HISTORY: PAPER I AND. Section B, which includes: Source-based Questions using the Source Material Booklet AND

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1 NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2015 HISTORY: PAPER I Time: 3 hours 200 marks PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY 1. This question paper consists of 10 pages and a Source Material Booklet of five pages (i v). Please check that your question paper is complete. Remove the Source Material Booklet from the middle of the question paper. 2. Read the questions carefully. 3. All questions must be answered. 4. This paper consists of: Section A, which includes: Visual Analysis Textual Analysis Media Analysis AND Section B, which includes: Source-based Questions using the Source Material Booklet AND Section C, which includes a: Source-based Essay using the Source Material Booklet 5. Number your answers exactly as the questions are numbered. 6. Leave a line open between your answers. 7. It is in your own interest to write legibly. Work in an orderly way and present your answers as neatly as possible. 8. Candidates must pay attention to the mark allocation. Unless otherwise indicated, two marks are awarded for a valid point of view. This means that a question carrying four marks requires two points of view. 9. Use the sources provided to formulate your answer unless specifically instructed to use your knowledge. PLEASE TURN OVER

2 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 2 of 10 SECTION A QUESTION 1 INDIVIDUAL SOURCE ANALYSIS VISUAL SOURCE ANALYSIS This photograph, taken in 1991, shows a young girl sitting on the fallen statue of Lenin. [Gerard Fouet/AFP/Getty Images, (1991). [ONLINE]. Available at: < Accessed 18 December 14] 1.1 Use your own knowledge to briefly explain the series of political events that led to what is shown in the photograph. Your answer should include THREE comprehensive points. (6) 1.2 What do you think the photographer was trying to show about communism in this photograph? Refer to the main focus of the photograph to support your answer. (4) 1.3 Do you think the photograph has succeeded in capturing the atmosphere in the USSR in 1991? Explain your answer by using your own knowledge and a visual clue from the photograph. (4) 1.4 Provide an appropriate, biased headline to accompany this photograph if it had appeared in: A conservative Russian newspaper in 1991 (2) A patriotic American newspaper in 1991 (2) 1.5 Write down ONE limitation of photographs as historical sources. (2) [20]

3 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 3 of 10 QUESTION 2 TEXTUAL SOURCE ANALYSIS This is an extract from an article written by FW de Klerk in 2012 in which he reflects on the white referendum held in South Africa in March This article was issued by the FW de Klerk Foundation. At the end of 1991 the National Party lost a key by-election in Virginia to the Conservative Party the National Party lost another key by-election in Potchefstroom. (Paragraph 1) We had for some time promised that we would hold a referendum at some time to enable the white electorate* to express its views on the negotiation process. Our defeat in Potchefstroom convinced me to do so as soon as possible. I accordingly announced my decision to hold a referendum to the NP leadership the next morning. I did not put the question to a vote which I might well have lost but decided to use my powers as party leader to decide on the issue myself. I was determined to resign if we lost the referendum. (Paragraph 2) The question we put to the electorate* on 17 March 1992 was "Do you support the continuation of the reform process that the State President started on 2 February 1990 and which is aimed at a new constitution through negotiations?" (Paragraph 3) I said that there were a number of issues on which we were still seeking consensus*. They included the prevention of domination and the abuse of power [and] effective protection of minorities (Paragraph 4) I truly believe that it was on 17 March 1992 that the great majority of white South Africans finally and decisively* turned their backs on 350 years of white domination. In my victory speech on 18 March 1992 I said that they had finally closed the book on apartheid. "The White electorate* has reached out, through this landslide win for the YES vote, to all our compatriots*, to all other South Africans and the message of this referendum is: Today, in a certain sense, is the real birthday of the new South African nation." (Paragraph 5) The mandate* that we received enabled us to proceed with the negotiations and to nail down virtually all the goals that I listed in my pre-referendum speeches (Paragraph 6) [Adapted From: FW de Klerk/FW de Klerk Foundation The 1992 referendum: Twenty years on FW de Klerk. [ONLINE] Available at: < Detail&pid=71616.> Accessed 16 December 14] *electorate voters *consensus agreement *decisively firmly *compatriots fellow citizens *mandate the authority to carry out a policy 2.1 Use your own knowledge to define the term 'referendum'. (2) 2.2 Provide ONE reason from the source for De Klerk's decision to hold a referendum in (Paragraph 2) (2) 2.3 Quote from the source to show that the decision to hold a referendum was a risk for De Klerk. (Paragraph 2) (2) 2.4 Was the referendum held in 1992 a truly democratic process? Support your answer using your own knowledge and evidence from the source. (Paragraph 5) (4) PLEASE TURN OVER

4 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 4 of How has De Klerk's role in the negotiation process been described in this source? Support your answer with ONE piece of evidence from the source. (Paragraphs 3 and 5) (4) 2.6 How reliable is this source for historians studying the role of De Klerk in the transition to a democracy in South Africa? (6) [20]

5 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 5 of 10 QUESTION 3 CURRENT ISSUE IN THE MEDIA This is an extract from an article, which appeared in Die Burger (translated), a South African newspaper, in December Obama's FW-moment His new friendship breaks down USA and Cuba's own 'Berlin Wall' While President Barack Obama and President Raúl Castro simultaneously announced the lifting of the diplomatic and economic embargo* of 50 years between the two countries on national television in the USA and Cuba on December 17, the church bells in the Cuban capital Havana began to ring (Paragraph 1) But the internal review process that culminated* in the historic announcement this week has been a long road (Paragraph 2) After the Cuban 'liberation' and the missile crisis, diplomatic relations between the two countries broke off in January 1961 and the USA established an overall economic and trade embargo*. (Paragraph 3) With the West and East locked in a deadly Cold War struggle, Cuba was one of the victims of a conflict between the USA and the then Soviet Union. (Paragraph 4) By trying to punish and economically force Cuba to its knees, the USA believed it would only be a matter of time before the Cuban people would rise up against their new communist leaders. (Paragraph 5) With the helping hand of their communist and socialist allies, Pres. Fidel Castro and his brother Raúl, would reign for decades. (Paragraph 6) The 11 million Cubans have suffered under the embargo* (and probably even more under the Marxist regime): the lack of freedom of speech and property rights, lack of free elections [and] restricted freedom of movement to other countries (Paragraph 7) Although not comparable, Obama and Castro both confronted their own 'Berlin Wall': Obama against an obstinate* Republican Party which had control of the US House of Representatives and the Senate for two weeks, which didn t leave him any room to realise his policy priorities, and the elderly Castro brothers who saw the end of their communist utopia* finally crumble due to the devastating effects of a dramatically declining oil price on their allies' economies (Paragraph 8) [Adapted and translated from: Arrie Rossouw Netwerk 24. [ONLINE] Available at: < Accessed 22 December 14] *embargo ban *culminated ended *obstinate stubborn *utopia ideal PLEASE TURN OVER

6 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 6 of Use the information in Paragraph 3 and your own knowledge to explain why the author describes the USA and Cuba as having their own 'Berlin Wall'. Your answer should consist of TWO comprehensive points. (4) 3.2 Use your own knowledge to explain why Cuba is described 'as one of the victims of a conflict between the USA and the then Soviet Union'. (Paragraph 4) (2) 3.3 What is the author's attitude towards the Marxist Regime in Cuba? Provide TWO quotes from Paragraph 7 to support your answer. (6) 3.4 Use the source to explain what problems Obama and Castro faced in trying to break down their own 'Berlin wall'. (Paragraph 8) (4) 3.5 The headline of the article makes reference to FW de Klerk (FW-moment). In the context of the article and your own knowledge, explain why the author has compared Obama with FW de Klerk. Your answer should consist of TWO comprehensive points. (4) [20] 60 marks

7 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 7 of 10 SECTION B SOURCE-BASED QUESTIONS Study the sources contained in the Source Material Booklet and then answer the following questions: Refer to Source A 1. Use your knowledge to identify the name of the plan and quote a phrase from the source which suggests that this speech hoped to promote democracy. (4) 2. Using your own knowledge, name the economic plan adopted by the Soviet Union in reaction to Marshall's speech. (2) Refer to Source B 3. Use your own knowledge to define the term 'containment' as used by the author of this source. (2) 4. Write down TWO quotes from the source which show that tense relations were developing between the USA and the Soviet Union. (4) 5. Has Source B provided an unbiased view of Soviet policy? Briefly explain your answer. (4) Refer to Source C 6. The author suggests a change in USA policy in Use your own words to describe how this policy changed. Your answer should contain THREE points. (6) Refer to Source A and C 7. Explain how the interpretation of the speech in Source C differs from its original intention in Source A. Your answer should consist of THREE comprehensive points. (6) Refer to Source D 8. Use Source D to answer the following questions. Write down only the answer. (No explanation is required.) 8.1 Is this photograph a primary or secondary source? (2) 8.2 Name the event captured in this photograph. (2) 8.3 Name the city in which this photograph was taken. (2) 8.4 Has the photograph been taken from a Western or Soviet perspective? (2) 8.5 What clue in the photograph suggests increasing tension between East and West? (2) PLEASE TURN OVER

8 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 8 of 10 Refer to Source E 9. Use your own knowledge to describe the historical context that led to Kennedy s speech. (4) 10. In his speech, Kennedy repeats the phrase "Let them come to Berlin". Consider the content of the speech and explain what Kennedy is trying to emphasise about the differences between communism and capitalism. Your answer should contain TWO points. (4) Refer to Source D and E 11. How does the photograph (Source D) confirm the statements made by Kennedy (Source E) in describing the situation the people of Berlin face? Support your answer with evidence from BOTH sources. (8) Refer to Source F 12. Use the source as well as your own knowledge to state whether the following statements are TRUE or FALSE. Write down only TRUE or FALSE. (No explanation is required.) 12.1 The only reason China threatened the USA during the Cold War was because it had the largest population. (2) 12.2 China and the USA experienced a changing relationship as a result of the Sino-Soviet Split. (2) 12.3 One of the reasons for the Sino-Soviet Split was the different interpretations of Marxism. (2) 12.4 China was considered a superpower during the 1960s and 1970s. (2) 12.5 After the Sino-Soviet Split, the Cold War was no longer just about tension between the USSR and the USA. (2) Refer to Source G 13. Use your own knowledge to explain what Khrushchev meant by 'peaceful coexistence' and why Beijing rejected this policy. (4) Refer to Source F and G 14. Use your own knowledge to briefly identify who the following personalities were: 14.1 Mao Zedong (2) 14.2 Nikita Khrushchev (2)

9 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 9 of Find a historical concept in Source F or Source G that best fits each of the following definitions. Write down only the historical concept. (No explanation is required.) 15.1 A country, such as the USA, that dominates world affairs. (2) 15.2 Each country has equal military and political power. (2) 15.3 The political system that aims to create a society in which everyone has equal opportunities and in which the most important industries are owned or controlled by the whole community. (2) 15.4 The belief in new ideas and complete change in society. (2) 15.5 The political system that aims to create an equal society where industry and infrastructure is owned and operated by the government for the benefit of the whole community. (2) 15.6 Conflict between countries practising a different ideology that does not develop into an actual war. (2) Refer to Source H 16. Briefly explain what message the cartoonist is attempting to convey. In your answer be sure to refer to TWO visual clues the cartoonist uses in order to convey this message. (6) 90 marks PLEASE TURN OVER

10 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I Page 10 of 10 SECTION C SOURCE-BASED ESSAY Use Sources A to H in the Source Material Booklet to write a source-based essay on the following topic: To what extent was the period of the Cold War from 1947 to 1971 characterised by tense relations between the USA and the USSR? Be sure to use the sources provided to construct your argument and remember to reference the sources by letter. 50 marks Total: 200 marks

11 NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2015 HISTORY: PAPER I SOURCE MATERIAL BOOKLET FOR SECTION B AND SECTION C PLEASE TURN OVER

12 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I SOURCE MATERIAL BOOKLET Page ii of v SOURCE A An extract from a speech by George C. Marshall, US Secretary of State, at Harvard University on 5 June 1947 It is logical that the USA should do whatever it is able to do to assist in the return of normal economic health in the world, without which there can be no political stability and no assured peace. Our policy is directed not against any country or doctrine* but against hunger, poverty, desperation and chaos. Its purpose should be the revival of a working economy in the world so as to permit the emergence of political and social conditions in which free institutions can exist *doctrine policy or ideology [Department of State Bulletin, XVI, 15 June 1947, p. 1160] SOURCE B An extract from an article entitled "The Sources of Soviet Conduct" written by George Kennan, an American adviser and diplomat in 1947 It is clear that the main element of any USA policy towards the Soviet Union must be that of a long-term, patient but firm and vigilant* containment of Russian expansive tendencies It is clear that the United States cannot expect in the foreseeable future to enjoy political intimacy with the Soviet regime. It must continue to regard the Soviet Union as a rival, not a partner, in the political arena. It must continue to expect that Soviet policies will reflect no love of peace and stability, no real faith in the possibility of permanent happy co-existence of the Socialist and capitalist worlds, but rather a cautious, persistent pressure towards the disruption and weakening of all rival influence and rival power. *vigilant watchful [Foreign Affairs, Vol, 25, No. 4, July 1947, pp ] SOURCE C An extract from a speech made by Andrei Vyshinsky, deputy Foreign Minister and Soviet spokesman at the United Nations on 18 September 1947 As the experience of the past few months has shown, the proclamation of this doctrine* meant that the United States Government has moved toward a direct renunciation* of the principles of international collaboration and concerted* action by the great Powers and toward attempts to impose its will on other independent states, while at the same time obviously using the economic resources distributed as relief to individual needy nations as an instrument of political pressure Moreover, this Plan is an attempt to split Europe into two camps and, with the help of the United Kingdom and France, to complete the formation of a bloc of several European countries hostile* to the interests of the democratic countries of Eastern Europe and most particularly to the interests of the Soviet Union. [United Nations, General Assembly, Official Records, Plenary Meetings, 18 September 1947, pp. 86-8] *doctrine policy or ideology *renunciation rejection *concerted joint *hostile behaving in a unfriendly or threatening way

13 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I SOURCE MATERIAL BOOKLET Page iii of v SOURCE D A photograph taken in August 1961 published by Time/Life Pictures [Time/Life Pictures/Getty Images, (1961) [ONLINE]. Available at: < Accessed 29 December 2014] SOURCE E An extract from President Kennedy's Speech, which he delivered on 26 June 1963 There are many people in the world who really don't understand what is the great issue between the free world and the Communist World. Let them come to Berlin. There are some who say that Communism is the wave of the future. Let them come to Berlin. And there are some who say in Europe and elsewhere, "We can work with the Communists." Let them come to Berlin. And there are even a few who say that it's true that Communism is an evil system but it permits us to make economic progress. Let them come to Berlin. Freedom has many difficulties and democracy is not perfect. But we have never had to put a wall up to keep our people in, to prevent them from leaving us While the wall is the most obvious and vivid* demonstration of the failures of the Communist system, all the world can see we take no satisfaction in it, for it is, as your Mayor has said, an offense not only against history, but an offense against humanity, separating families, dividing husbands and wives and brothers and sisters and dividing a people who wish to be joined together [Adapted from: Judge E.H, Langdon J.W, 2011, The Cold War: A Global History with Documents, 2 nd edition, NJ, Pearson Education, p. 374] *vivid intense PLEASE TURN OVER

14 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I SOURCE MATERIAL BOOKLET Page iv of v SOURCE F An extract from a book written by historian Chen Jian, commenting on the relations between China, the Soviet Union and the USA during the Cold War China's leverage* in the Cold War was primarily determined by its enormous size. With the largest population and occupying the third largest territory in the world, China was a factor that neither superpower could ignore. In the late 1940s and early 1950s, when Mao's China entered a strategic alliance with the Soviet Union, the United States immediately felt seriously threatened In the late 1960s and early 1970s, the situation reversed completely following China's split with the Soviet Union and growing friendliness with the United States China's leverage* in the Cold War, though, went far beyond changing the balance of power between the two superpowers. The emergence of Mao's China as a unique revolutionary country in the late 1940s also altered the orientation of the Cold War by shifting its actual focal point from Europe to East Asia. *leverage power to influence [Chen, J, Mao's China and the Cold War. [ONLINE] Available at: < Accessed 01 January 2015] SOURCE G An extract adapted from the historian D.S. Zagoria's, Russia and China Two Roads to Communism, published in 1961 The Chinese-Soviet conflict began in 1957, when the two basic issues arose. The first concerns communism's global strategy. Beijing rejected the Khrushchev version of 'peaceful coexistence' as unworkable. The second concerns how to build socialism and communism in a country already ruled by a Communist party. The Chinese want to go faster than the Russians believe is desirable or possible. [Ward, H, China in the 20 th Century, Heinemann, 1990, p. 45]

15 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER I SOURCE MATERIAL BOOKLET Page v of v SOURCE H A cartoon by American cartoonist Mort Drucker that shows President Richard Nixon (right) and Mao Zedong (left) in 1971 [Drucker, Mort, (26 July 1971), Mao Zedong and Richard Nixon [ONLINE]. Available at: < Accessed 01 January 2015]

16 NATIONAL SENIOR CERTIFICATE EXAMINATION NOVEMBER 2015 HISTORY: PAPER II Time: 2 hours 100 marks PLEASE READ THE FOLLOWING INSTRUCTIONS CAREFULLY 1. This question paper consists of 5 pages. Please check that your question paper is complete. 2. Read the questions carefully. 3. Answer ONE question from Section A, and ONE question from Section B. 4. Accurate and adequate factual knowledge is essential; equally important is the ability to use relevant information critically in answering the questions. 5. Start each question on a new page. 6. Number your answers exactly as the questions are numbered in the question paper. 7. It is in your interest to write legibly. Work in an orderly way and present your answers as neatly as possible. PLEASE TURN OVER

17 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II Page 2 of 5 SECTION A DISCURSIVE ESSAY Answer ONE question from this section. A discursive essay showing evidence of analysis, interpretations, explanation and argument is required. It should be approximately words in length. THEME INDEPENDENT AFRICA QUESTION 1 'International interference was the only contributing factor to the economic and political challenges faced by the Congo after 1960.' To what extent is the above statement accurate? [70] OR THEME CIVIL SOCIETY PROTESTS 1950s TO 1970s QUESTION 2 'The Black Power Movement was successful in the fight for racial equality in the United States of America in the 1960s and 1970s.' To what extent is the above statement accurate? [70] OR THEME CIVIL RESISTANCE IN SOUTH AFRICA 1970s AND 1980s QUESTION 3 'The Black Consciousness Movement was the only influence that led to the Soweto Uprising of 1976.' To what extent is the above statement accurate? [70] 70 marks

18 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II Page 3 of 5 SECTION B EXTENDED WRITING Answer ONE question from this section. Extended writing should be approximately words in length. You should use your own knowledge and you may also refer to the stimulus to answer the questions. THEME INDEPENDENT AFRICA QUESTION 4 The poster below shows an artist's interpretation of the policy of Ujamaa, introduced by Julius Nyerere, the President of Tanzania. Ujamaa, introduced in the 1960s, was an attempt to promote social and economic development in the country. [Information about Northern Tanzania online]. [Available at: < Accessed 8 February 2015] Explain the significance of the policy of Ujamaa introduced by Julius Nyerere in Tanzania in the 1960s by answering the following questions: (a) (b) (c) What was the policy of Ujamaa? Why did Nyerere introduce the policy of Ujamaa? How successful was the policy of Ujamaa? OR [30] PLEASE TURN OVER

19 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II Page 4 of 5 THEME CIVIL SOCIETY PROTESTS 1950s TO 1970s QUESTION 5 This photograph, taken on 28 August 1963, shows protestors during the march in Washington DC, which aimed to campaign for civil rights for African Americans. The placards they carried called for an end to segregation, fair housing and job opportunities for African Americans. [The San Diego Voice & Viewpoint online] [< Accessed 8 February 2015] Explain the role of the Civil Rights Movement in the fight for racial equality in the United States of America from 1960 to 1963 by answering the following questions: (a) What led to the formation of the Civil Rights Movement in the United States of America? (b) What actions did the Civil Rights Movement take in their fight for racial equality from 1960 to 1963? (c) How successful was the Civil Rights Movement by 1963? [30] OR

20 NATIONAL SENIOR CERTIFICATE: HISTORY: PAPER II Page 5 of 5 THEME CIVIL RESISTANCE IN SOUTH AFRICA 1970s AND 1980s QUESTION 6 This photograph, taken in 1988, shows an Amnesty International Benefit Concert at Wembley Stadium in London, which called for the ending of apartheid in South Africa. The poster, visible in the photograph, is calling for the release of Nelson Mandela. [The Guardian online] [Available at < Accessed 8 February 2015] Explain the role of international anti-apartheid cultural and sporting protests in the 1980s by answering the following questions: (a) Why did international protest against the South African government grow in the 1980s? (b) (c) What forms of cultural and sporting protest did the international community use to put pressure on the South African government? How successful were these international cultural and sporting protests in putting pressure on the South African government? [30] 30 marks Total: 100 marks