 1970s.
POINT (WHY): The African Americans became tired and impatient of the slow pace of change
and non-violent approach of the Civil Rights Movement thus there was emergence of the
Black Power Movement between the 1950s and 1970s.
EVIDENCE: The role played by Malcolm X, Stokely Carmichael and the formation of the
Black Panther Party.
24
QUESTION 6: CIVIL SOCIETY PROTEST FROM THE 1950S TO THE 1970S:
THE BLACK POWER MOVEMENT
Explain to what extent the Black Power Movement was successful in instilling black pride,
development, self-respect and self-defence among African Americans in the 1960s.
INTRODUCTION
STANCE: To a greater extent the Black Power Movement was successful in instilling black
pride, development self-respect and self-defence among African Americans in the 1960s.
POINT (WHY): Because by 1960s the unjust or prejudicial laws against African Americans
were scrapped.
EVIDENCE: By 1960s; there was political participation by the African Americans, increased
self-esteem, increased black feminism, police accountability and many upliftment projects.
QUESTION 6: THE CIVIL SOCIETY PROTEST FROM THE 1950S TO THE 1970S
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates must be able to critically discuss why was there a need for the
emergence/formation of the Black Power Movement while the Civil Right Movement was
there to fight for the freedom struggle of the African Americans between 1950 and 1970. The
reasons for the emergency of the Black Power Movement should be discussed. The
philosophy of the Black Power and the role played by the Black Power leaders should be
outlined. Short-term and long gains of the Black Power Movement should be outlined.
MAIN ASPECTS
Candidates should include the following aspects in response:
• Introduction: Candidates should critically discuss the statement and introduce the
reasons for the emergence/formation of the Black Power Movement, the operation of
the Black Power Movement in the USA indicating the role of leaders like Malcolm X,
Carmichael, Bobby Seal and Hue Newton.
ELABORATION
• The reason for the emergence of the Black Power Movement.
• The Civil Right Movement focusing on only ending segregation and discrimination in
the USA while there were so many challenges faced the African Americans.
• African Americans experienced not only discrimination in the USA but also
experienced lack of and poor housing, ghettos, high rate of infantry
mortality because of poor health care, poor education, high rate of unemployment and
poverty.
• African Americans experienced government police brutality.
• African Americans experienced serious attacks from the strong white racists called
Kuklux Klan.
• The reason for the emergence/formation of the Black Power Movement,
• The Civil Right believed in non-violent protest, therefore too slow to bring about the
pace of change in the lives of the African Americans.
25
• Other Civil Right Movement members moved away from the Civil Right Movement and
form the Black Power Movement.
• The Black Power Movement would focus on those areas the Civil Right Movement
believed to ignore.
• The Black Power Movement while fighting for discrimination in America, also wanted
to attend the social and the economic challenges of African Americans.
• The Black Power Leaders were Malcolm X and Carmichael.
• They develop the philosophy of the Black Power.
• The philosophy encourages black pride, self-help, self-esteem, this would help the
African Americans to stand on their own and fight for their freedom.
• The philosophy encourages black culture and black heritage. This would help the
African Americans to stop undermining themselves and their black culture and
customs.
• Recognising black culture and heritage would also help African Americans to stop
thinking that white people are superior. They must regard white man as their superior.
• Once having that in mind, the African Americans would not doubt to challenge the
white authorities in America to grant their civil rights, like the right to vote.
• The philosophy encouraged black cultural institution for African Americans to be taught
literacy, for them to be able to vote once they have won the struggle.
• The Role of Malcolm X
• Malcolm X as one of the leaders of the Black Power Movement, was a powerful
speaker who fought for human rights in the USA.
• As a convincing and influential activist in his political character, Malcolm X was able to
gain a huge following among young urban blacks.
• He was able to instill self-pride, self-respect and self-discipline among the African
Americans.
• Called for assertiveness and violent action among the blacks to be able to confront the
white racists who was not willing to grant their freedom for so long.
• There were confrontations between the government police and the African Americans
in the mid 1960 in Watts and Los Angeles. The cause was the poor living conditions
and the police brutality against the African Americans. (Evidence of violent action).
• Malcolm X preached among the followers that violence was necessary to confront fight
against the strong white racist group called the Ku Klux Klan.
• Malcolm X was critical of Luther King’s willingness to co-operate with whites.
• When changes his belief and started to encourage African Americans to work with
sympathetic whites to end racism, it was then that he became an enemy among some
blacks. He died violently like Luther King.
• The Role of Carmichael
• Carmichael was deeply involved in Civil Right Movement as member.
• He played an important leading role in the protest march in the 1960s against the
segregation in schooling.
• He was involved in the case of James Meredith, a black student who was shot with a
sniper, Meredith was a first black student to enroll in a white-only university in
Mississippi in the USA. (This is evidence of violence/brutality directed towards the
blacks as a reason for the emergency of the Black Power Movement).
26
• Meredith himself joined the march after recovery from hospital.
• During the march Carmichael and others were arrested by the police.
• Carmichael was arrested twenty-seven times for partaking and leading the protest
marches in the USA between 1960 and 1970.
• Carmichael influenced the African Americans in his preaching that the US involvement
in Vietnam was wrong.
• Carmichael wrote his book linking to the Black Power in order to convince the minds
of many more blacks.
• He died of cancer in 1998.
• The role of the Black Panther Party.
• The Black Panthers were also called the Black Berets and members of the Black
Power Movement.
• The Panthers were the armed wing of the Black Power Movement.
• The leader were Bobby Seale, Huey Newton and Angela Davis.
• The forced for end to white capitalist and police brutality.
• They initially had a membership of 5000 African Americans.
• Black Panthers called for the formation of Rifle Clubs to teach the African Americans
on how to shoot.
• African Americans were to shoot on the government police and the Ku Klux Klan who
used to shoot and kill the African Americans, as one among the reasons for the
formation of Black Power Movement was to fight against the police brutality.
• This strategy worked/successful because there were confrontations between the
government police and the African Americans in the mid-1960s, where police fired
shots on Panther members and the returned those shots.
• The Panthers then gained a reputation of being dangerous revolutionaries.
• The Panthers believed that when the US federal government could not protect the
African Americans they then need to defend themselves.
• The Panther were not concerned about only discrimination and police brutality but,
they were also concerned about black social problems/challenges.
• The Black Panthers developed what they called 10 Point Programme.
• They demanded for full employment of African Americans and end to capitalism.
• Descent housing and sound education for African Americans
• End to police brutality.
• Release of all African Americans held in jail.
• Panthers set up ghetto clinics for health care of the African Americans.
• Set up feeding schemes for the poor blacks in America.
• Panthers concerned about the economy of the blacks.
• Therefore, encouraged African Americans to open up their businesses to alleviate
poverty, as one among the reasons for the formation of the Black
Power Movement.
• According to the philosophy of the Black Power blacks must stop supporting the white
businesses. They must support black businesses.
• If supporting the white businesses, they are taking the economy of the blacks into
whites.
• Short-Term and Long-Term Gains.
27
• Riots broke up in Watts and Los Angeles.
• Arrests were conducted by the government police.
• Nine police were killed in Watts and Los Angeles respectively.
• As Panthers encouraged blacks to participate in public affairs, as a result black mayors
were elected in several cities.
• The success of the Black Power was evident on the election of the first black president
in the USA, that was Barack Obama.
• Programmes to improve housing facilities were set up.
• US President Lyndon Johnson introduced the programme of reforms aimed at
eradicating poverty and discrimination.
• The government introduced to improve housing,
• training of poor African American for better jobs.
• Various self-help schemes set up in black communities.
CONCLUSION: A candidate must tie up by referring back to the line of argument.

[50]
28
PAPER 2
QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: THE CRISIS OF APARTHEID IN
THE 1980s
QUESTION 1: HOW DID THE BLACK SASH CHALLENGE THE APARTHEID SYSTEM
FROM 1960s TO THE 1980s?
SOURCE 1A
The source below outlines circumstances that led to the formation of the Black Sash in 1955.
In 1955 a small group of white middle-class women who were predominantly English-speaking
formed an organization called The Women's Defence of the Constitution League. Founder
members [Q1.1.1] were Jean Sinclair, Ruth Foley, Elizabeth McLaren, Tertia Pybus, Jean Bosazza
and Helen Newton-Thompson (among others). The organisation grew into an avenue for liberal
women to oppose government policies [Q.1.1.2] by means of marches, convoys, demonstrations,
and vigils. It came to be called the Black Sash because the women wore black sashes over one
shoulder as they stood to demonstrate against discriminatory legislation. It was initially formed to
protest the Separate Representation of Voters Bill, a ploy by the government to remove Coloureds
from the common voters' roll. The women saw this as a flagrant attack on the spirit of the
constitution. To show their disapproval and bring this injustice into the public eye they stood silently
on pavements outside public buildings in the major cities, wearing their black sashes. They
attracted some support but also criticism from the white public. Once the legislation on the Coloured
vote had been passed the Black Sash continued to demonstrate against legislation that infringed
the rule of law.
[Black Sash | South African History Online (sahistory.org.za). Accessed on 22 February 2023]
1.1 Read Source 1A.
1.1.1 Identify any THREE founding members of the Black Sash from the source.
(3 x 1) (3)
[ LEVEL I question. Response directly from Source 1A. Line two]
1.1.2 How, according to the source, did the Black Sash oppose
the government policies? (4 x 1) (4)
[ LEVEL 1 question. Response directly from Source 1A. Line three]
1.1.3 Why, do you think, the apartheid government wanted to

remove ‘Coloureds from common voters’ roll? (1 x 2) (2)
The learner must read and interpret this question and then provide
a response using their own words/knowledge
29
1.1.4 Comment on the criticism of the white public regarding the work
of the Black Sash. (2 x 2) (4)
SOURCE 1B
The source below outlines the campaigns of the Black Sash against apartheid system.
The Black Sash took part in the work [Q1.2.1] to develop a new Constitution as well as in the
debates about the nature of transition and the shape of the new society. They also engaged in
extensive voter education in the run up to South Africa’s first all-inclusive election in 1994.
Although Apartheid was over, the country was left battered, broken, and divided. The Black Sash
participated in the discussions which eventually led to the establishment of the Truth and
Reconciliation Commission. In recognition of its forty years of effort, the Black Sash was awarded
the Danish Peace Foundation’s Peace Prize in 1995.As the very foundations of South Africa
began to change, the Black Sash too began to consider what its new role should be. Gradually,
and at times painfully, it moved away from being an organisation that was member driven, and
almost entirely made up of white women volunteers. By the end of 1995, the Black Sash had
evolved into its current structure of a professionally staffed non-governmental organisation, led by
a National Director, and accountable to a Board of Trustees. Currently the Black Sash works [Q
1.2.4] in three areas in the social protection arena, with an emphasis on women and children:
rights-based information, education, and training; community monitoring; and advocacy in
partnership.
[https://blacksash.org.za/indexphp/our-legacy/history-of-the blacksash. Accessed 23 June 2023.]
1.2 Consult Source 1B.
1.2.1 What, according to the source, was the work of the Black
Sash until 1994? (1 x 2) (2)
[LEVEL I question]. Response directly from Source 1A. Lines one and two]
1.2.2 Define the term apartheid in your own words. (1 x 2) (2)
1.2.3 What do words ‘the country was left battered, broken, and divided’
tell you about the impact of the apartheid system on the
South African society. (1 x 2) (2)
1.2.4 Identify any TWO areas from the source where the Black Sash works.
(2 x 1) (2)
[LEVEL I question]. Response directly from Source 1A. Lines one and two]
30
SOURCE 1C
Below are posters showing some of the work of the Black Sash against the apartheid system in the
1980s.
[https://www.bing.com/images/search?view=detailV2&ccid=nFIu9Phv&id=4B30ED138917C28862E8B10B1D
Accessed 20 July 2023.]
1.3 Use Source 1C.
1.3.1 Why do you think this photograph was taken? (2 x 2) (4)
1.3.2 Comment on the message conveyed by poster ‘ONE

PERSON ONE VOTE’ in the context of prevailing political
situation in the country before 1994. (1 x 2) (2)
1.4 Use Sources 1A and 1C. Explain how the visual source (Source 1C)
supports the information in Source 1A, regarding the work of the
Black Sash against apartheid (2 x 2) (4)
31
SOURCE 1D
The source below highlights the contradictions in the work of the Black Sash.
The oppressive legislation did not directly [Q1.5.1] and harshly infiltrate Black Sash members’ lives
which made it easier for a majority to pick and choose what they wanted and did not want to do during
apartheid. For example, the Black Sash’s lack of support for violence was easier for them to cope with
in comparison to other strong African organisations such as FEDSAW, UDF, or all of those under the
Congress Alliance such as the ANC. These organisations that were heavily involved in the liberation
struggle were quick to criticize the Black Sash because of the Sash members’ refusal to further align
themselves with the anti-apartheid organisations and share in the risks and benefits that could be
acquired though participation. Although the Black Sash did not align themselves with the more radical
organisations, they did work closely with what they considered ‘safe’ organisations such as the Free
the Children Alliance and Human Rights Commission, among others. After 1994, the installation of
the new government headed [Q 1.5.3] by Nelson Mandela, brought questions toward the
organisation’s new role in post-apartheid society. Many Black Sash members argued to disband
considering the original mission of fighting the constitution was met. Though others opposed the
decision saying there were still many issues South Africa faced in the times ahead. Sheena Duncan,
president of Black Sash from 1986 even said ‘Any post-apartheid government is going to have
tremendous challenges to face if it is to be able to even begin to meet the expectations of the
people’ (Duncan, 18).
[https:// The Black Sash: A history of Transformation| South African online (sahistory.org.za. Accessed on 18
August 2023.]
1.5 Refer to Source 1D.
1.5.1 Quote evidence from the source indicating that the Black Sash
was not deeply affected by the apartheid laws restricting the work of
the anti-apartheid organisations. (1 x 2) (2)
1.5.2 Explain the term liberation struggle in the context of the political
situation in South Africa from 1960 to 1989. (1 x 2) (2)
1.5.3 Who, according to the source, was the leader of government

in the post-apartheid South Africa? (1 x 1) (1)
1.5.4 Comment on the implication of the statement: ‘Any post-apartheid

government is going to have tremendous challenges…’ regarding
the work of a democratic government in South Africa. (1 x 2) (2)
1.5.5 Explain the reliability of the source for a historian researching
the role of the Black Sash against the apartheid system. (2 x 2) (4)
1.6 Using the information in the relevant sources and your own knowledge,
write a paragraph of about EIGHT lines (about 80 words) explaining
how the Black Sash challenged the apartheid system from the 1960s to 1980s.
. (8)
[50]
32
GUIDE TO PARAGRAPH WRITING
SKILLS TO DEMONSTRATE: INTERPRETATION, ANALYSIS,

EVALUATIONTION AND SYNTHESIS
• Same as the KEY QUESTION
• NOT all the sources in the addendum are relevant to the paragraph response
• Use of Simple Past Tense
• Use of simple sentences
• Active voice
• KEEP in mind the length of the paragraph response: 8 LINES/ 80 WORDS
33
QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO
TERMS WITH THE PAST
QUESTION 2: HOW WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC)

SUCCESSFUL IN EXPOSING THE HUMAN RIGHTS ATROCITIES THAT
WERE COMMITTED BY PERPETRATORS DURING APARTHEID ERA?
SOURCE 2A
Below is a testimony at the Truth and Reconciliation Commission hearings that were held on 18 June
1996. It contains information on the Bongolethu Three, which outlines the gross human rights
violations that the apartheid security police committed against political activists in 1985.
Victims: The Bongolethu Three
Fezile Hanse – 14 years old

Andile Majola – 13 years old
Patrick Madikane – 14 years old
The above three children were shot dead by police on 17 June 1985. The shooting took place at
the home of a black security policeman, Mngoma.
An eyewitness, Mzukisi Mooi, described the event as follows:

'People believed Mngoma's house was empty. Another boy with a red jersey went to the front
door. The next minute I heard a shot going off. Shots were fired continuously. I saw a little boy lying
near the gate. I saw a girl crawling across the road. The next moment policemen came out of the
house. One policeman continued firing at the crowd. One of the policemen brought a holder with
petrol from the house and threw it in a Fanta bottle. He then put it near the body of the one child.'
The policemen denied this version. They said they had acted in self-defence after a crowd attacked
the township house that they were guarding. The policeman testified that one of the youths had
sprinkled petrol onto the carpet of the house. The other one had matches on him and in order to
stop him from striking the match, the policeman in charge shot the child. The other two children
were shot in the process of fighting the crowd which had gathered outside the house. The policemen
together with other men were moving the furniture of the black security policeman who was unable
to live in the township.
[From http://sabctrc.saha.org.za/documents/hrvtrans/alexandra/54910.htm. Accessed on 12 August 2021.]

QUESTIONS AND APPROACH TO ANSWERS
2.1 Study Source 1A.
2.1.1 How, according to the source, did the Bongolethu Three die?
(1 x 2) (2)
(The response must be extracted/taken from the source.)
They were shot dead by the police
2.1.2 Explain how the testimonies of the eyewitness and the police differed
regarding the death of the Bongolethu Three. (2 x 2) (4)
(Respond using the information in the source using your own words)
34
Eyewitness: Shots were fired continuously
Police sprinkled petrol on carpert
Poilce : They acted on self defence
Youth had sprinkled petrol on carpet
SOURCE 2B
This cartoon by Zapiro appeared in the Sowetan on 25 July 1995. It depicts the human rights
violations that were committed by the National Party (NP) while in power.
[From: http://truth.wwl.wits.ac.za/cat_descr.php?cat=2.
Accessed on 10 September 2015.]

STATE
TORTURE
TERRORISM
HIT SQUADS DETAINEES
MURDERED
POLITICAL
HANGINGS
BANNINGS
35
2.2.1 According to the cartoon, who regarded the Truth and Reconciliation Commission
as a 'witch hunt'? (1 x 1) (1)
(Visual clue- Look at the carpet underneath the characters talking about “...witch-
hunt”)
2.2.2 Name any TWO human rights violations, as portrayed in the source, that the
National Party wanted to hide. (2 x 1) (2)
(What are they pushing under the carpet?)
2.2.3 Explain why, in your opinion, the National Party wanted to sweep the 'human
rights violations' under the carpet. (2 x 2) (4)
(To sweep under the carpet-“to hide what one has done wrong and expect people
to forget it”)
2.2.4 What are the messages conveyed by the cartoonist regarding the final report of
the TRC? (2 x 2) (4)
2.2.5 Define the concept Human Rights Violation in your own words. (1 x 2) (2)
2.3 Compare Sources 2A and 2B. Explain how the information in Source 2A
supports Source 2B regarding human rights violations by the NP government.
(2 x 2) (4)
*Look at Source 2A and 2B’s captions-what do they have in common? /what are they both
highlighting
*When reading the sources what do both sources say about how the National party violated the
human rights.
*Two responses are required for full 4 marks.
SOURCE 2C
This is an excerpt from article by Susie Linfield’s, Trading Truth for Justice? Reflections on South
Africa’s Truth and Reconciliation Commission. It evaluates the successes of the TRC in healing the
wounds of the past.
The TRC hearings were almost entirely boycotted by Whites, and there is a scant evidence that
the fortresses of denial were shaken on any widespread basis. Many of the torturers applying for
amnesty exhibited(displayed) not just an absence of remorse, but actual pride in their
accomplishments. (Amnesty-seeker Jacques Hechter, a police captain whom journalist David
Goodman has described as a “particularly prolific assassin”, was not unusual in his boast. “I did
a good job…And I’d do it again…I’m not really sorry for what I did”) Perhaps most important, by
focusing on human rights violations, which were by their very nature extreme (and even in South
Africa, illegal) the TRC neglected the more banal (obvious) evils that sustained apartheid-the
myriad(many) ways in which everyday life itself was an insult to, indeed a denial of, human rights
and human dignity. The hearings may, paradoxically, have thus enabled a majority of whites-who,
after all, were not criminals or sadists (one who enjoys inflicting pain) themselves, merely
beneficiaries of a criminal, sadistic system-to wall themselves off from responsibility.
[From Trading Truth for Justice? Reflections on South Africa’s Truth and Reconciliation Commission by
Susie Linfield]
36
2.4 Consult Source 2C.
2.4.1 Comment on the usefulness of this source to a historian studying the

successes of the TRC. (2 x 2) (4)
• The response must show whether the information in the source addresses the
research topic./relevancy to the topic. Is it helpful?
• Does it cover what the historian is researching?
• Check whether this information has been used correctly.
• Two responses required.
2.4.2 Quote THREE reasons from the source which suggest that torturers
did not display any remorse. (3 x 1) (3)
2.4.3 How according to the source was the attitude of the perpetrators in
the TRC hearings? (1 x 2) (2)
The response must talk to how De Kock felt when presenting the case.
• The attitude of the NP officials who gave out orders for the evils experienced.
• Any other relevant response.
SOURCE 2D
The source below evaluates the work of the Amnesty Committee.
Many victims feel that the TRC failed to achieve reconciliation between the black and white
communities. However, the purpose of the TRC was never to achieve reconciliation, but to
promote it. And reconciliation did happen in many instances.
Many feel that justice is a prerequisite for reconciliation rather than an alternative to it. Some
victims felt that the TRC favoured the perpetrators, since perpetrators were able to get amnesty,
while the reparations process was slow, flawed and insufficient. Some people refused to
participate in the process, including PW Botha, the ex-State President (who referred to the TRC
as a 'circus') and [Mangosuthu] Buthelezi, the leader of the Inkatha Freedom Party. When FW
de Klerk appeared before the commission and reiterated (repeated) his apology for the suffering
caused by apartheid, many felt that his response was insufficient and that he was not prepared
to take personal responsibility for wrongs committed.
Some people opposed the amnesty process, feeling that it would rob them of justice. One
example is the family of anti-apartheid activist Steve Biko, who was killed by the security police.
Many of the criticisms of the TRC can be laid at the door of the new government, which in many
cases, failed to act on the recommendations of the commission, as laid out in its Final Report.
Those who did not receive amnesty or who had not applied for amnesty in the first place, were
not prosecuted at the time; reparations were insufficient and poorly handled.
[From Truth in Translation – The 'Truth' Behind the Play, Colonnandes Theatre Lab, South Africa
by M Lessac et al. 2006.]
2.5 Read Source 2D.
2.5.1 Define the concept reconciliation in the context of the TRC Final Report.
(1 x 2) (2)
37
2.5.2 Why do you think PW Botha and Mangosuthu Buthelezi refused to appear before
the TRC? (2 x 2) (4)
As much as the response can be found in the source, you need to put it in your
own words, since this is a Level 2 interpretation skill.
2.5.3 Explain why Biko's family were opposed to the amnesty process. (2 x 2) (4)
2.6 Using the relevant sources and your own knowledge, write a paragraph of about
EIGHT lines (about 80 words) explaining how successful was the TRC in exposing
the atrocities of human rights committed by perpetrators during the Apartheid era. (8)
38
QUESTION 3: THE END OF THE COLD WAR AND A NEW WORLD ORDER, 1989 TO
THE
PRESENT
QUESTION 3: WHAT IMPACT DID THE 2018 BRICS SUMMIT HAVE ON SOUTH AFRICA?
SOURCE 3A
The source below focuses on the role that South Africa played in hosting the 10th BRICS Summit
that was held in Sandton, Johannesburg in July 2018. This article was published
on the South African government's website (SA news.gov.za) on 29 January 2018.
South Africa, which took over the rotational chairmanship of the emerging economic grouping
Brazil, Russia, India, China and South Africa (BRICS) (Q3.1.1), is set to host the 10th summit
in July 2018.
The summit, which is scheduled at the Sandton Convention Centre in Johannesburg (Q3.1.2.)
from 25 to 27 July, will see South Africa building on the programme of development and prosperity
for partner countries.
South Africa's BRICS Sherpa (leader) during the BRICS stakeholder roundtable,
Ambassador Anil Sooklal, said that 'BRICS is an important global formation and South Africa is
privileged to host the summit the second time around, as we enter the second decade of
cooperation. We have been meeting in a summit form for nine years now and this will be the 10th
session (3.1.5). The first summit we hosted in 2013 was very successful with very tangible (real)
outcomes and the results of that summit are visible in the work of the BRICS and the global
community and we are confident that this summit will also follow suit'.
Sooklal said the summit will showcase the cooperation that BRICS members enjoy, as well as its
impact globally as they address key challenges faced by emerging countries, such as
developmental challenges, growing their economies, and addressing poverty and
unemployment. (3.1.3)
According to Sooklal, within the BRICS context, South Africa has three primary goals which are
to see development and inclusive economic growth, to promote value-added trade among BRICS
countries and to promote investment.
[From https://www.sanews.gov.za/south-africa/sa-host-10th-brics-summit-july.
Accessed on 15 March 2019.]
3.1 Refer to Source 3A.
3.1.1 List any THREE BRICS member states from the source. (L - 1) (3 x 1) (3)
(Find the answers from the source)
3.1.2 Where, according to the source, was the 10th BRICS Summit held? (L-1)
(1 x 2) (2)
3.1.3 What, according to Sooklal, were the THREE key challenges that
Emerging countries faced? (L-1) (3 x 1) (3)
3.1.4 Using the information in the source and your own knowledge, explain how
members of BRICS intended to address the challenges that emerging
countries experienced. (L-2) (find information in the source and put it on
your understanding) (2 x 2) (4)
3.1.5. What is the implication of the statement “BRICS is the important global
formation”? (L-2) (find the statement and explain what it means in your
own words) (2 x 2) (4)
39
3.1.6 Define the term Digital divide in the context of the impact of BRICS in the
world. (L-1) (1 x 2) (2)
SOURCE 3B
This photograph shows the leaders of India, China, South Africa, Russia and Brazil
at the 10th BRICS Summit that was held in Sandton on 25 July 2018. (3.2.1)
[From https://www.google.com/search?q=images+of+south+african+learners+in+a+
computer+class+room.m . Accessed on 15 March 2019.]
3.2 Study Source 3B.
3.2.1 Explain the messages (what you see/visual clues) that are conveyed in
the photograph. (2 x 2) (4)
3.2.2 Using the information in the source and your own knowledge,
comment (explain) on why you think (own understanding in line with
the content) leaders of BRICS were holding each other's
Hands. (1 x 2) (2)
3.2.3 Compare Sources 3A and 3B. Explain how the information in Source
3A (Support/similar) the evidence in Source 3B regarding the 10th
BRICS Summit. (L-3) (2 x 2) (4)
40
SOURCE 3C
The article below focuses on the trade deals that were signed between South Africa and
its BRICS partners. It is titled 'BRICS Investment Deals – Good News for Poor South
Africans' and was published in The Sowetan on 25 July 2018.
The agreements which are set to be signed between emerging markets at the BRICS Summit,
underway in the north of Johannesburg, are likely to benefit poor and unemployed South Africans.
(3.4.1)
This is according to political analyst, Somadoda Fikeni, who yesterday said investment deals
would provide much-needed jobs for many people. 'Any funding would create jobs for the ordinary
man on the street. (3.4.2) South Africa being part of crafting (developing) a new direction can
only be positive if it is handled correctly by the government. But, this is positive, especially
because South Africa has been downgraded,' (economic downgrade by Western rating agencies)
Fikeni said.
He said the fact that South Africa is part of the BRICS bloc gives it an opportunity for funding.
'The world power is shifting towards the East, away from superpowers such as the US,' Fikeni
said. However, Fikeni warned that South Africa should not be complacent (satisfied) and think
that BRICS countries have good intentions. 'They come with the national interests of their
countries.' On Tuesday, China made a commitment of $14,7 billion (R196 billion) to fund
investments in South Africa.
Another political analyst, Ralph Mathekga, said BRICS countries were trying to retain financial
sovereignty (independence). He stated that 'BRICS is a way to build financial development where
BRICS countries do not have to go to the World Bank for funding'. Mathekga, however, said
South Africa was still regarded as an underdog (second best) (3.4.3) by other BRICS countries.
'What is happening is positive but South Africa should know that it is still treated as an underdog.'
[From https://www.sowetanonline.co.za. Accessed on 15 March 2019.]

3.4.1 Who, according to the source, benefitted from the agreement that was
signed at the 10th BRICS Summit? (L-1) (2 x 1) (2)
3.4.2. Using the information in the source and your own knowledge, explain
the purposes of the investment deals that were signed at the BRICS
Summit. (L - 2) (2 x 2) (4)
3.4.3 Comment on why you think (in your own words) BRICS member states
referred to South Africa as an 'underdog'. (L - 2) (1 x 2) (2)
3.4.4 Explain the limitations (date, author, bias, distorted, facts) of this source
to a historian studying whether South Africa benefitted from BRICS.
(2 x 2) (4)
41
SOURCE 3D
The source below focuses on the challenges that South Africa faces as a member of
BRICS. It is written by W Gumede.
The challenge for South Africa is that BRICS may erode South Africa's domestic economy and
directly affect employment of its citizens. Many products from BRICS countries compete with those
of South Africa (3.5.1). BRICS and Western capitalist countries are all targeting Africa's resources,
which poses a direct threat to South Africa's economy. (3.5.3) Structural obstacles, poor economic
and political policies and the lack of imagination in leadership have restricted South Africa's growth.
If old industrial and emerging powers gain an economic foothold in Africa this may undermine
South Africa's efforts to grow. Other BRICS countries are already exporting manufactured goods to
Africa, including the inputs to Africa's planned infrastructure programmes such as railways. This is
hurting South Africa's manufacturing sector which is a key for job creation.
Many South African manufacturers say that while products from BRICS countries enter
South African markets relatively easily, high tariff barriers make it difficult for South African products
to enter its BRICS partners' markets. Nomaxabiso Majokweni, of the umbrella business organisation
BUSA, summed up what South Africa needed from BRICS countries when she said 'The balancing
act is to ease business transactions while protecting the interests of industry and manufacturing. We
are not seeking preferential (special) or free trade agreements. Rather, we should be driving for more
transparency from our partners, especially on tariff schedules and hidden internal taxes.'
[From http://www.indrastra.com2016/01/opinion-south-africa-brics-challenges. Accessed on 15 March 2019.]
3.5 Read Source 3D.
3.5.1 What challenges, according to the source, did South Africa face as a
member of BRICS? (2 x 1) (2)
3.5.2 Define the term globalisation in your own words. (1 x 2) (2)
3.5.3 Identify ONE reason in the source that has 'restricted South Africa's growth'. (1 x 1) (1)
3.6. 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 2018 BRICS Summit had on South Africa. (8)
Example: Paragraph
This source will explain the impact of the 2018 BRICS summit had on South Africa marked the
beginning of specific intra- BRICS cooperation, BRICS impacted globally as it addressed the
key challenges faced by emerging countries (3A), BRICS impacted on the growing economies
and addressed poverty and unemployment, assisted South Africa. Trade deals were signed
between South Africa and BRICS partners (3B), the investment deals provided the much-
needed jobs, funding for new ventures. Therefore, BRICS impacted positively on South Africa.
South Africa does not depend on the previous trade partners, SA’s membership of BRICS
shows independence to establish economics links.
42
QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA
THE CHALLENGE OF BLACK CONSCIOUSNESS TO THE APARTHEID STATE

When developing an Essay, the first step is:
1. QUESTION ANALYSIS
Question: Critically discuss how Steve Biko and the philosophy of Black
Consciousness mobilised black South Africans to challenge the apartheid
government in the 1960s and the 1970s.
Commanding statement Critically discuss

Content focus How Steve Biko and the Black
Consciousness
Context of the content Mobilised black South Africans to
challenge the apartheid government
Period/ time frame 1960s and 1970s
2. INTRODUCTION
• Take a stance (commit to a position you are taking)

• In a “Critically discuss” question one may start an introduction by stating “One
might state that …”, OR “Indeed … however ...”
• Content (briefly indicate the content to be used in the essay)
• Line of argument (indicates the understating of the question posed)
For example: Indeed, Steve Biko and the Black Consciousness mobilised Black South Africans to
challenge the Apartheid government in the 1960s and 1970s through political, student, community
programmes, media and labour movements, however they faced repression from the national
security forces. The Nationalist Party Government cracked down on the rising students’ and
community revolts on several fronts in the mid-1970s.
3. BODY
Always use PEEL METHOD /Event, Cause, Course and Impact
A Paragraph ALWAYS has ONE Main Idea
• P- point (develop line of argument or topic sentence) [Event/What happened?]

• E- explain (elaborate more on a stance) [Cause/Why did it happen?]
• E- evidence (examples of evidence to be used to sustain the line of argument)
[Course/How did it happen?]
• L- link (results/ consequences/ impact of the point developed/ how does your point
relate to the question posed) [Impact/Results/Consequences]
Exemplar paragraph
(Point) Black students started to organise themselves to resist white domination by breaking away
from NUSAS and formed SASO in 1968. (Explanation) Black students adopted the philosophy of
Black Consciousness. Through Black Consciousness, Steve Biko taught black students to be proud
of their skin colour, be self-reliant, to be assertive and be confident. (Evidence)They fought their own
struggle without the assistance of white students. They also challenged the injustices of the Apartheid
government. This was never without any challenges as the Apartheid government found ways in either
arresting or banning the Black Consciousness activists. In 1975, senior NUSAS leaders were arrested
under s6 of the Terrorism Act and charged under the Suppression of Communism and Unlawful
43
Organisations Acts. (Link) The actions of the National party government did not deter Steve Biko and
the Black Consciousness Movement from influencing changes in South Africa in the 1960s and 1970s.
Please note, the following words can be used to create a flow and link your paragraphs well
in your essay:
Firstly Contrary to Moreover Lastly

In addition to In response to Furthermore Finally
Therefore Despite Thereafter Hence

Use the following evidence to develop an well balanced essay, which responds to the
question posed.
ELABORATION
• Political vacuum
✓ What led to the political vacuum in South Africa in the 1960s? (Background
information)
• Political mobilisation (This bullet can be 2-3 paragraphs)
✓ What values did they instil in Black people through Black Consciousness?
✓ How did black students organise themselves in universities and schools?
✓ Which organisations did they form and why were they formed?
✓ How were the university students/Black communities influenced by the Black
Consciousness ideas?
✓ What was the government’s reaction to the spread of political awareness to the
Black students/communities?
• Mobilisation through Community Programmes
✓ What role did Steve Biko and Black Consciousness Movement play
instilling the idea of self-reliance among Black South Africans? (Discuss
all the Community programmes that were introduced)
✓ What impact did they have on the Black communities where they were
introduced?
• Mobilisation through Labour
✓ How were the workers influenced by the Black Consciousness ideas?
✓ How did the workers organise themselves in their work places?
• Student mobilisation
✓ What did Steve Biko and Black Consciousness Movement do to mobilise black
South Africans?
✓ What role did the Black Consciousness ideas play in black learners when
Afrikaans was introduced as a medium of instruction in schools in 1975?
✓ What was the reaction of teachers, learners and parents to the introduction of
the language of the oppressor as a medium of instruction?
✓ What events occurred on the 16th of June 1976?
✓ What were the results of the events of 16 June 1976?
✓ Government’s reaction to Steve Biko as the leader of Black Consciousness
and organisations aligned to Black Consciousness Movement. [banning
orders/arrests/detentions/torture/trials/propaganda/infiltration/assassination
]
• Mobilisation through Media
✓ What role did the media play to support the Black Consciousness Movement?
[Print media, Theatre and Film and Music]
44
✓ Impact: BCM helped to create a new generation of black intellectuals, artists,
activists, and leaders who were proud of their heritage and committed to
their liberation.
4. CONCLUSION
• In a concluding statement use words such as: In conclusion/ To conclude/
Conclusively/ Finally. Your Conclusion must link to the stance taken on the
Introduction.
ACTIVITIES
Activity 1 : Use the Essay questions provided below to the following:
1. Do a question analysis
Commanding statement
Content focus
Context of the content
Period/ time frame
2. Formulate an INTRODUCTION
Remember to take a stance, have a line of argument and include brief content to be
discussed
3. Use the Elaboration provided on pages 2-3 above to formulate a body with well-
crafted paragraphs
4. Conclusion: Tie up your argument with a relevant conclusion.
ESSAY QUESTIONS
1. To what extent did Steve Biko and the Black Consciousness Movement influence
changes in South Africa in the 1960s and 1970s?
2. The Black Consciousness Movement played a significant role in challenging the

Apartheid government in the 1960s and 1970s.
Do you agree with the above statement? Support your line of argument with relevant
evidence.
3. It was the Black Consciousness Movement that filled the political vacuum and
challenged the Apartheid government in the 1960s and 1970s.
Critically discuss this statement. Use relevant evidence to support your line of
argument.
45
QUESTION 5: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO
TERMS WITH THE PAST
N.B. REMEMBER TO USE THIRD PERSON LANGUAGE WHEN WRITING AN ESSAY. E.g. One
may agree……….
INTRODUCTION:
1. STANCE
2. SUPPORT 3. HIGHLIGHT
,
How to do your introduction: 1. Do you agree, To a larger
extent,etc (Stance)
2. Why do you agree?.......
3. Give evidence or examples on

why you agree.
5.1 Explain to what extent commitment and compromise played key roles in sustaining the
negotiation process that ultimately led to a new democratic Republic of South Africa in 1994.
To the larger extent (Stance) commitment and compromise played key roles in sustaining the
negotiation process (Supporting Statement) that ultimately led to a new democratic Republic of
South Africa in 1994. This essay will focus on changes introduced by De Klerk and will further explain
the release of Mandela, Talks about negotiations and settlements. (Highlight)
FOLLOW THE PEEL METHOD FOR EACH POINT DISCUSSED.
PARAGRAPH 1
▪ POINT: First sentence of your paragraph check: Have you made your key Point? e.g. Talks
about Talks Negotiation (Groote Schuur and Pretoria Minutes)
▪ EXPLANATION: Now Explain your point
▪ EVIDENCE: Now support your argument, say more (Elaborate)
▪ LINK: refer back to the question
PARAGRAPH 2
▪ POINT: Changes introduced by De Klerk
▪ EXPLANATION:
▪ EVIDENCE:
▪ LINK: Refer back to the question
PARAGRAPH 3
▪ POINT: Release of Mandela
▪ EXPLANATION:
▪ EVIDENCE:
PARAGRAPH 4
▪ POINT: Commencement of negotiations
▪ EXPLANATION:
▪ EVIDENCE:
46
PARAGRAPH 5
▪ POINT: CODESA 1 and 2
▪ EXPLANATION:
▪ EVIDENCE:
PARAGRAPH 6
▪ POINT: Township Violence
▪ EXPLANATION:
▪ EVIDENCE:
PARAGRAPH 7
▪ POINT: Sunset Clause
▪ EXPLANATION:
▪ EVIDENCE:
PARAGRAPH 8
▪ POINT: Elections and GNU
▪ EXPLANATION:
▪ EVIDENCE:
• CONCLUSION: You should tie up your argument and do not add new information
• You can also use: To conclude…, conclusively..., in the light of the above…etc
E.g. In conclusion indeed to greater extent commitment and compromise played key roles in
sustaining the negotiation process that ultimately led to a new democratic Republic of South Africa
in 1994.
Examplar Questions
5.2. Explain to what extent political leadership and commitment by key South African role players
paved the way for the birth of non- racial democratic South Africa in 1994.
5.3. The Violence that plagued South Africa in the early 1990s almost derailed the process of
negotiations and the birth of a democratic and free South Africa.
Critically discuss this statement by referring to the role that leadership, negotiation and compromise
played in South Africa’s attainment of democracy in 1994.
47
QUESTION 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER
QUESTION 1
The disintegration of the Soviet Union became a turning point in the politics of South Africa in the
1980s.
Do you agree with the statement? Use relevant evidence to support you line
of argument. [50]
INTRODUCTION
STANCE: One would agree with the statement that the disintegration of Soviet Union became
turning point in the politics of South Africa in the 1980s because there were political changes that
occurred in South Africa, such as unbanning of liberation movements.
POINT (Why): Because of the disintegration of the Soviet Union, there were thus political changes
in South Africa.
EVIDENCE: Unbanning of political organizations which were previously outlawed.
QUESTION 2
Gorbachev’s policies in the Soviet Union affected South Africa’s quest for freedom.
Critically discuss the statement with reference to the changes of politics in South Africa. [50]
QUESTION 3
Explain to what extent the collapse of the Soviet Union influenced the ending of apartheid in South
Africa
Support your line of argument with relevant evidence. [50]
48
MINDMAP
1.GORBACHEV’ 2. FALL OF
S REFORMS BERLIN WALL
3.COLLAPSE
6.CHANGE OF OF THE SOVIET
LEADERSHIP BY THE END OF UNION AND
NP COLD WAR ITS IMPACT ON
THE ANC &NP
4. THE BATTLE
5.NP’s OF CUITO
INFLUENTIAL CUANAVALE
LEADERS
ESSAY QUESTIONS
INTRODUCTION
2. STANCE 2. SUPPORT 3. HIGHLIGHT
To a greater extent, (STANCE) the collapse of the Soviet Union influenced the ending of apartheid in
South Africa (SUPPORTING STATEMENT) It led to the fundamental changes made by the NP which
influenced the ending of apartheid in South Africa. (HIGHLIGHT)
FOLLOW THE PEEL METHOD FOR EACH POINT DISCUSSED.
PARAGRAPH 1
▪ POINT: Gorbachev’s reforms in the Soviet Union
▪ EXPLANATION: Explain why Perestroika and Glasnost(reforms) were necessary
▪ EVIDENCE: explain the impact or consequences of these reforms
PARAGRAPH 2
▪ POINT: the fall of the Berlin Wall
49
▪ EXPLANATION: Explain the in detail the fall of the Berlin Wall
▪ EVIDENCE: How was South Africa affected by the fall of the Berlin Wall
PARAGRAPH 3
▪ POINT: Collapse of the Soviet Union
▪ EXPLANATION: How and why the Soviet Union collapsed?
▪ EVIDENCE: How was South Africa affected?
PARAGRAPH 4
▪ POINT: The Battle of Cuito Cuanavale
▪ EXPLANATION: what happened to the South African soldiers and Namibia?
▪ EVIDENCE: how was South Africa affected?
PARAGRAPH 5
▪ POINT: NP influential leaders
▪ EXPLANATION: who and what role did they play?
▪ EVIDENCE: what were the consequences?
▪ LINK: Refer back to the question.
PARAGRAPH 6
POINT: Change of leadership
EXPLANATION: What were the changes made by FW De Klerk
EVIDENCE: What were the consequences
LINK: Refer back to the question
CONCLUSION
50

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QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR

QUESTION 1: HOW DID THE BERLIN BLOCKADE INTENSIFY COLD WAR

[From https://www.cvce.eu/en/education/unit-content. Accessed on 12 October 2021.]

1.1 Read Source 1A.

1.2 Refer to Source 1B.

1.3 Study Source 1C.

1.3.2 Explain the limitations of this source to a historian researching

1.5 Consult Source 1D.

1.5.2 List THREE Western countries in the source that

2. What could be included in the paragraph?

Source 1C – shows the delivery of supplies to Berlin

Source 1D – explains the impact of the Berlin Blockade

The learner needs to include OWN KNOWLEDGE in their response

QUESTION 2: WHY DID FOREIGN POWERS BECOME INVOLVED IN ANGOLA

[From Monthly Review – An Independent Socialist Magazine, 1 April 2013]

2.1 Use Source 2A.

2.2 Consult Source 2B.

2.2.2 Operation Maniobra XXXI Aniversario comprised a number of artillery/armed

2.3 Read Source 2C.

2.3.3 Define the concept negotiations in your own words. (1 x 2) (2)

2.3.4 Explain the usefulness of this source to a historian researching the

[From https://images.app.goo.gl/mAaHTwABWXRZ5Mpy7. Accessed on 17 August 2022.]

QUESTION 3: WHAT ROLE DID THE MARCH TO LINCOLN MOMERIAL PLAY IN

The source below explains the new Civil Rights Bill.

3.1 Refer to Source 3A.

(a) African Americans

[From Civil Rights March on Washington by S Ross]

3.2 Refer to Source 3B.

[From Makers of the 20th Century, by A Fairclough]

Martin Luther King Jr.

[From Generation of Change: The Civil Rights Movement in America by G. Pergyl]

3.5 Refer to Source 3D.

The P1 Safe village

Creation of line of argument

P3 Operation rolling thunder

P4 The 'Tet Offensive in 1968.

P6 Operation Ranch Hand

P10 USA WITHDRAWAL

Critically discuss… Do you agree… To what extent…

Mobutu Sese Seko's Mobutu Sese Seko’s Explain to what extent

Question analysis is the point of departure in essay writing 1.

Commanding statement Critically discuss

Commanding statement Do you agree …

Question analysis is the point of departure in essay writing 3

Commanding statement Explain to what extent …

Were the Congolese prepared for elections? Point

Why did Mobutu decide to use dictatorship? Point

What resources did Congo rely on economically? Point

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950S TO THE 1970S:

CONCLUSION: A candidate must tie up by referring back to the line of argument.

1.1 Read Source 1A.

[ LEVEL 1 question. Response directly from Source 1A. Line three]

1.1.3 Why, do you think, the apartheid government wanted to

[https://blacksash.org.za/indexphp/our-legacy/history-of-the black- sash. Accessed 23 June 2023.]

1.2 Consult Source 1B.

1.2.2 Define the term apartheid in your own words. (1 x 2) (2)

1.3 Use Source 1C.

1.3.1 Why do you think this photograph was taken? (2 x 2) (4)

1.3.2 Comment on the message conveyed by poster ‘ONE

1.5 Refer to Source 1D.