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Essay Questions AND Answers FOR Grade 12 History Learners

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ESSAY QUESTIONS AND ANSWERS FOR GRADE 12 HISTORY LEARNERS, PAPER 1 ESSAY QUESTIONS

And answers, there are three essay questions, the china essay, the independent africa essay and, the civil society protests essay..

These notes will give you a structure on how to answer essay history questions. These questions are out of 50 marks because the exam questions are also usually out of 50 marks.

QUESTION 1: CASE STUDY- CHINA

The implementation of Mao Zedong's policies, the Great Leap Forward and the Cultural Revolution, was a dismal failure. Do you agree with this statement? Use relevant evidence from 1958 to 1969 to support your line of argument. [50]

QUESTION 2: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA

Critically discuss how Mobuto Sese Seko (the Congo) and Julius Nyerere (Tanzania) promoted economic, social and cultural developments in their respective countries after the attainment of independence in the 1960s. Support your line of argument with relevant evidence.

QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHT MOVEMENT

Explain to what extent the various forms of protests by the civil rights activists were successful in ensuring that all Americans, regardless of race, were treated equally in the United States of America in the 1960s. Support your line of argument with relevant evidence.

QUESTION 1: CASE STUDY CHINA

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills]

Learners are expected to explain whether Mao Zedong's policies of the Great Leap Forward and the Cultural Revolution were a dismal failure or not. They should refer to Mao Zedong's policies between 1958 and 1969.

MAIN ASPECTS

Leaners could include the following aspects in their response:

• Introduction: Learners should state whether they agree or disagree with the statement. They need to highlight whether Mao Zedong's policies of the Great Leap Forward and Cultural Revolution were a dismal failure or not and indicate how they would support their line of argument.

ELABORATION

In agreeing with the statement, candidates could include the following points in their answer:

• Mao’s rise to power, the first five-year plan and the hundred flowers campaign

(BACKGROUND)

• Mao's policies included the Great Leap Forward and the Cultural Revolution which was an attempt to entrench communism

The Great Leap Forward:

Mao Zedong's Second Five Year Plan that started in 1958

It aimed to industrialise China to overtake capitalist countries; improve agricultural production to equal western countries

End privatisation

Rural cooperatives were amalgamated into 'People's Communes' (collectivisation)

Forceful amalgamation of farmers into 'people's communes'

Propaganda used to promote production

How the Chinese responded to the Great Leap Forward:

• Owing to bad planning; poor support to peasants; corrupt local officials; high taxation

on farm products, backyard industries produced inferior goods; industries collapsed

It depended on peasants rather than on machinery to industrialise China

It encouraged peasants to set up backyard industries (industrialisation on the countryside)

If learners should state they disagree, they should substantiate their line of argument with relevant historical evidence. [ 50 ]

[Plan and construct an original argument based on relevant evidence using analytical and

interpretative skills]

In writing this essay, learners should show how both Mobuto Sese Seko in the Congo and Julius Nyerere in Tanzania promoted economic, social and cultural development after their countries gained independence from colonial rule. Candidates should substantiate their answers with reference to economic, social and cultural policies.

Learners could include the following aspects in their response:

• Introduction: Learners should contextualise the question by mentioning that the economies of the Congo and Tanzania were undeveloped at the time of independence. In addition, colonialism had undermined and de-valued African culture and social structures. Leaders of the Congo and Tanzania both promoted economic, social and cultural development within their countries after decolonisation.

The Congo and Tanzania inherited single-product from their respective colonisers; The Congo embraced a capitalist economic system, whereas Tanzania adopted a socialist economic model. Both struggled to develop their economies

At independence, the Congo and Tanzania lacked a vibrant manufacturing industry

The Congo aimed to industrialise the economy and develop a manufacturing base (largely failed); whereas Tanzania built on its agricultural base, villagisation policy and Ujamaa (faced opposition from independent African farmers)

The Congo relied heavily on foreign aid and expertise from the early 1960s; whereas Tanzania attempted to be self-sufficient and rejected neo-colonialism

Both countries remained reliant on the export of agricultural products and minerals

Mobutu and Nyerere nationalised land and industry to distribute wealth equally

Neither the Congo nor Tanzania had oil reserves so both suffered economic crisis when oil prices rose in the 1970s

Both Mobutu (1970s) and Nyerere (1980s) decided to privatise sectors of the economy due to an economic crisis

Both countries took loans from foreign countries and organisations; from the 1960s the Congo received financial aid from the capitalist west; while from the 1980s Tanzania was forced to take World Bank loans and was subjected to structural adjustment policies

The Congo's economy was characterised by elitism and nepotism, whereas Tanzania reduced corruption of government officials through a 'Leadership Code'

The economy of the Congo produced vast differences in wealth between rich and poor, while Tanzania attempted to minimise economic inequality

SOCIAL AND CULTURAL

Education and language

Colonial education promoted Eurocentric values

Under colonialism few African children received more than a primary education. The Congo and Tanzania had a few qualified technicians and engineers

Children were taught European history and languages and western knowledge was privileged over African knowledge Education in Tanzania

Nyerere promoted the use of Swahili (a common language spoken by most Tanzanians) over English

Between 1961 and 1981 illiteracy in Tanzania dropped from 80% to 20%. But as few resources given to tertiary education. Primary school enrolments rose

Structural adjustment in the 1980s resulted in drastic cuts made in social spending resulting in lack of textbooks, desks and teachers

Nyerere (Tanzania) wrote a pamphlet 'Education for self-reliance' (1967) – he expanded primary education in rural areas and focussed on basic literacy Education in the Congo

In the Congo at independence there were 14 university graduates and therefore after independence, the higher education system was expanded

Between 1960-1974 primary education in the Congo rose from 1 million to 4 million

French remained the language of instruction in the Congo

AFRICANISATION

In Tanzania: Villagisation – Nyerere, promoted 'traditional' community values through Ujamaa ('familyhood') villages; Tanzanians were encouraged to focus on agriculture, traditional values and becoming self-reliant. Tanzanians worked the land communally rather than producing cash crops for export

In the Congo: Zairianisation: Mobuto promoted African beliefs and culture through his policy of authenticity.

Mobuto encouraged people to wear African clothing, play and listen to African music and eat African food

Mobuto renamed many towns and cities in the Congo with African names (e. Leopoldville became Kinshasa

• Mobutu and Nyerere adopted Kwame Nkrumah and Maoist style of dressing

forced to order federal marshals to protect Freedom Riders; Tough new legislation introduced by federal order 1 November 1961 officially desegregated all interstate public facilities

Demonstrations and Marches:

Birmingham 1963: (Mass demonstrations, including a children's march were met with violent and vicious reaction from police (water cannons, dogs, etc. all used to terrorise non-violent protestors) President Kennedy stated on TV that 'racial segregation' was a 'moral issue' which 'had no place in American life'. On 10 May 1963, the city's businesses and municipality announced that municipal facilities would be desegregated. Attacks and murders of African Americans in the city continued (Medgar Evans, Bombing of 16th Street Baptist church)

March on Washington 1963: (250 000 people took part in a non-racial, non-violent march on Washington to demand full equality and jobs; Martin Luther King Jnr gave 'I have a dream speech').

Selma-Montgomery marches (March 1965): (To demand that African American be allowed to register to vote (only 2% of black people were registered voters due to intimidation and racist attacks) – after three attempts, brutal police attacks on nonviolent demonstrators (Bloody Sunday) and mass support from across the country they reached Montgomery. President Johnson was pressurised to pass the 1965 Voting Rights Act)

Freedom Summer (1964) – (Thousands of activists and volunteers (more than 70 000 students many from northern states, local SNCC, CORE and NAACP activists) worked to register African Americans in Mississippi and teach in Freedom Schools (literacy, history); Activists and volunteers were met with violence from white segregationist mobs and police officers; 1964 (2 July) Civil Rights Act passed – barred discrimination and segregation in employment and all public facilities

1965 (6 August) Voting Rights Act passed – (outlawed obstacles (such as literacy tests, poll taxes) to voting which had been put in place to prevent black people registering as voters; CRM achieved equality before the law

Any other relevant response

Conclusion: learners should tie up their argument with a relevant conclusion, if learners can state they agree to a lesser extent, they should substantiate their line of argument with relevant evidence. [50]

• Multiple Choice

Subject : History

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2022 DBE Self-study Guides Gr. 12 History Paper 1

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Grade 12 History Exam Preparation

This page has resources that will assist Grade 12 History students to prepare for their final exams. By this point, students should know the curriculum content. Students can use this section to revise and practice applying what they have studied.

History Classroom Technical Skills

These packs go through mark allocation, how to analyse sources, how to answer source-based questions and how to structure essays. The following packs should be consulted before attempting to answer past exam papers.

History Paper 1 and 2 will require students to answer source-based questions and essay questions. The papers are split according to topics.

History - Focus on Paper 1 (Live)

In this Grade 12 History Exam Revision live show we take a close look at questions and concepts relating to History Paper 1.

Download the Show Notes: [ http://www.mindset.co.za/learn/sites/...

Impact of the Cold War

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to the Impact of the Cold War.

Download the Show Notes: http://www.mindset.co.za/learn/sites/...

Truth & Reconciliation Commission

In this Grade 12 History Exam Revision lesson we consider how the Truth and Reconciliation Commission (TRC) dealt with South Africa's past.

South Africa Emerging as a Democracy

In this Grade 12 History Exam Revision lesson we consider what were the various obstacles that South Africa faced on the road to democracy.

Impact of Collapse of USSR on SA

In this Grade 12 History Exam Revision lesson we consider how the collapse of the Soviet Union contributed to the ending of Apartheid in South Africa in 1989.

Civil Society Protests

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to Civil Society Protests in South Africa.

Civil Resistance in South Africa

In this Exam Revision lesson we take a close look at Gr 12 History questions and answers relating to Civil Resistance in South Africa.

Gr 12 History: Exam Questions (Paper 1)

In this live Gr 12 History show we take a look at various Exam Questions. In this lesson we work through questions from the Feb/Mar 2013 Paper 1 as preparation for the exams..

Gr 12 History: Exam Questions (Paper 2) 

In this live Gr 12 History show we take a close look at Paper 2 Exam Questions. In this lesson we work through various questions from the Feb/Mar 2013 Paper 2 as preparation for the exams.

Past Papers

Past papers can be used to practice answering questions. It is highly advised to practice writing exam papers before your exam.

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Most of the exam papers are available in English and Afrikaans

There were no June exams, due to Covid

Exam papers and memos are essential resources for South African students preparing for their exams, and they can be found on various educational websites. Testpapers.co.za is a leading platform providing a comprehensive collection of past exam papers and memos for grades 1 to 12, covering subjects aligned with the CAPS curriculum in both English and Afrikaans. This site offers students an invaluable opportunity to practice with real exam questions and understand the marking schemes, enhancing their exam readiness. Testpapers.co.za features papers and memos from 2012 to 2024, ensuring students have access to the most recent and relevant materials. Additionally, the site provides study guides and summaries, making it a one-stop resource for all exam preparation needs. By utilizing Testpapers.co.za, students can gain a better understanding of exam formats, identify key topics, and improve their problem-solving skills. Whether it's for revision or practice, these online resources are indispensable tools for academic success. For a holistic approach to exam preparation, students are encouraged to explore and utilize all available resources, ensuring they are well-prepared to excel in their exams.

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History Grade 12

History grade 12 final exam preparation essay questions and answers paper1 part 1, history grade 12 final exam.

THE EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM The military tactics and strategies used by the United States of America against the Vietcong during the Vietnam War (1960–1970s) failed to stop Vietnam from becoming a communist state. Do you agree with the statement? Use relevant evidence to support your line of argument.

Introduction

The military tactics and strategies employed by the United States of America (USA) during the Vietnam War were ultimately unsuccessful in stopping the spread of communism. Despite its military superiority, the USA’s failure to adapt to the guerrilla warfare tactics of the Vietcong, combined with a series of ineffective strategies, led to widespread civilian deaths, anti-war sentiment, and eventually, the withdrawal of U.S. troops. This essay examines specific strategies employed by the USA and how they contributed to its failure to prevent Vietnam from becoming a communist state.

Before the war, Vietnam was divided into North and South, with the North under Ho Chi Minh’s communist government. In response, the South, backed by the USA, faced increasing threats from the Vietcong, a communist guerrilla force in the South. The USA entered the conflict to prevent the spread of communism, subscribing to the domino theory, which predicted that if one nation fell to communism, others in the region would follow. This initial intervention laid the groundwork for a prolonged and costly conflict. Early in the war, the USA sent weapons and military advisors to South Vietnam to support its government against the Vietcong. However, this support was countered by the Vietcong’s access to the Ho Chi Minh Trail, a network used to transport food, weapons, and supplies from the North to the South. This strategic advantage gave the Vietcong a lifeline that the USA struggled to cut off, making their early efforts ineffective.

One of the early strategies adopted by the USA was the ‘Safe Village’ policy, which aimed to isolate the Vietcong by relocating rural populations into fortified villages. This was meant to deprive the Vietcong of supplies and information. However, it backfired, as the Vietcong had already established close ties with local communities. The highly effective use of guerrilla tactics by the Vietcong allowed them to infiltrate these safe villages and maintain their operations. The policy alienated the rural population, which led to increased support for the Vietcong. Guerrilla warfare was effectively used by the Vietcong, supported by Vietminh from the north, employing tactics such as booby traps, underground tunnels, hit-and-run attacks, and sabotage, all of which frustrated American forces. Consequently, the Vietcong increased its support base because of the tactics used against the USA soldiers, further undermining U.S. efforts to isolate the insurgents.

Another strategy that led to American failure was Operation Ranch Hand, a chemical warfare campaign aimed at destroying the dense jungles and agricultural lands that provided cover and resources to the Vietcong. This resulted in large numbers of civilian deaths, which called for more support for the Vietcong among the local population. Although the USA sought to deprive the Vietcong of their hiding places and food supplies, the destruction of the environment also alienated the Vietnamese population. USA atrocities, including the use of chemical defoliants like Agent Orange, and incidents such as the My Lai Massacre in March 1968, turned public opinion against the war. The negative perception of U.S. tactics only served to strengthen the resolve of the Vietcong, who were supported by North Vietnam and received military aid from the USSR and China. This foreign support gave the Vietcong access to modern weapons, which they combined with their guerrilla warfare tactics to resist U.S. forces effectively.

The USA also relied heavily on conventional military tactics, such as deploying large numbers of troops in an effort to overpower the Vietcong through sheer force. However, USA sent young and inexperienced soldiers to Vietnam, who were ill-prepared for the unconventional nature of the conflict. The Vietcong, in contrast, were battle-hardened and well-versed in guerrilla tactics. Search and destroy missions, such as the infamous My Lai massacre, were carried out to eliminate Vietcong strongholds in rural villages. These missions, however, caused significant collateral damage, with numerous civilian deaths. As a result, the USA’s attempts to gain control over Vietcong territories backfired. The massacre and widespread atrocities turned the global public opinion sharply against the USA, leading to increasing anti-war demonstrations at home. The number of USA soldiers killed increased, leading to further anti-war protests, as citizens began to question the morality and purpose of the war.

Another significant U.S. strategy was the large-scale bombing campaign known as Operation Rolling Thunder, which targeted North Vietnamese infrastructure. Despite dropping millions of tons of bombs, the Vietcong and North Vietnamese forces remained resilient. The North continued to receive military support from the USSR and China, allowing them to rebuild and resist. In 1968, the Vietcong launched the Tet Offensive, a massive and coordinated attack on U.S. and South Vietnamese forces across the country. Although the USA eventually repelled the offensive, it exposed the vulnerability of American forces and shattered the illusion that the war was nearing a successful conclusion. The Vietnamese were united in the defense of their country, and the offensive demonstrated the USA’s inability to weaken the resolve of the Vietcong. The Tet Offensive marked a turning point, leading to increased domestic opposition to the war and making it clear that the U.S. military strategy had failed.

As public opposition to the war grew and the USA struggled to maintain control, President Nixon introduced the policy of Vietnamisation, also known as WHAM (Winning the Hearts and Minds). This strategy aimed to gradually reduce American involvement by transferring military responsibilities to the South Vietnamese forces while withdrawing U.S. troops. Vietnamisation signaled the failure of the USA to stop Vietnam from becoming a communist state. Although the policy was intended to strengthen the South Vietnamese army, it ultimately failed as these forces lacked the capabilities to combat the Vietcong effectively. USA withdrew all troops by 1973, following the signing of the Paris Peace Accords on 27 January 1973, which ended U.S. involvement in the Vietnam War. The withdrawal of U.S. troops marked the collapse of U.S. military efforts in Vietnam.

After the withdrawal of American forces, North Vietnam continued its offensive, and in 1975, North Vietnamese forces captured Saigon, effectively ending the war. The fall of Saigon marked the failure of U.S. military strategies and the unification of Vietnam under communist control. Vietnam was united under communist control, as the USA’s attempts to stop the spread of communism had failed. Despite the vast military resources and strategies deployed by the USA, they could not overcome the Vietcong’s effective use of guerrilla warfare, the support from the North, and the resilience of the Vietnamese people.

The military tactics and strategies employed by the United States during the Vietnam War ultimately led to their failure to prevent Vietnam from becoming a communist state. From the ineffective ‘Safe Village’ policy to the disastrous consequences of Operation Ranch Hand and the strategic bombing campaign, each of the USA’s strategies failed to neutralize the Vietcong’s guerrilla tactics. The public opposition to the war, especially following events like the My Lai Massacre and the Tet Offensive, further eroded support for U.S. military involvement. The policy of Vietnamisation and the eventual withdrawal of U.S. troops confirmed the failure of America’s intervention, and by 1975, North Vietnam had taken control, uniting the country under communist rule.

QUESTION 5: INDEPENDENT AFRICA: CASE STUDY – THE CONGO Mobutu Sese Seko demonstrated good leadership qualities after the attainment of independence from colonial rule in the 1960s. Critically discuss this statement with reference to the political, economic, social and cultural policies of the Congo from the 1960s to the 1970s.

Mobutu Sese Seko’s rule in the Congo following its independence on June 30, 1960, is a subject of considerable debate regarding leadership effectiveness. The transition from Belgian colonial rule, marked by paternalism and exploitation, left the Congolese ill-prepared for self-governance. The absence of responsibility in administration or representation was evident, as Belgium did not facilitate a proper leadership takeover. This essay critically examines whether Mobutu demonstrated good leadership qualities through his political, economic, social, and cultural policies during this turbulent period. While he did make efforts toward political stability and cultural revival, his authoritarianism and economic mismanagement ultimately reveal significant deficiencies in his leadership.

The Democratic Republic of the Congo (DRC), formerly known as Zaire, emerged from colonial rule on June 30, 1960, grappling with a tumultuous legacy left by Belgium. This colonial legacy was marked by paternalism, where Congolese citizens were treated as children, devoid of agency in governance, resulting in inadequate preparation for self-rule

In the immediate aftermath of independence, the Congo faced considerable political instability. The nation was led by Joseph Kasavubu as President and Patrice Lumumba as Prime Minister, with conflicting visions for governance. Kasavubu favored a federal state, while Lumumba sought a strong centralized national government, leading to a power struggle exacerbated by Moise Tshombe’s push for the secession of Katanga. Mobutu seized power from Kasavubu through a coup d’état in 1965, reflecting his ambition but initiating an era of authoritarianism. Although he managed to bring some form of political stability, it was achieved through suppression of opposition and the establishment of a one-party state under the Popular Movement for the Revolution (MPR) in 1967. This authoritarian governance, which included the development of a personality cult known as Mobutuism, demonstrated poor leadership qualities, as it disregarded democratic principles and marginalized alternative voices.

Mobutu’s governance was characterized by a strong centralized government that controlled all appointments, promotions, and the allocation of government revenue. His authoritarian approach effectively eradicated political pluralism within the first five years of independence. By introducing Mobutuism, he positioned himself as a military dictator, further entrenching autocracy in the Congo. His alignment with the United States as an anti-communist ally reinforced his power but also highlighted a lack of commitment to democratic ideals. This consolidation of power showcased Mobutu’s poor leadership, as he prioritized personal authority over fostering a collaborative political environment.

Economically, Mobutu inherited a capitalist system heavily influenced by colonial legacies of exploitation. The prosperity of Belgium was built upon the exploitation of the Congo’s resources, including cotton, rubber, and minerals like copper and diamonds. At independence, while the Congo was rich in natural resources, economic wealth remained in foreign hands. Initially, Mobutu left the economy largely under the control of white settlers and foreigners, limiting the potential for national self-sufficiency. However, he later nationalized the copper mining industry, aiming to utilize profits for his 10-year industrialization plan. This shift marked a positive aspect of his leadership, as it aimed to reverse paternalism and empower local nationals.

Mobutu’s policy of Zaireanisation replaced skilled foreigners in strategic management positions with unskilled locals. While this move aimed to empower Congolese citizens and promote local leadership, it ultimately resulted in maladministration and mismanagement. By prioritizing loyalty over competence, Mobutu fostered a system characterized by nepotism and elitism, creating a substantial gap between the elite and ordinary citizens. Furthermore, his nationalization efforts often resulted in corruption, as government officials abused their positions for personal gain, leading to a kleptocracy that further illustrated poor leadership.

The weak economic policies implemented by Mobutu led to the decline of essential infrastructure, including roads and schools, which were crucial for national development. As corruption proliferated, Mobutu was forced to introduce Retrocession, allowing some foreign owners to return to manage their businesses, highlighting the ineffectiveness of Zaireanisation. The Congolese economy ultimately collapsed, resulting in increased dependency on foreign aid and investment, particularly from the World Bank. This dependency reflected poor leadership, as it indicated a failure to create a sustainable economic model that could support the nation independently.

Socially, Mobutu recognized the pressing need for education, which had been neglected under colonial rule. The legacy of elitism and a poor education system, which favored a small educated elite over the masses, was a significant challenge. At independence, the Congo had only 14 university graduates among a population of 14 million people. Mobutu’s attempts to improve educational access were marked by an increase in primary school enrollment, from 1.6 million in 1960 to 4.6 million in 1974. This expansion demonstrated some positive aspects of leadership, as it aimed to empower citizens. However, the withdrawal of state funding led to a decline in quality, and many teachers went unpaid for months due to poor economic and political practices, showcasing a lack of foresight and ineffective governance.

Mobutu implemented the policy of Authenticité to promote indigenous customs and beliefs while eradicating colonial influence. This initiative aimed to unify Zairians and foster pride in their culture. He replaced colonial names with African names, such as renaming the Congo to Zaire in 1971 and changing his own name to Mobutu Sese Seko, which symbolized a commitment to decolonization. His decree outlawing Western-style suits in favor of traditional ‘abacos’ was a significant cultural shift. However, despite these efforts, Mobutu regarded democracy as a foreign ideology and ruled in a traditional African chief style, which further entrenched his authoritarian rule. This contradiction between cultural revival and authoritarian governance exemplified poor leadership.

While Mobutu’s cultural policies initially appeared beneficial, the education system continued to favor the urban elite, as French remained the language of instruction. The disconnect between Mobutu’s vision for national pride and the realities of systemic inequality hindered the empowerment of the broader population. Although primary education saw some initial success, the lack of sustained support led to decline and frustration among families, who were forced to shoulder the financial burden of education. This inconsistency reflected a failure to uphold his leadership promises and further illustrated the shortcomings of his governance.

In conclusion, Mobutu Sese Seko’s leadership from the 1960s to the 1970s demonstrated both ambition and significant failures. His initial attempts at stabilizing the political landscape, promoting cultural identity, and expanding education reflected potential leadership qualities. However, the authoritarian nature of his rule, economic mismanagement, and failure to address social inequalities ultimately undermined the progress he sought. Mobutu’s leadership can thus be characterized as lacking in the essential qualities of integrity, foresight, and inclusivity necessary for effective governance. The complexities of his rule illustrate the enduring challenges faced by post-colonial African leaders grappling with the legacies of colonialism while striving for national development.

QUESTION: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE BLACK POWER MOVEMENT: Explain to what extent the Black Power philosophy succeeded in organising African Americans to challenge discrimination and segregation in the United States of America in the 1960s. Use relevant evidence to support your line of argument.

The Black Power philosophy emerged as a powerful movement in the 1960s, significantly influencing the organization of African Americans to challenge systemic discrimination and segregation in the United States. While the Civil Rights Movement primarily focused on nonviolent protest and integration, the Black Power movement advocated for a more assertive and radical approach. This essay argues that the Black Power philosophy succeeded to a considerable extent in mobilizing African Americans, fostering a sense of pride and identity, and leading to tangible changes in social, political, and economic conditions for the Black community.

During the 1960s, African Americans faced significant challenges rooted in historical injustices and systemic discrimination. The Jim Crow laws enforced racial segregation and economically crippled the African American population, resulting in poor living conditions in ghettos and slum areas. The lack of economic opportunities and political power contributed to a diminished sense of pride among African Americans. Many became increasingly impatient with the slow pace of change and disillusioned by the Civil Rights Movement’s methods, especially in light of persistent police brutality and social injustices. This environment of frustration and anger gave rise to the Black Power movement, which emphasized assertiveness, self-reliance, and pride in Black identity.

Key figures like Malcolm X articulated the need for a more militant approach. He argued that bloodshed was necessary for revolution (black nationalism) and advocated self-respect and self-discipline among African Americans. Malcolm X promoted the concept of “Black Pride,” encouraging individuals to develop self-esteem, self-respect, and a commitment to self-help. He called for African Americans to stand up against white American authorities in pursuit of freedom, justice, and equality by whatever means possible. His philosophy supported the use of violence as a means of self-defense against those who attacked African Americans, recognizing that extreme measures were often necessary in the face of ongoing oppression.

Stokely Carmichael, another prominent leader of the Black Power movement, expressed skepticism toward the effectiveness of nonviolent strategies, believing that they failed to address the ongoing violence against African Americans. He advocated for the exclusion of white liberals from the movement, arguing that their involvement diluted the urgency of Black liberation. Carmichael also promoted the radical idea of splitting the United States into separate black and white countries, envisioning a society where African Americans could govern themselves without white interference. His stance extended to opposition against the United States’ involvement in the Vietnam War, viewing it as a distraction from the struggles faced by Black Americans at home.

The impact of the Black Power philosophy was evident in the successes achieved by movements like the Black Panther Party (BPP), founded in 1966 by Bobby Seale and Huey Newton. The BPP advocated for self-defence against police brutality and promoted community programs to uplift the African American community. The party adopted a Ten Point Plan covering its social, political, and economic goals, which included demands for decent housing, education, and an end to police brutality. Their initiatives ran feeding schemes, childcare, and literacy projects in Black communities, which helped eradicate hunger among the youth and improved learning conditions in schools. Additionally, the BPP demanded that Black history must be taught in Black schools, emphasizing the importance of cultural education in combating inferiority complexes.

The overall impact of the Black Power movement during the 1960s led to significant changes in American society. Many of the most obvious forms of racial discrimination ended, contributing to a decline in racial violence and tension. As a result, African Americans began to gain representation in public offices, leading to improved housing and facilities. Literacy among African Americans improved, and their dependence on state grants decreased due to increased access to education and employment opportunities. Furthermore, affirmative action policies for federal employment were implemented, aiming to address the historical inequalities faced by the Black community.

In conclusion, the Black Power philosophy succeeded in organizing African Americans to challenge discrimination and segregation in the United States during the 1960s to a significant extent. Through assertive leadership, community organization, and a focus on self-empowerment, the movement fostered a sense of pride and identity among African Americans. Although the struggle for equality continues, the legacy of the Black Power movement remains evident in the advancements made during this period, reshaping the landscape of civil rights and laying the groundwork for future generations to continue the fight against racial injustice.

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HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC EXAMS PAST PAPERS AND MEMOS MAY/JUNE 2021

HISTORY PAPER 1 GRADE 12 NATIONAL SENIOR CERTIFICATE EXAMINATIONS MEMORANDUM MAY/JUNE 2021

1. SOURCE-BASED QUESTIONS  1.1 The following cognitive levels were used to develop source-based questions: 

1.2 The information below indicates how source-based questions are assessed:

• In the marking of source-based questions, credit needs to be given to any  other valid and relevant viewpoints, arguments, evidence or examples.
• In the allocation of marks, emphasis should be placed on how the requirements  of the question have been addressed. 
• In the marking guideline, the requirements of the question (skills that need to  be addressed) as well as the level of the question are indicated in italics.
• When assessing open-ended source-based questions, learners should be  credited for any other relevant answers.
• Learners are expected to take a stance when answering ‘to what extent’  questions in order for any marks to be awarded. 

1.3 Assessment procedures for source-based questions 

• Use a tick (✔) for each correct answer.
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two reasons  and is given two marks each (✔✔✔✔); (1 x 2) which translates to one reason  and is given two marks (✔✔).
• If a question carries 4 marks then indicate by placing 4 ticks (✔✔✔✔). 

Paragraph question   Paragraphs are to be assessed globally (holistically). Both the content and  structure of the paragraph must be taken into account when awarding a mark. The  following steps must be used when assessing a response to a paragraph question:

• Read the paragraph and place a bullet (.) at each point within the text where  the candidate has used relevant evidence to address the question. 
• Re-read the paragraph to evaluate the extent to which the candidate has been  able to use relevant evidence to write a paragraph.
• At the end of the paragraph indicate the ticks (√) that the candidate has been  awarded for the paragraph; as well as the level (1,2, or 3) as indicated in the  holistic rubric and a brief comment e.g. ______________________________________ . _________________________ _________________ . ____________________________ . _________________ Level 2 √√√√√ 

Used mostly relevant evidence to write a basic paragraph 

• Count all the ticks for the source-based question and then write the mark on the  right-hand bottom margin, e.g. 32 / 50
• Ensure that the total mark is transferred accurately to the front/back cover of  the answer script. 

2. ESSAY QUESTIONS  2.1 The essay questions require candidates to:  

• Be able to structure their argument in a logical and coherent manner. They  need to select, organise and connect the relevant information so that they are  able to present a reasonable sequence of facts or an effective argument to  answer the question posed. It is essential that an essay has an introduction,  a coherent and balanced body of evidence and a conclusion. 

2.2 Marking of essay questions 

• Markers must be aware that the content of the answer will be guided by the  textbooks in use at the particular centre. 
• Candidates may have any other relevant introduction and/or conclusion than  those included in a specific essay marking guideline for a specific essay. 

2.3 Global assessment of the essay  The essay will be assessed holistically (globally). This approach requires the  teacher to assess the essay as a whole, rather than assessing the main points of  the essay separately. This approach encourages the learner to write an original  argument by using relevant evidence to support the line of argument. The learner  will not be required to simply regurgitate content (facts) in order to achieve a level  7 (high mark). This approach discourages learners from preparing essays and  reproducing them without taking the specific requirements of the question into  account. Holistic marking of the essay credits learners' opinions that are supported  by evidence. Holistic assessment, unlike content-based marking, does not penalise  language inadequacies as the emphasis is on the following: 

• The learner's interpretation of the question
• The appropriate selection of factual evidence (relevant content selection) 
• The construction of an argument (planned, structured and has an independent  line of argument) 

2.4 Assessment procedures of the essay  2.4.1 Keep the synopsis in mind when assessing the essay.  2.4.2 During the reading of the essay, ticks need to be awarded for a relevant  introduction (which is indicated by a bullet in the marking guideline), the  main aspects/body of the essay that sustains/defends the line of argument  (which is indicated by bullets in the marking guideline) and a relevant  conclusion (which is indicated by a bullet in the marking guideline).  For example in an essay where there are five (5) main points there could be  about seven (7) ticks.  2.4.3 Keep the PEEL structure in mind in assessing an essay. 

2.4.4 The following symbols MUST be used when assessing an essay: 

• Introduction, main aspects and conclusion not properly contextualised  ^ 
• Wrong statement _________________ 
• Irrelevant statement |                                  |                                  | 
• Repetition R 
• Analysis A√ 
• Interpretation I√ 
• Line of Argument LOA 

2.5 The matrix  2.5.1 Using the matrix in the marking of essays   In the marking of essays, the criteria as provided in the matrix should be used.  When assessing the essay note both the content and presentation. At the point of  intersection of the content and presentation based on the seven competency  levels, a mark should be awarded.  (a) The first reading of the essay will be to determine to what extent the  main aspects have been covered and to allocate the content level (on  the matrix). 

(b) The second reading of the essay will relate to the level (on the matrix)  of presentation. 

(c) Allocate an overall mark with the use of the matrix.

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50 

*Guidelines for allocating a mark for Level 1: 

• Question not addressed at all/totally irrelevant content/no attempt to structure the essay = 0
• Content selection includes basic and generally irrelevant information; no attempt to structure the essay = 1 – 6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE UNITED STATES OF AMERICA RESPOND TO THE DEPLOYMENT OF SOVIET MISSILES TO CUBA IN 1962? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] 'The movement of Soviet personnel and equipment to Cuba (1 x 2) (2) 1.1.2 [Extraction of evidence from Source 1A – L1]

• 'US ships and planes began taking photographs of every Cuban-bound Soviet vessel'
• 'U-2 spy planes began regular reconnaissance (exploration) flights over the island' (2 x 1) (2)

1.1.3 [Extraction of evidence from Source 1A – L1]

• '… the arrival in Cuba of surface-to-air missiles'
• 'missiles equipped with torpedo boats'
• 'large numbers of Soviet military personnel'
• 'The Soviets continued to construct bases'
• 'The Soviet Union was busy building missiles sites in Cuba' (any 2 x 1) (2)

1.1.4 [Interpretation of information from Source 1A – L2]

• The USA will protect herself and her allies against communist aggression at all costs
• The USA would go to war if necessary
• The USA will not allow the Soviet Union to proceed with the military build up of offensive weapons in Cuba
• The USA was persistent in her stance to contain the spread of communism in the western hemisphere
• Any other relevant response (any 2 x 2) (4)

1.1.5 [Interpretation of information in Source 1A – L2]

• To restore the balance of power and demonstrate the Soviet Union's strength during the Cold War
• To protect/ defend Cuba from a possible American attack
• To ensure the spread of communism in Cuba and Latin America
• To challenge the US government regarding the deployment of US missiles in Turkey and Italy
• Part of brinkmanship (strategy)
• To test President Kennedy's resolve as leader of the free world

1.2 1.2.1 [Explanation of historical concept in Source 1B –L1]

• A battery of ships from the USA were deployed to Cuba in a circular formation to prevent Soviet ships that carried offensive weapons from entering Cuba
• Any other relevant response (any 1 x 2) (2)

1.2.2 [Extraction of evidence from Source 1B – L1] In the interest of:

• 'NATO security'
• 'Western Europe security'
• 'US security' (any 2 x 1) (2)

1.2.3 [Interpretation of evidence in Source 1B – L2]

• The USA did not want to provoke a military reaction from the Soviet Union because it could have led to the death of millions of people on both sides of the conflict
• The USA did not want to be seen as the aggressor/cause of a possible nuclear war

1.3 1.3.1 [Analysis of information from Source 1C – L2]

• The women felt that the crisis had the potential to destroy both countries - 'Peace or Perish'
• The women felt that the United Nations Organisation should step in and resolve the crisis as both countries refused to give in to reach other's demands - 'UN HANDLE THE CUBAN CRISIS!'
• The women were worried that the Cuban Missile Crisis could escalate into a 'hot war' and therefore 'PERISH'
• The women felt that 'PRESIDENT KENNEDY SHOULD BE CAREFUL' because the quarantine might provoke a military reaction from the Soviet Union/ Americans could have reacted negatively because of Kennedy's stance

1.3.2 [Ascertain the usefulness of the evidence in Source 1C – L3] The source is USEFUL because:

• It is a primary source – the photograph gives first-hand information of what Americans felt about the Cuban Missile Crisis
• The date of the picture (23 October 1962) corresponds with the date of the actual historical event
• The purpose of the source is to show that the US public was concerned about the Cuban Missile Crisis which could have escalated into a 'hot' war leading to a global catastrophe
• It gives a better understanding of how some of the US public responded to the Cuban Missile Crisis

1.4 1.4.1 [Extraction of evidence in Source 1D – L1]

• 'issuing an ultimatum’
• ‘and you are threatening that if we do not obey your orders, you will use force’ (any 1 x 2) (2)

1.4.2 [Extraction of evidence in Source 1D – L1]

• 'We firmly adhere to the principles of international law'
• 'We strictly observe the standards regulating navigation on the open sea, in international waters'
• 'We observe these standards and enjoy the rights recognised by all nations'
• 'The Soviet government considers the violation of the freedom of navigation in international waters and air space to constitute an act of aggression propelling (pushing) humankind onto the brink (edge) of a global nuclear-missile war'
• ‘… Unfortunately, people of all nations, and not least the American people themselves, could suffer heavily from madness such as this’
• ‘the Soviet government cannot instruct captains of Soviet ships bound for Cuba to observe orders of American naval forces blockading this island’
• ‘we will not remain mere observers of pirate actions by American ships in the open sea’ (any 2 x 1) (2)

1.4.3 [Interpretation of information in Source 1D – L2] The Soviet Union:

• Did not accept the USA's quarantine that was imposed on their (Soviet Union's) ships
• Viewed the quarantine as an unlawful act
• Felt that the USA was going against international law regarding the navigation of ships in the open seas
• Would react against American aggression

1.5 [Comparison of evidence in Sources 1B and 1D – L3]

• Source 1B states that the US imposed a blockade (quarantine) because it presumed it had a less of a military connotation whilst in Source 1D Khrushchev viewed the quarantine as an ultimatum and a threat to use military force to intimidate the Soviet Union
• Source 1B states that the quarantine was imposed by the USA to show its determination regarding the removal of the missiles from Cuba without causing a war whilst in Source 1D Khrushchev saw the quarantine as an act of aggression against the Soviet Union
• Source 1B states that the USA wanted to avoid military action whilst in Source 1D the Soviet Union threatened war if the USA prevented them from entering Cuba
• Source 1B states that the quarantine was a means of communicating intent and determination to get the missiles removed from Cuba whilst Source 1D sees the quarantine as a violation of the freedom of navigation in international waters as 'an act of aggression'

1.6 [Interpretation, evaluation and synthesis of evidence in relevant sources – L3] Candidates could include the following aspects in their response:

• Kennedy became concerned about the military build-up of Soviet Union's defensive arms in Cuba (Source1A)
• Kennedy warned the Soviet Union that the USA will do whatever it takes to protect its own security and that of its allies (Source 1A)
• The USA took photographs of Soviet nuclear missile sites that were being built in Cuba on 14 October 1962 (Source 1A)
• The USA spy planes began regular reconnaissance (exploration) flights over the island.
• President Kennedy imposed a quarantine on Soviet ships that intended entering Cuba (Source 1B)
• Some ExComm members wanted the USA to use military force to enforce the quarantine (Source 1B)
• A group of America women protested and cautioned President Kennedy on how to respond to the deployment of Soviet missiles to Cuba (Source 1C)
• A group of American women were in favour of the UN resolving the Cuban Missile Crisis peacefully or 'PERISH' (Source 1C)
• The USA announced a Defence Readiness Condition level 2 (DEFCON 2) which called for the USA's high readiness of its defence forces (own knowledge)
• The USA engaged in brinkmanship to ensure world peace (own knowledge)
• The USA reached a compromise with Soviet Union in order to resolve the Cuban Missile Crisis (own knowledge)
• Any other relevant response

Use the following rubric to allocate a mark:

QUESTION 2: HOW DID CUBA SUPPORT THE POPULAR MOVEMENT FOR THE LIBERATION OF ANGOLA (MPLA) DURING THE ANGOLAN CIVIL WAR OF 1975? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] 'getting to know the revolutionary movements in that country' (1 x 2) (2) 2.1.2 [Extraction of evidence from Source 2A – L1]

• 'train 10 men in Cuba in guerilla warfare'
• 'send a crew to fly a DC-3 (aeroplane) from Zambia or the Congo to Angola, transporting equipment for the guerrillas'
• 'send a high-level delegation to Cuba to discuss relations with our Party' (any 2 x 1) (2)

2.1.3 [Interpretation of evidence from Source 2A – L2]

• To strategise on how to prepare the soldiers when the enemy attacks
• To familiarise the Cuban troops about the landscape of the battle ground
• This familiarisation would help the Cuban soldiers to respond appropriately

2.1.4 [Ascertain the reliability of Source 2A – L3] RELIABLE TO A LARGE EXTENT

• It is part of a letter that contains first-hand information on how Cuba intended to support the MPLA
• The letter was written by a high-profile Cuban government official, Commander Manuel Piñeiro Losada (Vice Minister of the Interior in Cuba) to the Cuban Minister of the Revolutionary Armed Forces
• It highlights Cuba's intention to respond to the MPLA's official request for military assistance
• The date, July 1975, is aligned to the events that took place in Angola

RELIABLE TO A LESSER EXTENT

• The letter is biased regarding the reasons it gave for Cuba's assistance of the MPLA
• It is a communication between the two Cuban Ministers regarding Cuba's involvement in Angola – hence it is one sided, written from a Cuban perpsective

2.2 2.2.1 [Extraction of evidence from Source 2B – L1]

• 'The training programme as proposed by Argüelles, included 480 Cuban specialists’
• ‘the set-up of four camps within Angola located in Cabinda, Salazar (N'Dalatando), Benguela and Henrique de Carvalho (Saurimo)'
• 'Over the next six months, the Cubans would train 4 800 MPLA recruits into 16 infantry battalions, supply 25 mortar batteries as well as various anti-aircraft units' (‘2 x 1) (2)

2.2.2 [Extraction of evidence from Source 2B - L1)

• 'General Abelardo Colomé Ibarra'
• 'General Ramón Espinosa Martín' (2 x 1) (2)

2.2.3 [Interpretation of evidence from Source 2B – L2]

• Cabinda was a province in Angola that had rich mineral resources such as oil
• To protect Cabinda from the enemies of the MPLA, such as the FNLA and Zairian allies
• It was a strategic port province which was used to export raw materials from Angola and therefore needed protection
• It was an entry point into mainland Angola
• Because of the presence of SADF forces and allies in Angola
• Any other relevant response (2 x 2) (4)

2.3 [Comparison of evidence in Sources 2A and 2B – L3]

• Source 2A outlines Cuba's support regarding Angola's request for military assistance and Source 2B outlines how the Cuban representative (Argüelles) met with MPLA leader (Neto) to state how they would assist the MPLA
• Source 2A explains the three requests (of military support) that Angola made to Cuba and in Source 2B a programme for military support by Cuba for implementation in Angola is evident
• In Source 2A Cuba commits itself to send a delegation to Angola to assess the landscape (terrain) and in Source 2B the first batch of Cuban troops arrive in Angola via Cabinda

2.4 2.4.1 [Explanation of a historical concept from Source 2C – L1]

• Angola was free from Portuguese colonial rule and could govern itself through its own constitution and people
• Any other relevant response (1 x 2) (2)

2.4.2 [Extraction of evidence in Source 2C – L1]

• 'to support the MPLA'
• 'to hold back the offensive so that the Angolan capital would not fall to enemy hands before the Portuguese left'
• 'to keep up resistance until reinforcements arrived' (1 x 2) (2)

2.4.3 [Interpretation of evidence in Source 2C – L2]

• To be viewed as ordinary citizens/civilians
• They did not want to be recognised as Cuban soldiers going on a mission to assist the MPLA in Angola (it was a highly confidential operation)
• To hide their real identity as members of the Cuban trained force (military)

2.4.4 [Extraction of evidence from Source 2C – L1]

• 'a substantial load of light artillery'
• 'small arms'
• 'three 75 mm cannons'
• 'three 82 mm mortars' (any 2 x 1) (2)

2.5 2.5.1 [Interpretation of evidence from Source 2D – L2] To:

• To show the celebration of the 40th anniversary of the launch of 'Operation Carlota'
• Confirm the continued strong relations between Cuba and Angola
• Highlight the role that Cuba played in the history of Angola
• Pay tribute to Cuba for the role it played in Angola during independence

2.5.2 [Interpretation of evidence from Source 2D – L2]

• Agostinho Neto and Fidel Castro were leaders of Angola and Cuba respectively
• To confirm that the presence of Cuban troops in Angola were endorsed by both leaders
• The two leaders were directly responsible for the coordination of 'Operation Carlota'
• It demonstrates that both leaders believed in the same political ideology of communism and wanted to see it thrive, especially in Africa

2.6 [Interpretation, analysis and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response:

• Cuba responded to Angola's request for assistance through a letter written by the Vice Minister of Interior (Commander Losada) to the Cuban Minister of Revolutionary Forces (Source 2A)
• Cuba's support of the MPLA was meant to defend communism (own knowledge)
• Cuba sent a reconnaissance team to Angola to assess its landscape as a way of preparing soldiers to do battle in Angola (Source 2A)
• Brigadier General Argüelles (from Cuba) and Neto (Angola) held meetings to outline how Cuba would assist the MPLA (Source 2B)
• Cuba was involved in a training programme that was agreed by both parties (Cuba and Angola) (Source 2B)
• Cuban special troops were flown (from Cuba) in September 1975 and landed in Angola via Cabinda (Source 2B)
• Cuba provided technical training to MPLA's military wing (FAPLA) (own knowledge)
• Cuba also assisted the MPLA with medical personnel and supplies (own knowledge)
• Cuba launched 'Operation Carlota' by sending a special battalion of highly skilled soldiers to Angola from November 1975 to support the MPLA (Source 2C)
• Cuban support of Angola is remembered through the yearly commemorations of 'Operation Carlota' (Source 2D)

QUESTION 3: WHAT ROLE DID ELAINE BROWN PLAY IN THE BLACK PANTHER PARTY DURING THE 1960s AND 1970s? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1]

• 'Jay Kennedy, a Los Angeles writer and member of the Communist Party'
• 'The piano lessons she gave in a Watts Housing Project in the summer of 1967'
• Her experiences in Watts served as a social and racial awakening (any 2 x 1) (2)

3.1.2 [Extraction of evidence from Source 3A – L1]

• 'helped establish the party's first Free Breakfast for Children programme outside of Oakland, California'
• 'By 1971 Brown became editor of the party paper, The Black Panther,
• ‘Chairwoman of the Black Panther Party’ (any 2 x 1) (2)

3.1.3 [Interpretation of evidence from Source 3A – L2]

• It shows that the BPP was moving away from patriarchal (male dominated) leadership
• The BPP acknowledged the role of women within the party by appointing an African American woman, to its highest committee
• It broke the stereotype that women cannot serve on a party's highest committee
• The BPP demonstrated support for non-sexist approach to leadership roles

3.1.4 [Extraction of evidence from Source 3A – L1] 'In 1974 Huey Newton had ousted Black Panther founder Bobby Seale from the party and two days later Brown was elevated to the position of the chairwoman of the Black Panther Party (BPP)' (1 x 2) (2) 3.2 3.2.1 [Extraction of evidence from Source 3B – L1]

• 'I have all the guns and the money'
• 'I can withstand challenge from without and from within' (2 x 1) (2)

3.2.2 [Interpretation of evidence from Source 3B – L2] To a larger extent:

• Elaine Brown was the first African American woman to occupy a senior leadership position in the BPP
• It was unusual for a woman to assume a leadership position in an organisation associated with violence
• Appointing an African American woman to leadership position was going against the norm of a male dominated USA
• Her leadership as a woman inspired youth and women to occupy leadership positions in the community
• Any relevant response

To a lesser extent:

• Brown was not democratically elected but was appointed
• Leadership positions should not be bestowed on female members of an organisation
• Gender should not play a role in appointing people to leadership positions
• Any relevant response (any 2 x 2) (4)

3.2.3 [Interpretation of evidence in Source 3B – L2]

• Elaine Brown was not intimidated by male members of the BPP
• She did not tolerate any deviation from the philosophy of the BPP
• She was duly appointed as chairwoman of the Black Panther Party (BPP) and hence could not be removed by disgruntled members
• There were still males in the USA that undermined women in leadership positions

3.3 3.3.1 [Interpretation of evidence in Source 3C – L2] To show that:

• Huey Newton was still supported by high-ranking members of the BPP such as Elaine Brown
• The three women / members were celebrating (happy with) the return of Huey Newton from exile in Cuba
• As a leader Elaine Brown welcomed Huey Newton back without feeling threatened

3.3.2 [Interpretation of evidence from Source 3C – L2]

• It shows that the BPP was powerful and could overcome challenges that confronted it
• The raised clenched fists symbolise a victory with the return of Huey Newton
• Represents unity within the BPP
• Any other relevant response (1 x 2 ) (2)

3.4 [Comparison of Sources 3B and 3C – L3]

• In Source 3B Elaine Brown addressed members as leader of the BPP while in Source 3C she addressed the media as the leader of the BPP regarding the return of Huey Newton from exile in Cuba
• In Source 3B Elaine Brown told members of the BPP that Newton had gone into exile while in Source 3C she welcomed him back from exile
• In Source 3B Elaine Brown served as an inspiration to African American youth as well as women and in Source 3C Elaine Brown is seen with other women welcoming Huey Newton back from exile
• Both sources (Sources 3B and 3C) show Elaine Brown as the leader of BPP

3.5 3.5.1 [Extraction of evidence from Source 3D – L1]

• 'Committing your life'
• 'Surrender up something of ourselves, our lives' (2 x 1) (2)

3.5.2 [Extraction of evidence from Source 3D – L1]

• 'John Huggins'
• 'Bunchy Carter' (2 x 1) (2)

3.5.3 [Definition of a historical concept from Source 3D – L1]

• Leading by authoritarian rule using dictatorial powers e.g. E. Hoover of the FBI
• Leading by suppressing all opposition

3.5.4 [Interpretation of evidence from Source 3D – L2]

• Protect the African Americans from police harassment
• Protect the liberation of African Americans
• Teach African Americans about their constitutional rights
• Instil self- reliance and pride amongst African Americans
• To improve the quality of the lives of African American through community programmes

3.5.5 [Explaining the limitations of Source 3D – L3] The source is limited because:

• It gives a one-sided/ biased account of the some of the challenges the BPP faced
• It gives only Elaine Brown's view of the BPP

3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: The role of Elaine Brown:

• She helped to the establish the Free Breakfast Programme in Oakland, California (Source 3A)
• Was the editor of the Black Panther (Source 3A)
• Was the first appointed female African American member of the Panther's Central Committee as Minister of Information (Source 3A)
• Ran for Oakland City Council in 1973 (Source 3A)
• Was the first African American woman to lead the Black Panther Party (BPP) (Sources 3A and 3B)
• Sought recognition for women in the Black Panther Party (BPP) (Source 3B)
• Played an administrative role in the BPP (own knowledge)
• Was assertive in her position in the male dominated Black Panther Party (BPP) (Source 3B)
• Kept the philosophy of Black Power alive in the absence of Huey Newton while he was in exile (Source 3B)
• Was autocratic and did not want to be challenged (Source 3B)
• Supported unity within the Black Panther Party (BPP) (Source 3C)
• Led the BPP delegation that welcomed Huey Newton when he returned from exile (Source 3C)
• Supported the Black Panther Party (BPP) Executive Mandate Number One (Source 3D)
• Led a lobby for the Oakland African Americans to get permanent jobs during the construction of the Grove Shafter Freeway (Own knowledge)

SECTION B: ESSAY QUESTIONS QUESTION 4: CASE STUDY – CHINA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should explain to what extent Mao Zedong's policies of the Great Leap Forward and the Cultural Revolution were successful in increasing the industrial and agricultural production in the People's Republic of China between 1958 and 1969.

MAIN ASPECTS Candidates should include the following aspects in their response: Introduction: Candidates should take a line of argument by stating to what extent the Great Leap Forward and the Cultural Revolution were successful in increasing China's industrial and agricultural output. They need to support their stance with relevant evidence.

ELABORATION Candidates could include the following points in their answer: The First Five Year Plan and the Hundred Flowers Campaign as background only.

The Great Leap Forward: Industries

• The main reason for the Great Leap Forward was to ensure that China becomes a top industrial power and could compete with the West and other European countries
• To end privatisation and introduce nationalisation
• Introduction of backyard industries in communes
• Depended on unskilled human resources (peasants) to work in the industries
• Production of iron and steel dropped because of a lack of incentives and poor working conditions
• The production of coal dropped dramatically
• Industrial output dropped
• Poor quality of iron, steel and other products

Agriculture

• It aimed to industrialise China so that it could overtake capitalist countries; improve agricultural production similar to that of western countries
• Mao Zedong wanted to speed up agricultural production through the Second Five Year Plan of 1958
• Agricultural output was not enough to sustain urban consumption and to serve workers for industrialisation
• Focused at ending privatisation and introducing nationalisation
• Embarked on collectivisation of farms into 'Peoples communes'
• Communes were expected to be self-sufficient and to produce according to quotas set by the state
• Agricultural targets were not reached
• Propaganda used to increase agricultural and industrial production

Failures of the Great Leap Forward:

• Owing to bad planning; poor support to peasants; corrupt local officials; high taxation on farm products the Great Leap Forward failed to realise its objectives
• Backyard industries produced inferior quality goods that contributed to the collapse of this sector
• Peasants were reluctant to produce because of a lack of incentives
• The industrialisation of China depended on unskilled peasants rather than on modern machinery
• Poor quality of iron and steel were produced in backyard furnaces
• China was hit by severe drought which led to famine, killing millions of people though starvation 'known as the Bitter Three Years'
• This resulted in the Great Leap forward being a dismal failure
• Mao resigned as President of China but kept his position as Chairman of the Chinese Communist Party
• In 1962 he handed over responsibility of the economy to President Liu Shaoqi and CCP General Secretary Deng Xiaoping and withdrew from the political scene
• China's economy was in a state of bankruptcy

The Cultural Revolution:

• The main purpose was to regain the authority that was lost due to the failure of the Great Leap Forward
• Mao launched the Cultural Revolution in 1966 to regain power
• Mao made a call to the Chinese public to rid the country of those who were anti-revolutionary
• This call was answered by students who organised themselves into the Red Guards
• Red Guards were influenced by the propaganda in the Little Red Book
• They educated peasants on principles of communism; taught them reading and writing
• Red Guards started to purge opponents of communism
• Moderates were eliminated and millions of opponents were killed
• Churches, mosques, schools and universities were destroyed and anti-communist art and books were burned and destroyed
• Red Guards urged to destroy the 'Four Olds' (Old ideas, Old traditions, Old culture, and Old habits)
• Huge demonstrations were held in Tiananmen Square, Beijing and posters and pictures of Mao were put up everywhere
• Deng Xiaoping and Liu Shaoqi were removed from office
• The Red Guards got rid of professionals and parents who were suspected of being anti-revolutionary
• Industrialisation was negatively affected and production came to a standstill in 1968
• Mao forced to call in the army to restore law and order
• Millions of Chinese students were sent to the countryside for re-education
• A generation of Chinese were left without formal education
• People lost confidence in the Chinese Communist Party
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should critically discuss whether Mobuto Sese Seko (Congo) and Julius Nyerere (Tanzania) were able to overcome the political and economic challenges that their respective countries faced after attaining independence from colonial rule in the 1960s.

MAIN ASPECTS Candidates could include the following aspects in their response: Introduction: Candidates should take a stance by indicating whether Mobuto Sese Seko (the Congo) and Julius Nyerere (Tanzania) were able to overcome the political economic challenges that their respective countries faced after attaining independence from colonial rule in the 1960s. Candidates should indicate how they intend supporting their line of argument.

ELABORATION In responding to the question, candidates could include the following points in their answer:

Political challenges: The Congo:

• After attaining independence through democratic elections (the Congo (1960): J Kasavubu became President and P Lumumba became Prime Minister (background)
• The period after independence was characterised by violence and political upheaval (background)
• After holding multi-party elections at independence, the Congo became a one-party-state within the first five years after gaining independence (background)
• Mobuto Sese Seko came to power by a military coup and remained as 'president for life' until his death in 2007
• Mobuto Sese Seko created a kleptocracy were a group of appointed public officials abused their position for financial gain
• Sese Seko established a strong military centralised government and achieved political stability (through authoritarianism)
• Applied the policy of Africanisation and replaced foreigners with locals (Zairians)
• Attained independence through democratic elections (Tanzania 1961: J Nyerere became Prime Minister)
• Smooth transition - peaceful change/racial harmony/commitment to promotion of human equality and dignity were the hallmarks of the new leadership
• After holding multi-party elections at independence Tanzania became a one-party-state
• Nyerere amended the constitution to become President (1962)
• Nyerere remained as 'president for life' between the 1960s and 1970s
• Nyerere introduced the 'Leadership Code' in the Arusha Declaration which demanded high levels of integrity from public officials
• Applied the policy of Africanisation
• African socialism / Ujamaa was implemented in an effort to uplift the life of Tanzanians
• Establishment of the United Republic of Tanzania (1964)
• Nyerere created a centralised and unitary state

Economic challenges The Congo:

• Inherited a single product economy from Belgium
• Sese Seko relied heavily on agriculture and mineral extraction (one product economy) and this had a negative impact on Congo's economy
• Lacked a vibrant manufacturing sector
• Followed a capitalist economic system
• Zaireanisation (replacing foreigners with Zairean nationals) failed due to inexperience/ corruption/mismanagement/ neglect
• The economy was characterised by nepotism and elitism (huge gulf between the rich and the poor emerged)
• Nationalised land and industries this led to poor roads and bridges
• Decline in the state of infrastructure
• Increased the gap between the rich and the poor
• Application of Retrocession (reversal of Zaireanisation)
• Dependant on foreign aid and investment, e.g. from the World Bank
• Inherited single product economy from Britain
• Relied heavily on agricultural and mineral extraction (one product economy) and was unable to develop a credible manufacturing sector
• Followed an African socialist economic system
• Arusha Declaration (abolished exploitation/reduction of income gap between the poor and the rich/ownership of the country's resources)
• Villagisation (collective villages) improved service delivery/created a stable society that was free from economic inequalities). However, farmers refused to leave their ancestral lands and agricultural production fell dramatically
• Most companies that were nationalised became bankrupt
• Exports declined and poverty rose dramatically
• Attempts to make Tanzania self- sufficient failed
• Tanzania managed to minimise the gap between the rich and the poor
• Tanzania reverted to dependence on foreign aid / loans in the 1970s, e.g. from the World Bank
• Conclusion: Candidates should tie their argument with a relevant conclusion. [50]

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should indicate whether they agree or disagree that American civil rights activists were successful in using various forms of protests to end discrimination in the United States of America in the 1960s. In the main, candidates must select examples of mass-based, non-violent protests that the Civil Rights Movement embarked on, such as sit-ins, mass demonstrations and marches until the passing of the Civil Rights Act in 1964 and the Voters Act in 1965 to support their line of argument.

MAIN ASPECTS Candidates should include the following aspects in their response: Introduction: Candidates should take a stance by agreeing or disagreeing that civil rights activists were successful in using various forms of protests to end discrimination in the United States of America in the 1960s. Candidates could also outline how they intend to support their line of argument.

ELABORATION In agreeing with the statement candidates could include the following points in their essays:

• Sit-ins (from 1960) – Greensboro, North Carolina, four students staged a 'sit-in' at a 'whites-only' lunch counter; In summer 1961 businesses in Greensboro desegregated; Sit-ins spread across the segregated south; Black and white students formed the Student Non-violent Coordinating Committee (SNCC) to support the Civil Rights Movement; Concept of 'sit-ins' spread to other segregated facilities such as 'pray-ins', 'read-ins', 'wade-ins'
• 'Freedom Riders' (non-racial/non-violent) - ('sat-in' buses and travelled from north to the deep south to test the new federal laws prohibiting segregation on the national bus system, were attacked by mobs, bombed, thrown in jail and not protected by the local police, thousands volunteered and President Kennedy was forced to order the federal marshals to protect the Freedom Riders; Tough new legislation introduced by the federal order; 1 November 1961 officially all interstate public facilities were desegregated Demonstrations and marches
• Birmingham Campaign, 1963: (Mass demonstrations were met with violent and vicious reaction from police (water cannons, dogs, etc. were used to terrorise non-violent protestors) President Kennedy stated on TV that 'racial segregation' was a 'moral issue' that 'had no place in American life'. On 10 May 1963 the city's businesses and municipalities announced that municipal facilities would be desegregated. Attacks and murders of African Americans in the city continued (e.g. Medgar Evans, Bombing of 16th Street Baptist Church)
• March on Washington 28 August 1963: (250 000 people took part in a non-racial, non-violent march on Washington to demand full equality and jobs; Martin Luther King Jnr gave 'I have a dream speech')
• Freedom Summer (1964) – More than 70 000 students many from northern states, local SNCC, CORE and NAACP activists worked to register African Americans in Mississippi and teach in Freedom Schools (literacy, history); Activists and volunteers were met with violence from white segregationist mobs and police officers
• Selma-Montgomery marches (March 1965): A voter registration campaign to demand that African Americans be allowed to register to vote (only 2.5% of African Americans were registered as voters due to intimidation and racist attacks)
• First March on 7 March 1965 (600 protestors from Selma were brutally attacked by Alabama state troopers and were forced to abandon the march in what became known as 'Bloody Sunday' which was captured on national television
• Second March 9 March 1965 (1500 protestors led by Martin Luther King Jr were confronted by police at the Edmund Pettus Bridge) - King ordered marchers to turn back to avoid confrontation
• Third March 21 March 1965 (The march started with around 2000 and by the 25 March, the number had increased to around 50 000)
• President Johnson placed the Alabama National Guard and the US army under federal control to protect the protestors (Marchers reached Montgomery and were addressed by speakers such as Martin Luther King Jr)
• President Johnson was pressurised to pass the 1965 Voting Rights Act: (it outlawed obstacles such as literacy tests, poll taxes to voting. This resulted in the Civil Rights Movement achieving equality before the law)
• The Civil Rights Act was passed (2 July 1964) - it barred discrimination and segregation in the employment of Americans and at all public facilities
• The Voting Rights Act was passed (6 August 1965) - It outlawed obstacles (such as literacy tests, poll taxes) to voting which had been put in place to prevent African Americans from registering as voters; The Civil Rights Movement achieved equality before the law
• Conclusion: Candidates should tie up their argument with a relevant conclusion. [50] If candidates should state they disagree, they should substantiate their line of argument with relevant evidence.

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