grade 12 history paper 2 essay questions

History Grade 12 NSC Paper 1 and Paper 2 Exam Topics and Structure Guide Syllabus

On this page you will find History Grade 12 NSC Paper 1 and Paper 2 Exam Topics and Structure Guide from the CAPS syllabus.

History is the study of change and development in society over time. The study of history enables us to understand how past human action affects the present and influences our future, and it allows us to evaluate these effects. So, history is about learning how to think about the past, which affects the present, in a disciplined way. History is a process of enquiry. Therefore, it is about asking questions of the past: What happened? When did it happen? Why did it happen then? What were the short-term and long-term results? It involves thinking critically about the stories people tell us about the past, as well as the stories that we tell ourselves.

Table of Contents

History Grade 12 NSC Exam StructurePaper 1 and Paper 2

This examination includes two papers; each paper has six questions: three source-based questions (one set on each topic) and three essay questions (one set on each topic). Candidates must answer three questions: one source-based question, one essay question, and one other question in each paper. Candidates may answer an essay and a source-based question on the same topic.

Allocation of content per question paper

The mark allocation is 50 marks per question, with a total of 150 marks per paper.

Paper 1 Topics: Source-based Questions

• The Cold War : How did the Cold War period shape international relations after the Second World War? Question focus: Origins, Cold War in Europe and the Cuban crisis
• Independent Africa : How was independence realised in Africa in the 1960s and 1970s? Question focus: Africa in the Cold War
• Civil society protests, 1950s to 1970s : What forms of civil society protest emerged from the 1960s to 1990? Question focus: Civil rights and Black Power movements

Paper 2 Topics: Essay Questions

• The Cold War : How did the Cold War period shape international relations after the Second World War? Question focus: China and Vietnam (candidates to choose one)
• Independent Africa : How was independence realised in Africa in the 1960s and 1970s? Question focus: Successes and challenges faced by the Congo and Tanzania
• Civil society protests from the 1950s to the 1970s : What forms of civil society protest emerged from the 1960s to 1990? Question focus: Civil rights and Black Power movements

The Renaissance of the 12th Century: History & Culture

This essay about the Renaissance of the 12th century explores a period often overshadowed by its more famous successor. It into the profound intellectual and cultural resurgence that swept across Europe during this era, highlighting the revival of classical knowledge, the flourishing of art and literature, and the evolution of religious thought. Despite facing challenges such as religious conflicts, this Renaissance left an indelible mark on European history, serving as a testament to human resilience and creativity during tumultuous times.

How it works

In the annals of time, hidden beneath the shadows of its more celebrated successor, lies a period of profound intellectual and cultural rebirth: the Renaissance of the 12th century. Often overlooked yet undeniably impactful, this era heralded a transformative wave of change across Europe, weaving a rich tapestry of art, literature, and philosophy that would shape the course of history in unforeseen ways.

To grasp the essence of the 12th-century Renaissance is to embark on a journey through the labyrinthine corridors of medieval Europe.

Emerging from the somber depths of the Dark Ages, the continent experienced a renaissance of its own, as feudalism yielded to burgeoning urban centers and a burgeoning merchant class. Amidst this shifting socio-political landscape, the seeds of intellectual curiosity found fertile ground, sprouting forth with vigor.

At the heart of this revival lay the rekindling flame of classical knowledge. Like intrepid explorers unearthing buried treasures, European scholars ventured forth, encountering the wisdom of ancient civilizations through trade routes and scholarly exchanges. The once-lost works of Aristotle, Plato, and their ilk found new life in the hands of Latin translators, igniting a fervent passion for classical thought that would permeate the intellectual milieu of the age. This resurgence, often dubbed the “Twelfth-Century Renaissance,” acted as a catalyst for the scholastic movement, reshaping the contours of European philosophy for centuries to come.

Yet, the Renaissance of the 12th century was not confined to the ivory towers of academia; it permeated every facet of society, leaving an indelible mark on the artistic and literary landscape of the time. From the soaring spires of Gothic cathedrals to the lyrical verses of troubadours and trouve?res, creativity flourished in myriad forms. Cathedrals became not just places of worship, but veritable canvases for architectural innovation, while courts buzzed with the poetic melodies of courtly love and chivalry. The vernacular languages of Europe found newfound expression, democratizing literature and granting voice to the masses.

In tandem with this cultural renaissance, the 12th century witnessed a profound evolution in religious thought and practice. The Catholic Church, once the unchallenged bastion of authority, found itself grappling with the winds of change. Monastic orders such as the Cistercians and the Franciscans emerged, espousing ideals of simplicity and piety in stark contrast to the opulence of the age. Universities sprung up across Europe, nurturing the minds of the next generation of theologians, philosophers, and jurists.

Yet, for all its brilliance, the Renaissance of the 12th century was not devoid of strife. Religious and political conflicts simmered beneath the surface, threatening to tear apart the fabric of society. The Investiture Controversy, a bitter struggle for control between church and state, cast a long shadow over Europe, while the specter of heresy loomed large with the rise of movements such as the Cathars and the Waldensians.

In the grand tapestry of history, the Renaissance of the 12th century occupies a unique place—a period of rebirth and renewal, of creativity and conflict. Though overshadowed by its more illustrious successor, its legacy endures as a testament to the resilience of the human spirit and the boundless capacity for innovation. It is a reminder that even in the darkest of times, the spark of creativity can illuminate the path forward, guiding humanity towards a brighter future.

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Gr. 12 HISTORY T3 W5: PAPER 2 ESSAYS REVISION

PAPER 2 ESSAYS REVISION

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History Paper 2 Memorandum - Grade 12 June 2021 Exemplars

SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID SOUTH AFRICANS REACT TO P.W. BOTHA’S REFORMS IN THE 1980s? 1.1 1.1.1 [Extraction of information from Source 1A – L1]

• It granted rights to African trade unions
• Allowed privileges for the urban African workforce
• Create a black middle class  (Any 2 x 1)  (2)

1.1.2 [Interpretation of evidence from Source 1A – L2]

• The government hoped that there would be fewer uprisings in the townships
• The house owners would not tolerate the uprisings as it might damage their houses/property
• Any other relevant response (Any 1 x 2)  (2)

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

• Advertising campaigns
• New loans were made available (2 x 1)  (2)

1.2 1.2.1 [Interpretation of evidence of from Source 1B – L2]

• The apartheid government used harsher methods to oppress uprisings
• Many of the political leaders were in jail or in exile
• Any other relevant response (2 x 2)  (4)

1.2.2 [Extraction of information from Source 1B – L1]

• Reverend Allan Boesak
• Albertina Sisulu
• Patrick ‘Terror” Lekota  (Any 2 x 1)  (2)

1.2.3 [Extraction of information from Source 1B – L1]

• Freedom from the apartheid regime  (1 x 2) (2)

1.2.4 [Interpretation of evidence of from Source 1B – L2]

• They had the same goal and that was to end apartheid
• As the ANC was banned, it called on the UDF to increase internal pressure on the government
• Any other relevant response (2 x 2) (4)

1.2.5 [Evaluating the usefulness of Source 1B – L3] The source is useful because:

• It coordinated the anti-apartheid groups so that effective protests could be launched
• The UDF brought together many different anti-apartheid organisations across the country
• As it was a loose alliance, the government could not easily destroy it
• The UDF made the country ungovernable through various campaigns
• Any other relevant response (Any 2 x 2) (4)

1.3 1.3.1 [Interpretation of evidence from Source 1C – L2]

• To discourage Coloured and Indians from participating in the elections for the Tri-cameral parliament
• The reforms were seen as cosmetic and the political power would still remain in the hands of the white minority
• The fact that black South Africans were left out of the new parliamentary system

1.3.2 [Extraction of information from Source 1C – L1]

• ‘Don’t Vote’ campaign (1 x 2) (2)

1.3.3 [Interpretation of evidence from Source 1C – L2]

• To make people aware of the need to organise and actively resist apartheid
• To mobilise South Africans to fight against discrimination and oppression
• Any other relevant response (2 x 2) (4)

1.4 [Comparison of Source 1B and Source 1C – L3]

• Source 1B indicates that the UDF became a mass-based organisation and Source 1C shows the many people/organisations that were affiliated to the UDF
• Source 1B refers to resistance campaigns launched by the UDF and Source 1C show the ‘Don’t Vote’ campaign
• Source 1B indicates that the goal was to get freedom from the apartheid regime and Source 1C shows them fighting for freedom

1.5 1.5.1 [Explanation of historical concept from Source 1D – L1]

• The power of the ordinary people to bring change
• To insist on a government that represents their interests
• Any other relevant response (Any 1 x 2) (2)

1.5.2 [Extraction of information from Source 1D – L1]

• Rent boycotts
• Consumer boycotts (2 x 1) (2)

1.5.3 [Interpretation of evidence from Source 1D – L2]

• The rent money was not used to improve the conditions/facilities in their communities
• The black councillors who collected the rent became corrupt and were seen as ‘sell-outs’

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

• Black South Africans saw Botha’s reforms as cosmetic (own knowledge)
• Tri-cameral parliament was rejected by black South Africans (own knowledge)
• UDF formed to oppose apartheid (Source 1B)
• UDF coordinated the actions against apartheid (Source 1B)
• Protests, rent and consumer boycotts held (Source 1B and Source 1D)
• Different organisations affiliated to the UDF (Source 1B)
• UDF held anti-elections campaigns (Source 1C)
• People demanded freedom (Source 1C)
• Civic organisations fought for better conditions in townships (Source 1D)
• Workers, student organisations and churches joined the protest actions against apartheid (own knowledge)
• Any other relevant response

Use the following rubric to allocate marks:

(8)      [50]

QUESTION 2: HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN DEALING WITH THE DEATH OF ACTIVIST LENNY NAIDU? 2.1 2.1.1 [Extraction of information from Source 2A – L1]

• Umkhonto we Sizwe (MK) (1 x 2) (2)

2.1.2 [Extraction of information from Source 2A – L1]

• Advancing the ideas of non-racialism and unity
• Fighting for freedom
• Striving to improve the quality of life of all people (3 x 1) (3)

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

• If caught he would be jailed or killed by the apartheid system
• He openly rebelled against apartheid and was thus perceived as a threat
• Could not operate freely to dismantle apartheid
• Determined to fight against the unjust apartheid system
• Any other relevant response (Any 2 x 2)  (4)

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

• He was waiting to execute the instructions or orders from the ANC in South Africa
• Which government institutions he had to attack/destroy
• Any other relevant response (Any 1 x 2) (2)

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

• He would have been charged for being a member of the ANC
• Charged without a passport (Any 2 x 1) (2)

2.2.2 [Extraction of evidence from Source2B – L1]

• Eugene De Kock
• Mr Nafumela (2 x 1) (2)

2.2.3 [Interpretation of evidence of from Source 2B – L2] NO.

• The commissioner told them to wait for full disclosure at the amnesty hearing
• They will find a lead of what happened at the hearing

2.2.4 [Extraction of evidence from Source 2B – L1]

• Murder (1 x 2) (2)

2.2.5 [Evaluating the reliability of Source 2B – L3] The source is reliable because:

• The parents and brother were convinced that Lenny was murdered
• Both de Kock and Nafumela are guilty because they applied for amnesty
• They were able to speak their hearts out and get some kind of closure

OR The source is not reliable because:

• It did not give full disclosure because the commissioner told them they still have to wait for the amnesty hearing
• Both of them still believed that they were innocent by applying for amnesty
• Any relevant response (Any 2 x 2) (4)

2.3 2.3.1 [Extraction of evidence from Source 2C – L1]

• ‘How two sets of Umkhonto we Sizwe cadres were ambushed at Piet Retief’ (1 x 2)  (2)

2.3.2 [Interpretation of evidence from Source 2C – L2]

• Swaziland supported the ANC’s fight against the apartheid regime
• Swaziland did not favour white minority rule in South Africa
• Swaziland wanted a free, democratic and liberated South Africa
• Swaziland was one of the closest independent African countries and therefore ANC cadres were able to gain access for onward travel to MK training camps, for example in Lusaka (Zambia)

2.3.3 [Extraction of evidence from Source 2C – L2]

• Charity Nyembezi
• Makhosi Nyoka
• Nonsikelelo Cothoza (3 x 1) (3)

2.4 2.4.1 [Interpretation of evidence from Source 2D – L2]

• The cartoon shows Eugene de Kock submitting his application for amnesty to the TRC
• It depicts Archbishop Desmond Tutu, the chairperson of the TRC receiving De Kock’s application
• The cartoon shows a very long list of crimes that were committed by De Kock

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

• Tutu wanted De Kock to list all the crimes that he had committed before he could apply for amnesty
• De Kock had committed a number of human rights crimes against anti-apartheid activists
• De Kock was famous as a killer of anti-apartheid activist

2.5 [Comparison of Source 2C and Source 2D – L3]

• Source 2C explains De Kock’s application for amnesty and Source 2D shows De Kock submitting his application for amnesty
• Source 2C reveals many crimes that De Kock had committed and Source 2D shows De Kock with a long list of crimes that he has committed

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

• Lenny Naidu was a member of the ANC’s armed wing, Umkhonto we Sizwe (Source 2A)
• Both parents and brother of Lenny Naidu attended the TRC hearing to seek the truth about the murder (Source 2B)
• The commissioner thanked them for coming forward and making a disclosure (Source 2B)
• The TRC revealed the truth about human rights abuses committed from 1960 to 1994 (Source 2C)
• Leslie Naidu appeared before the TRC to give evidence regarding the murder of Lenny Naidu (Source 2B)
• Eugene De Kock and other former security policemen testified about their role regarding the killings of political activists at Piet Retief (Source 2C)
• The truth of how Lenny Naidu was murdered was revealed to the TRC (Source 2C)
• Eugene De Kock submitted the list of crimes he committed to the TRC (Source 2D)
• De Kock applied for amnesty for the murder of Lenny Naidu (Source 2C)
• The TRC was able to solve some murders and disappearances of political activists such as that of Lenny Naidu (own knowledge)

(8)    [50]

SECTION B: ESSAY QUESTIONS QUESTION 3: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.] SYNOPSIS Candidates should critically discuss the role and impact of the Black Consciousness Movement under Steve Biko on black South Africans in the 1970s. MAIN ASPECTS Candidates should include the following aspects in their response:

• Introduction: Candidates need to take a stance and discuss the role and impact of the Black Consciousness Movement under Steve Biko on black South Africans in the 1970s.

ELABORATION

• Reason for the formation of the Black Consciousness Movement (Background)

Biko’s philosophy of Black Consciousness (BC)

• Conscientised black people of the evils of apartheid
• Instilled a sense of self-worth and confidence in black South Africans
• Restored black pride
• Changed the way black South Africans saw themselves
• Empowered them to confront apartheid
• Biko urged black South Africans to assert themselves and to do things for themselves
• Eliminated the feeling of inferiority

Role of Steve Biko

• Formation of SASO
• SASO spread BC ideas across the campuses of the ethnically separated universities
• SASO promoted black unity and solidarity
• Made students more politically aware
• Encouraging students to liberate themselves from apartheid
• Biko promoted self-liberation
• He believed that association with whites made the liberation struggle ineffective and that blacks must liberate themselves
• Established self-help groups for black communities with other BC leaders
• BC ideas were published in SASO newsletters

Black Consciousness became a national movement

• In 1972 the Black People’s Convention was formed
• Aimed to liberate black people from both psychological and physical oppression
• Self-help projects were set up e.g. Zanempilo Clinic, Ginsburg, and Zimele Trust Fund
• Led to the formation of the Black Allied Workers Union in 1973
• BC influenced scholars that led to the formation of SASM

Challenges posed by the ideas of BC to the state

• At first the South African government was not concerned about the BCM and assumed it to be in line with its own policy of separate development
• BCM became stronger and posed a challenge to the state
• It became a mass movement that sought to undermine apartheid
• Biko’s speeches encouraged black South Africans to reject apartheid
• BC ideas incited the workers to embark on strike action
• BCM supported disinvestment companies

Government’s reaction to Biko’s philosophy

• Banning and house arrest of Biko and other leaders
• BC leaders were banned from speaking in public
• BPC activists were detained without trail
• SASO was banned on university campuses
• Biko was arrested and interrogated
• Biko was brutally murdered by the security police in 1977

Conclusion: Candidates need to tie up their argument with a relevant conclusion. [50]

QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates need to agree or disagree with the statement by discussing the commitment and leadership displayed by both Mandela and De Klerk that ensured South Africa’s democracy. Relevant examples to South Africa’s road to democracy must be discussed. MAIN ASPECTS Candidates should include the following aspects in their essays:

• Introduction: Candidates need to discuss the commitment and leadership role played by Mandela and De Klerk in creating conditions for South Africa’s road to democracy from 1990 to 1994.

ELABORATION Focus on different role players in the following key historical events and turning points:

• Release of Mandela and unbanning of ANC, PAC and SACP
• The process of negotiations (i.e. Groote Schuur Minute, Pretoria Minute)
• Suspension of the armed struggle
• Record of Understanding
• Increased violence – Rolling mass action (i.e. Boipatong, Bhisho, etc.)
• Goldstone Commission
• Multi party negotiations
• Death of Hani
• Storming of the World Trade Centre, etc.
• 1994 election – cast ballot in KZN
• ANC won elections and Mandela became the first black South African President

QUESTION 5: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989 [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS They need to indicate to what extent the disintegration of the Soviet Union in 1989 served as a catalyst for South Africa to begin its political transformation in the 1990s. Candidates must support their given line of argument with relevant historical evidence. MAIN ASPECTS Candidates should include the following aspects in their response:

• Introduction: Candidates need to indicate the extent of the disintegration of the Soviet Union in 1989 served as a catalyst for the political transformation that occurred in South Africa in the 1990s.

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

• The impact of the disintegration of the Soviet Union in 1989 on South Africa
• Gorbachev’s reform policies of Glasnost and Perestroika
• The communist regimes in Eastern Europe collapsed
• The Berlin Wall had fallen
• Changes in the world contributed to the end of apartheid
• The collapse of the USSR deprived the ANC of its main source of support (financial; military and moral and its consequences)
• The National Party claim that it was protecting South Africa from a communist onslaught became unrealistic
• Western world powers supported the move that South Africa resolve its problems peacefully and democratically
• It became evident the National Party government could not maintain white supremacy indefinitely
• Influential National Party members started to realise that apartheid was not the answer to the needs of white capitalist development
• The Battle of Cuito Cuanavale and its consequences
• The security forces and state of emergency had not stopped township revolts
• By the late 1980s South Africa was in a state of economic depression
• The role of business leaders in South Africa’s political transformation
• PW Botha suffered a stroke and was succeeded by FW de Klerk
• FW De Klerk started to accept that the black South African struggle against apartheid was not a conspiracy directed from Moscow
• This enabled De Klerk to engage in discussions with the liberation organisations
• On 2 February 1990, De Klerk announced ‘a new and just constitutional dispensation’
• This signalled the end of apartheid

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