bpm essay grade 12 pdf

HISTORY PAPER 1 GRADE 12 MEMORANDUM - NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

HISTORY PAPER ONE (P1) GRADE 12 NSC PAST PAPERS AND MEMOS SEPTEMBER 2016

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. 

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.

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 extended writing 

• 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.
• When assessing open-ended source-based questions, learners  should be credited for any other relevant answers.

2.3 Global assessment of the essay  The essay will be assessed holistically (globally). This approach requires  the teacher to score the overall product as a whole, without scoring the  component parts separately. This approach encourages the learner to  offer an individual opinion by using selected factual evidence to support  an argument. The learner will not be required to simply regurgitate 'facts'  in order to achieve a high mark. This approach discourages learners  from preparing ‘model’ answers and reproducing them without taking into  account the specific requirements of the question. Holistic marking of the  essay credits learners’ opinions supported by evidence. Holistic  assessment, unlike content-based marking, does not penalise language  inadequacies as the emphasis is on the following: 

• The construction of argument
• The appropriate selection of factual evidence to support such  argument 
• The learner’s interpretation of the question. 

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 (indicated by a bullet in the marking  guideline/memorandum), each of the main points/aspects that is  properly contextualised (also indicated by bullets in the marking  guideline/memorandum) and a relevant conclusion (indicated by  a bullet in the marking guideline/memorandum) e.g. in an answer  where there are 5 main points there will be 7 ticks.  2.4.3 The following additional symbols can also be used:

• Introduction, main aspects and conclusion not properly  contextualised       ^
• Wrong statement _________________
• Irrelevant statement |                                  |                                  |
• Repetition R
• Analysis A√
• Interpretation 1√

2. The matrix 

2.5.1 Use of 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 essays 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 essays will relate to the level (on the  matrix) of presentation . 

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

MARKING MATRIX FOR ESSAY: TOTAL: 50 

* Guidelines for allocating a mark for Level 1: 

• Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0 
• Question 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

QUESTION 1: THE COLD WAR – THE ORIGINS OF THE COLD WAR  HOW DID THE BERLIN CRISIS INTENSIFY THE COLD WAR TENSIONS  BETWEEN THE UNITED STATES OF AMERICA AND THE SOVIET UNION IN  THE 1960s?  1.1

1.1.1 [Definition of a historical concept from Source 1A – L1] 

• Economic system in which the means of production are controlled  by private owners for private profit.
• State plays a very limited role in the economy.
• Any other relevant answer. (1 x 2) (2)

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

• To drive the USA, Britain and France out of West Berlin. (1 x 2) (2)

1.1.3 [Using evidence from Source 1A – L1]

• The West responded by implementing the Berlin Airlift.
• West Berlin was supplied from the air.
• Food, fuel and other supplies were delivered daily to West Berlin.   (1 x 2) (2) 

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

• The Berlin Airlift was proving to be a runaway success.
• The Blockade was not achieving its stated objectives.
• Instead of starving West Berlin, it had an abundance of supplies to  the envy of East Berlin. ∙ Any other relevant response (2 x 2) (4) 

1.1.5 [Interpretation, analysis and evaluation of evidence from Source 1A to  formulate an opinion – L2]  

• Economic development of East Germany would be negatively  affected.
• Delivery of key services to the people will be adversely affected.
• Industrialisation would become a pipe dream. ∙ Any other relevant answer. (2 x 2) (4)

1.2.1 [Extraction of evidence from Source 1B – L1] 

• Temporary barriers were put up.
• Asphalt and cobblestones were ripped up.
• concrete slabs and hollow blocks were used.
• Traffic was turned away at sector boundaries. (3 x 1) (3)

1.2.2 [ Interpretation and analysis of information from Source 1B – L2] 

• The world was on the brink of a third world war.
• Real and actual war between the two superpowers was  imminent.
• The destruction of the world was inevitable as the two countries  had nuclear capabilities at that stage.
• The escalation of conflict was a real threat for the world. Any other relevant answer. (2 x 2) (4)

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

• Kennedy and Khrushchev re-affirmed the universal access to  Berlin for the four superpowers. (1 x 2) (2) 

1.3 [ Comparison and interpretation of evidence from Sources 1A and 1B – L3] 

• Source 1A refers to the need to solve the refugee problem and Source 1B  refers to the actual building of the wall to prevent people from crossing to  West Berlin.
• When the blockade failed in Source 1A, the building of the wall commences  in Source 1B.
• Both sources deal with the tension that was between the USSR and the  West emanating from the division of Berlin. Any other relevant response. (2 x 2) (4)

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

• The people of West Berlin demand unity for Berlin.
• Emphasis on the right of the people to be free to make choices  whether to remain in East Berlin or to move over to West Berlin.
• The wall is seen as an affront to the human rights of the people of  Berlin.
• West Berliners express their opposition to the Berlin Wall. Any other relevant response. (3 x 1) (3)

1.4.2 [Interpretation and analysis of evidence from Source 1C – L2] 

• The authorities in West Berlin did not enforce strict compliance  with regard to the wall as opposed to East Berlin.
• There was no imminent danger on the youths playing on the wall on the West Berlin side.
• There was no risk of people leaving West Berlin to East Berlin but those leaving East Berlin to West Berlin were in danger as  can be seen from the barbed wire.
• The wall divided ordinary people from families, friends and work. ∙ The human rights of people were violated.  Any other relevant answer (2 x 2) (4)

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

• ∙To boost the morale of West Germany.
• To improve security in West Berlin. 
• Unity of Europe. 
• To maintain the confidence of the world in democracy and  capitalism. (3 x 1) (3) 

1.5.2 [Interpretation, evaluation and analysis of usefulness of evidence from  Source 1D – L3]  The candidate must indicate whether the source is USEFUL or not  and then use relevant historical evidence to support their answer.  USEFUL  

• The Soviet Union was seen as a threat to world peace.
• The security of West Germany had to be guaranteed.
• The sources commit the Allied powers to deliver on their promises  they had made to the people of the world that they will preserve  democracy and freedom.
• Reference is made to the defence the rights of the people of Berlin.
• To confront the communists and defend basic freedoms of the  people of Berlin and the world.
• The USA was strengthened and mobilised its military. Any other relevant response. 

NOT USEFUL 

• Contains a one-sided view (Kennedy).
• The claims against the Soviet Union had not been independently  corroborated.
• The source promotes capitalism and portrays communism as a  bad ideology and this is not countered by those in favour of  communism.  Any other relevant answer. (2 x 2) (4) 

1.6 [Paragraph – interpretation, analysis and synthesis of evidence/information  from relevant sources – L3] 

• The Berlin crisis did indeed worsen the relations between the USA and  the USSR.
• The Soviet Union was threatened by this US encroachment in Eastern Europe. (Source 1A)
• Khrushchev once said West Berlin “stuck like a bone in the Soviet  throat.” (Source 1A)
• USSR wanted to demonstrate that they were in control in Berlin. ∙ USSR imposed the Berlin blockade (Source 1A)
• This was the first serious crisis of the Cold War and the world was on the  brink of war. (Source 1A)
• The USA viewed the blockade as an act of gross violation of human  rights.
• The USSR thought that they had scored a strategic victory over the USA.  (Source 1A) 
• The USA implemented an airlift of supplies. 
• The airlift brought the world to the brink of war (Source 1A) 
• The blockade was lifted and a wall was built to divide Berlin. (Source 1B)
• On 25 October 1961 USA and USSR faced off each other and the world  held a collective breath. War was imminent. (Source 1B)
• Both countries had nuclear capabilities.
• Kennedy and Khrushchev agreed to re-affirm the principle of four-power  access to Berlin. (Source 1B)
• The USA began to mobilise its forces and the Congress was requested  for additional defence build-ups. (Source 1D) 
• The USA began to amass more weapons in anticipation of a Soviet  offensive. (Source 1D) 
• Again the world was on the brink of a nuclear war. 
• The delicate balance of power was nevertheless maintained.
• Any other relevant response. (8) 

Use the following rubric to allocate a mark. 

QUESTION 2: INDEPENDENT AFRICA  WHAT IMPACT DID THE INVOLVEMENT OF FOREIGN POWERS IN THE  ANGOLAN CIVIL WAR HAVE ON POST-INDEPENDENCE ANGOLA?  2.1

2.1.1 [Extraction of evidence from Source 2A – L1] 

• South Africa 
• USA (2 x 1) (2)

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

• UNITA received monetary assistance from South Africa. 
• Received aid from the USA. 
• Smuggled diamonds to support its war effort. (1 x 2) (2)

2.1.3 [Extraction of evidence from Source 2A – L1] 

• When a government takes control of key sectors of the economy.
• Prohibition of private ownership of certain strategic means of  production.  Any other relevant response. (1 x 2) (2)

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

• Wanted to re-build the Angolan economy faster.
• Wanted to harness the available experience in the private sector  for the benefit of Angola’s emerging mining sector.
• To build a solid base for a strong socialist dispensation.
• Any other relevant answer. (2 x 2) (4)

2.1.5 [Interpretation and analysis of evidence from Source 2A – L3] USEFUL 

• Foreign powers intervened in Angola.
• South Africa and USA gave a lot of support to UNITA to enable it  to sustain the war.
• The involvement of several foreign powers made it necessary for  the government to protect the sovereignty of Angola.
• The illicit diamond trade was beneficial to UNITA. 
• The MPLA started a programme of nationalisation of the key sectors in the economy. Any other relevant response. (2 x 2) (4)

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

• To prevent a communist government from coming to power in  Angola. 
• Wanted to assert US authority in Africa.
• Wanted to use Angola to recover from the humiliation of  Vietnam.
• To restore that balance of power between the super-powers.   (3 x 1) (3)

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

• The civil war was prolonged. (1 x 1) (1)

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

• Om Sowjet invloed in Angola te beperk.
• The USA was acting in line with the policy of containment.
• The US involvement in the war gave UNITA support to continue  to fight thereby frustrating the efforts of the communist backed  MPLA.
• The USA was humiliated in Vietnam and was therefore looking  for an opportunity to save face.  Any other relevant response. (2 x 2) (4)

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

• To rescue UNITA from defeat.
• To capture the town of Cuito. (2 x 1) (2)

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

• “The UNITA soldiers did a lot of dying that day.” (1 x 1) (1)

2.3.3 [Evaluation and comparison of two viewpoints from Source 2C – L2] 

• Viewpoint 1 refers to the failure of SADF to take over Cuito  Cuanavale, whilst Viewpoint 2 states that the intention was never  to take over Cuito.
• In Viewpoint 1 SADF is said to have used heavy military  machinery to attack the town, whereas in Viewpoint 2 SADF  makes the point that they did not want to jeopardise the delicate  negotiations that have started.
• In Viewpoint 1 Cubans claim SADF failed dismally whilst in  Viewpoint 2 SADF refers to statistical data to prove the point that  they had the upper hand. Any other relevant response. (2 x 2) (4) 

2.3.4 [Interpretation and analysis of evidence from Source 2C – L2] 

• To support their argument that they did not lose.
• To debunk the Cuban viewpoint about Cuito. 
• To influence the public into believing that the SADF withdrew on  its own accord.  Any other relevant answer. (2 x 2) (4)

2.4.1 [Extraction of evidence from Source 2D – L1] 

• Namibia (1 x 1) (1)

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

• Kasrils, like many in the ANC, believed that Cuito Cuanavale  was a catalyst in the democratic breakthrough in South Africa.
• The liberation of Namibia was also facilitated by the SADF  withdrawal from Angola after the Battle of Cuito Cuanavale.
• The liberation of Southern Africa was completed after Cuito.  Any other relevant response. (2 x 2) (4)

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

• The SADF recruited many young men to fight in Angola. 
• There was a commitment on the part of the SADF to remain  engaged in Angola.
• The jovial mood of the recruits (visual clues) suggests they  thought the war was going to end favourably for South Africa.  Any other relevant response. (2 x 2) (4) 

2.5 [Paragraph – interpretation, analysis and evaluation of evidence/information  from relevant sources – L3] 

• Foreign involvement in the civil war had a negative impact on Angola.
• The involvement of SA, Cuba, USA and the USSR internationalised  the Angolan civil war. (Source 2A)
• With US and SADF support UNITA became a strong fighting force.  (Source 2A)
• More than 1,1 million civilians were killed and millions were maimed.  (Source 2A) 
• Angola has the highest number of amputees as a result of the war.
• Revenue from oil was committed to the war effort (Source 2A) at the  expense of benefitting the ordinary people.
• The USA became involved in the war for selfish reasons. She wanted  to exorcise the humiliation of Vietnam. (Source 2B) 
• As a result of US involvement the civil war was prolonged. (Source 2B)
• Cuba tilted the scale in favour of Angolan government forces. (Source 2C)
• Cuba deployed hi-tech weaponry during the Cuito Cuanavale battle  (Source 2C) 
• SADF had been embarrassed and outclassed (Source 2C)
• The military frailties of SADF were exposed by the Cuban regiments.
• Cuito Cuanavale was the last straw for SADF. (Source 2C)
• Cuito heralded the freedom of the whole of Southern Africa.  (Source 2D)
• South Africa’s influenced was diminished. Any other relevant response (8)

QUESTION 3: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1970s HOW SUCCESSFUL WAS THE DESEGREGATION OF SCHOOLS IN LITTLE  ROCK, ARKANSAS, DURING THE 1950s?  3.1

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

• A law abiding citizen.
• War veteran. 
• Fought in the Second World War.
• He recognises the supremacy of the Federal law. (Any 3 x 1) (3)

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

• To tell the Guard to continue to preserve order. 
• To tell the Guard to allow African American children to attend  Central High School. (2 x 1) (2) 

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

• Faubus had resisted integration of education at Little Rock. 
• Faubus had mobilised the National Guard to prevent the African  American students from entering Central High School. 
• Eisenhower wanted to achieve a resolution of the impasse  through negotiations/dialogue. 
• Eisenhower wanted to impress upon Faubus the supremacy of  the Federal law and the orders of the Supreme Court. Any other relevant response (2 x 2) (4)

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

• The state of Arkansas was bound to lose in court. 
• Faubus, as Governor, would be humiliated. 
• A trial of strength between the president and governor was not  advisable. (1 x 2) (2) 

3.1.5 [Interpretation and analysis of evidence from Source 3A – L3]  The candidate must indicate whether Eisenhower’s action was  JUSTIFIED or not and then use relevant historical evidence to  support their answer.  JUSTIFIED 

• Law and order had to be restored in Little Rock. 
• He defended the rights of the black students. 
• The government made an unambiguous commitment that it will  not tolerate racism. 
• He was enforcing federal legislation and the decision of the  courts in respect of equal education.
• Faubus had defied a legitimate and just instruction from the  president.  Any other relevant response. OR
• Faubus claims to be a law abiding citizen. 
• This could be construed as interference by the federal  government. 
• Faubus was waiting a directive from the courts.  Any other relevant response. (2 x 2) (4)

3.2.1 [Interpretation of evidence from Source 3B – L1] 

• Bringing together people of different racial groups to unite and  accept one another. 
• Opening of education facilities to accommodate all races. Any other relevant answer. (1 x 2) (2)

3.2.2 [Interpretation of evidence from Source 3B – L2] 

Faubus did not act in line with the statement he made. 

• Faubus is trying to find a justification to disregard the court  decision regarding integration of schools.
• He argues that the decision of the court could only be  implemented over time, not instantly.
• He believed that integration would result into violence.
• He was of the view that the Federal government wanted to force  state governments to agree on integration even if this was  against their constitutions. Any other relevant answer. 

Faubus acted in line with his statement. This answer may be  allowed even though this would be moving from a narrow base. 

• He believed that the interest of the individual states must be  protected. 
• Faubus wanted to exploit the powers that a state has in a  federal system. 
• He argued that he was enjoined to give effect to the constitution  of the State of Arkansas.  Any other relevant response. (2 x 2) (4)

3.2.3 [Interpretation of and information from Source 3B – L2] 

• That the state of Arkansas should not be hurried into integration  of schools. 
• He has not opposed to integration per se. 
• He was performing his duties under the constitution of  Arkansas.
• He wanted to make clear the point that he had a public mandate  and he owed it to the people of Arkansas to protect their  interest. 
• Any other relevant answer. (2 x 2) (4) 

3.3 [Comparing, interpreting and evaluating information from Sources 3A and 3B – L3] 

• In Source 3A Faubus states his commitment to uphold the Federal  Constitution, but in Source 3B he argues for the respect of the  constitution of Arkansas. 
• In Source 3A Faubus creates the impression that he would immediately  instruct the National Guard to allow the African American students to  enter Central High School, whereas in Source 3B he argues that the  Federal government must understand that integration cannot be  achieved instantly. 
• In Source 3A he professes loyalty to the Federal government whilst in  Source 3B he clearly exhibits split loyalty.  Any other relevant response. (2 x 2) (4)

3.4.1 [Interpretation of and information from Source 3C – L2] 

•  Every day they were subjected to rejection by the white students.
• They were tortured daily and found no happiness.
• The school environment did not affirm their right to learn at  Central High. Any other relevant response. (2 x 2) (4)

3.4.2 [ Extraction of evidence from Source 3C – L1] 

• Pushed (3 x 1) (3)

3.4.3 [Extraction of evidence from Source 3C – L1] 

• Families endured threatening phone calls. 
• Some parents lost their jobs. 
• Black community was harassed by bomb threats, gunshots and  bricks thrown through the windows. (2 x 1) (2) 

3.5.1 [Interpretation of evidence (visual clues) from Source 3D – L2] 

• There is evidence of a relaxed atmosphere. 
• There is a measure of acceptance for Brown as shown by the  smiles all around her.  Any other relevant response. (1 x 2) (2)

3.5.2 [Interpretation of evidence (visual clues) from Source 3D – L2] 

• The situation was still tense and volatile. 
• There was an uneasy peace that prevailed. 
• Integration was still fraught with challenges.  Any other relevant response. (1 x 2) (2) 

3.6 [Interpretation, analysis and synthesis of information from relevant sources  to evaluate the extent of the success of desegregation of schools – L3] 

• The integration of schools succeeded to a greater extent albeit with  numerous challenges. 
• This Little Rock Nine incident pitted the state of Arkansas against  federal government authority (Sources 3A and 3B) 
• President Eisenhower met with Governor Faubus to discuss the reaction  of Faubus to integration of Central High. (Source 3A) 
• Eisenhower chose to stand and enforce the rights of all Americans and  this point was communicated to Faubus. (Source 3A)
• Eisenhower impress upon Faubus the importance of ensuring that the  National Guard protect the right of all in Little Rock. (Source 3A) 
• Faubus attempted to ignore the instructions of the president.  (Source 3B) 
• Faubus wanted to see a gradual move towards integration not a speedy  implementation of integration as required by the Federal government.  (Source 3B) 
• Faubus wanted to protect the interests of the conservative and  reactionary elements within the state of Arkansas. (Source 3B)
• Even though the nine students were eventually enrolled at the school,  they endured constant abuse and prejudice, even from school authorities. (Source 3C) 
• Even the entire black community was impacted negatively by the  incident.(Source 3C) 
• Despite the various challenges, desegregation of the school was  achieved. Melba Pattilo Beals eventually became a professor of  journalism. (Source 3C) 
• Source 3D shows glimpses of a positive environment which can count  as a success story of integration. 
• However there was still an element of uneasiness and tension as  attested to by the presence of soldiers in the background. (Source 3D) Any other relevant response. (8)

SECTION B: ESSAY QUESTIONS  QUESTION 4: EXTENTION OF THE COLD WAR – VIETNAM  SYNOPSIS  The candidate should take a viewpoint as to whether USA was successful or not in  preventing the spread of communism in Vietnam. The candidate must focus on the conflict  between Vietnam and USA as an attempt to withstand the USA’s imposition of capitalism  and rejection thereof by Vietnam between the 1960s and 1970s. The candidate should  refer to the military strategies of both belligerents, the military strength, financial clout of  USA against the resolve and determination of the people of Vietnam.  MAIN ASPECTS  INTRODUCTION  

• Introduction should focus on the involvement of USA in Vietnam and the rejection  thereof by the Vietnamese people. The candidate must in the introduction refer to the  strengths of the two countries. Candidates must briefly outline their line of argument,  whether the USA was successful or not. 

ELABORATION 

• After the French Vietnamese War, Vietnam was divided, along the 17th Parallel, into  North and South Vietnam. 
• North Vietnam was under a communist regime, while South Vietnam was under a  capitalist regime. The USA gave unconditional support to South Vietnam.
• South Vietnam was ruled by the corrupt and unpopular Ngo Dinh Diem.
• The National Liberation Front was formed and had a guerrilla army, the Vietcong
• Ngo Dihn Diem was overthrown – instability in South Vietnam 
• Vietcong started a protracted campaign to unify Vietnam 
• China and North Vietnam supported the Vietcong 
• The USA got involved – to prevent the spreading of communism in South East Asia,  the ‘Domino Effect’
• Safe villages – Strategic Hamlet Programme 
• The Vietcong received supplies from communist North Vietnam through the Ho Chi  Minh Trail 
• The USA’s Operation Rolling Thunder 
• Tet Offensive – “Khrushchev Offensive” 
• USA’s use of chemical warfare – napalm 
• WHAM – Winning Heart and Minds of the Vietnamese 
• My Lai Massacre – war crimes 
• US public opposition to the war 
• USA’s heavy losses 
• US withdrawal 
• Fall of Saigon 
• American perspective of the war 
• Vietnamese perspective of the war 

CONCLUSION 

• Candidates should tie up the argument with a relevant conclusion. [50]

QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – TANZANIA AND THE CONGO  SYNOPSIS  Candidates must focus on the successes achieved and challenges faced by both Tanzania and Congo with special reference to the economic development of both  countries. A proper contextualisation of the candidate’s response is expected. The  candidates must give detailed comparison of the two countries with supporting  relevant examples. 

MAIN ASPECTS 

INTRODUCTION 

• Introduction should focus on the comparative nature of the essay where the  different economic achievements and challenges of the two countries are  discussed. 

ELABORATION  Tanzania: Villagisation/Ujamaa 

• Nyerere believed in African socialism 
• TANU adopted the Arusha Declaration in 1967 
• Adoption of ujamaa as content for Arusha Declaration 
• Implementation of ujamaa
• Compulsory movement to ujamaa villages 
• Resistance to ujamaa by the peasants 
• Concept of family hood and communal farming. 
• Limited economic achievements 
• Constraints – failures of ujamaa and the economic impact 
• The impact of IMF and World Bank loans on Tanzania 
• Reliance on cash-crops and decrease in food security 
• Nyerere’s admission of the failures of ujamaa 

Congo: Zairianisation of economy 

• Congo gained independence from Belgium in 1960 
• Replacement of foreigners with inexperienced Congo nationals 
• Lack of skills led to neglect and decay of key infrastructure 
• Congo has substantial natural resources – remained a poor country
• Mismanagement of the economy under Mobutu 
• Corruption and theft of state resources 
• One-product economy not viable 
• Government unable to service its foreign debts 
• In the 1970s the inflation rate reached 100% 
• Poor infrastructure 
• Development of elite classes 
• Kleptocracy – government by thieves 

QUESTION 6: CIVIL SOCIETY PROTESTS IN USA, 1950s TO 1960s – THE  BLACK POWER MOVEMENT  SYNOPSIS  Candidates must discuss the essential philosophy of the Black Power Movement,  its tactics as they differ to that of the Civil Rights Movement and the specific roles played by Malcolm X and Stokely Carmichael.  MAIN ASPECTS  INTRODUCTION 

• Introduction should focus the philosophy of the Black Power Movement, its  tactics and the roles of Malcolm X and Stokely Carmichael. It may also be  relevant and acceptable when the candidate juxtaposes Black Power  Movement against the Civil Rights Movement. 

E LABORATION 

• Segregation in USA – briefly
• Inequalities between black and white Americans 
• Rejection of non-violence protest by Black Power Movement 
• African Americans who supported Black Power Movement – believed that use  of violence was justified – to gain equality for all races 
• Rejection of the tactics of the Civil Rights Movement as they pertain to  promotion of non-violence 
• The elevation of the struggle for civil rights to a struggle for human rights
• Black Power Movement encouraged African Americans to be proud of their  African Heritage 
• This movement had Malcolm X as its chief proponent. 
• Malcolm X was a member of the Nation of Islam – and was influenced by the  teachings of Elijah Mohammad.
• Malcolm X’s political philosophy appealed to the youth 
• He said the fight for civil rights must be escalated to that for human rights
• USA should be reported to the UNO for its human rights violation
• Influenced by his pilgrimage to Mecca, Malcolm X adopted a new approach to  racial integration 
• He was suspended from the Nation of Islam 
• Formed the Organisation of Afro-American Unity in 1964 
• Less militant – not popular with black nationalists
• Assassination of Malcolm X, 21 February 1965 
• Stokely Carmichael was a former chairman of the SNCC 
• He believed that blacks should not associate with white radical revolutionaries
• Carmichael in the leadership of the Black Panther Party – Ten Point Plan
• His views on peace and violence 
• “Prime Minister” of the Black Panther Party 
• Impact of the Black Panther Party 

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Grade 12 History Essay: Black Power Movement USA

Subject: History

Age range: 16+

Resource type: Assessment and revision

Last updated

13 February 2024

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The Black Power Movement Essay explores the historical and social significance of the Black Power Movement that emerged in the 1960s. This essay examines the key ideologies, leaders, and activities that shaped the movement and analyzes its impact on the African American community and the broader civil rights movement.

The essay begins by providing a brief overview of the historical context in which the Black Power Movement emerged, including the Civil Rights Movement and the socio-political climate of the time. It then delves into the core principles of the movement, such as self-determination, racial pride, and the rejection of nonviolence as the sole strategy for achieving racial equality.

The essay explores the influential figures within the Black Power Movement, including Stokely Carmichael, Angela Davis, and Huey P. Newton. It discusses their roles as leaders and their contributions to the movement’s ideology and activism. Additionally, the essay highlights significant events and organizations associated with the movement, such as the Black Panther Party and the National Black Power Conferences.

Furthermore, the essay examines the impact of the Black Power Movement on the African American community and the broader civil rights movement. It analyzes how the movement challenged traditional civil rights strategies and redefined notions of Black identity and empowerment. The essay also discusses the movement’s influence on subsequent activist movements and its lasting legacy in contemporary social and political discourse.

Overall, the Black Power Movement Essay provides a comprehensive analysis of this significant chapter in American history, shedding light on its ideologies, leaders, impact, and lasting relevance in the fight for racial justice and equality.

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History Grade 12 Revision Notes booklet and Essay Topics Guide for 2021-2023

On this page, you will find History Grade 12 Revision Notes booklet and Guide for 2021-2023, Paper 1 and paper 2.

Paper 1 History Grade 12 Essay Topics for Exams

Topic 1: The Cold War

• Origins of the Cold War (Source-Based)
• Extension of the Cold War : Case Study: Vietnam (Essay)

Topic 2: Civil Society Protests from the 1950s to the 1970s

• The US Civil Rights Movement (Source-Based) o The Black Power Movement (Essay)

Topic 2: Independent Africa

• Case study: The Congo

What is included in the guide:

• Cognitive Levels of questions
• How to prepare for source-based questions
• Skills in answering source-based questions
• Essay writing skills
• Examination Guidelines (2021 – 2023)
• A mind map to give you the summary of the topic
• A timeline and a list of concepts you must know
• Sources with different levels of questions and answers
• Essays questions and how you should approach it

Paper 2 History Grade 12 Essay Topics for Exams

Topic 1: Civil Resistance in South Africa 1970s to 1980s:

• Internal Resistance (Source-Based Question)
• Challenges to apartheid – BCM (Essay) Topic 2: The end of the Cold War and a new world order
• Globalisation (Source-Based Question)
• the impact of Gorbachev’s reforms on the disintegration of the Soviet Union and the impact on South Africa (Essay) Topic 3: Broad overview of the Coming of Democracy in South Africa and Coming to terms with the past

View all # History- Grade 12 Study Resources

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Civil Rights Movement 1950 to 1970 essay: Black Power Movement History Grade 12

Civil Rights Movement 1950 to 1970 essay: Black Power Movement History Grade 12 memo and answer guide.

CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: BLACK POWER MOVEMENT

Explain to what extent did Black Power Movement influence the actions of African Americans in the 1960s. Use relevant examples to support your line of argument.

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

Candidates should indicate to what extent the Black Power Movement influenced the actions of African Americans in the 1960s. Candidates should use relevant examples to support their line of argument.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should indicate to what extent the Black Power Movement influenced the actions of African Americans in the 1960s.

ELABORATION

Origins of the Movement:

• The Black Power Movement came out of dissatisfaction with the Civil Rights Movements.
• The Civil Rights Movement had focused on black and white Americans working together but inequalities remained. African Americans still faced poverty and racial discrimination.
• Some African American were disappointed with the Civil Rights Movement and believed that King was too moderate
• They wanted change in the USA to happen faster and they were prepared to use violence to do this.
• Black Power Movement promoted black pride, unity and self- reliance
• Black nationalists believed that the use of force was justified in order to gain social, political and economic power for Black Americans

Role of Malcolm X:

• Malcolm X, leading figure in the Black Power Movement, powerful speaker and dedicated human rights activist
• In 1952 he became a leading member of the nation of Islam, a black Muslim group which believed that white society was holding African Americans back and they desired separation of races
• Eloquence and charisma attracted many new members to this organisation membership grew from 500 in 1952 to 30 000 in 1963
• Promoted the use of violence to achieve the aims of Black Power
• Challenged the peaceful approach of Martin Luther King Jnr
• After a pilgrimage to Mecca in 1963-1964, Malcolm X changed his ideas about integration as he had seen how Muslims of all nationalities and races could live together peacefully
• Founded the Organisation of Afro-American unity in 1964. He became less militant and adopted views that were not popular with black nationalists

The Black Panther

• Huey Newton and Bobby Searle formed the Black Panther Party (BPP) for Self Defence in 1966
• They aimed to protect African American neighbourhoods from police brutality and racism
• The Black Panthers promoted African Americans carrying guns to defend themselves
• The idea of Black Power scared many white Americans
• The BPP started programmes to help ease poverty in Black communities such as Free Breakfast for Children, feeding thousands of poor and hungry black children everyday
• Clinics where adults and children could get free medical care
• A tutoring scheme to help black children succeed at school
• The BPP drew up a ten-point programme that included the following demands:
• Full employment and an end to capitalism that preyed on the African American community
• Descent housing and education for African Americans
• An end to police brutality
• The Black panthers were very popular in the 1960s as they were involved in defending the rights of both workers and ethnic minorities like the African American communities in the ghettoes

The role of Stokely Carmichael

• Stokely Carmichael joined the Civil Rights Movement when he saw the bravery of those involved in a sit-in
• Became a member of SNCC and a Freedom Rider
• His commitment to Martin Luther King’s passive resistance ideals changed in 1966 after James Meredith, a civil rights activist engaged in a peaceful protest march, was shot
• Carmichael and other activists continued on the march to honour Meredith and during the march he was arrested
• When he was released from jail, Carmichael made a famous speech using the term ‘Black Power’ for the first time and he urged African Americans to take pride in being black
• He was in favour of African dress and Afro hairstyles
• He wanted African Americans to recognise their heritage and build a sense of community
• He also adopted the slogan ‘Black is beautiful’ which promoted pride in being black
• Carmichael started to criticise other leaders, like King, and how they wanted to work with whites
• He later left the SNCC and joined the BPP where he promoted the Black Power Movement as a leader, speaker and writer
• He later wrote a book linking Black Power to Pan-Africanism
• Any other relevant answer Conclusion: Candidates should tie up their argument with relevant conclusion

Independent Africa comparative case study: the Congo and Tanzania Essay

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