(MEMO 11/08)HISTORY – SECOND PAPER (HIST)1

HIST

MARKING GUIDELINES

ISEBE LEMFUNDO LEMPUMA KOLONIEASTERN CAPE EDUCATION DEPARTMENTOOS-KAAP ONDERWYSDEPARTEMENT

IIMVIWO ZEBANGA LESHUMI ELINANYE

GRADE 11 EXAMINATIONS

GRAAD 11-EKSAMEN

NOVEMBER 2008

HISTORY ─SECOND PAPER
This memorandum consists of 19 pages.

1.SOURCE-BASED QUESTIONS

MARKING SOURCE-BASED QUESTIONS

  • In marking all 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 addressing the
requirements of the question.
  • In these marking guidelines the requirements of the question (skills that
need to be addressed) as well as the level of the question are indicated in
italics.

1.2THE FOLLOWING LEVELSARE USED TO ASSESS SOURCE – BASED

QUESTIONS.

LEVELS OF SOURCE-BASED QUESTIONS

LEVEL 1 (L1)

/

Extract relevant information and data from the

sources.

  • Organise information logically.
  • Explain historical concepts.

LEVEL 2 (L2)

/
  • Categorise appropriate or relevant source of
information provided to answer the questions raised.
  • Analyse the information and data gathered from a
variety of sources.
  • Evaluate the sources of information provided to
assess the appropriateness of the sources for the
task.

LEVEL 3 (L3)

/
  • Interpret and evaluate information and data from the sources
  • Engage with sources of information evaluating the usefulness of the sources for the task taking into account stereotypes, subjectivity and gaps in the evidence available.
  • Analyse historical concepts as social constructs.
  • Examine and explain the dynamics of changing power relations within the aspects of societies studied.
  • Compare and contrast interpretations and perspectives of peoples’ actions or events and changes to draw independent conclusions about the actions or events.
  • Identify when an interpretation of statistics may be controversial and engage critically with the conclusions presented by the data.

2.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.
  • IN ASSESSING THE OPEN ENDED SOURCE-BASED QUESTIONS CANDIDATES SHOULD BE GIVEN CREDIT FOR ANY OTHER RELEVANT RESPONSE.

Global assessment of essays

The essays will be assessed holistically (globally). This approach requires the educator

to score the overall product as a whole, without scoring the component parts separately.

This approach encourages the learner to offer an individual opinion through 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. It will also discourage learners

to prepare "model" answers and reproduce them without taking into account the specific requirements of the question. Holistic essay marking credits learners' opinions. 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; and
  • the learner's interpretation of the question.

Assessment procedures of an essay

  1. Keep the synopsis in mind when assessing the essay.
  1. During the first reading of the essay ticks need to be awarded for a relevant

introduction (indicated by a bullet in marking guideline/memorandum) each of

the main points/aspects that is properly contextualised (also indicated by bullets in

marking guideline/memorandum) and a relevant conclusion (indicated by a bullet in marking guideline/memorandum) e.g. in an answer where there are 5 main points

there will be 7 ticks.

  1. The following additional symbols can also be used:
  • Introduction, main aspects and conclusion not properly contextualised
  • Wrong statement
  • Irrelevant statement |

| | |

  • RepetitionR
  • Analysis A√
  • Interpretation√
  1. The first reading of an essay will also be to determine to what extent the main
    aspects have been covered and to allocate the content level (on the matrix).

C / LEVEL 3
  1. The second reading of an essay will relate to the level (on the matrix) of presentation.

C / LEVEL 3
P / LEVEL 1
  1. Allocate an overall symbol and mark with the use of the matrix.

C / LEVEL 3 / B+
P / LEVEL 1 / 39

The matrix

The criteria according to which the essay will be assessed are organised within a matrix and

the matrix will be used to allocate a symbol to an essay. Both the content and presentation

axes are divided into eight competency levels. Each with criteria that will be used to assess

an essay. (See below)

Grade 11 extended writing matrix

PRESENTATION
CONTENT / LEVEL 7
Very well planned and structured. Good synthesis of information.
Constructed an argument.
Very good use of evidence to support the argument. / LEVEL 6
Well planned and structured.
Synthesis of information.
Constructed an argument.
Evidence used to support the argument. / LEVEL 5
Writing structured.
Constructed an argument.
Evidence used to support argument. / LEVEL 4
Clear attempt to construct an argument.
Evidence used to a large extent to support the argument. / LEVEL 3
Some attempt to organise the information into an argument.
Evidence not well used in supporting the argument. / LEVEL 2
Largely descriptive, with little/some attempt to develop an argument. / LEVEL 1
Answer not at all well structured.
LEVEL 7
Question has been fully answered. Content selection fully relevant to line of argument. / 27 – 30 / 24 – 26
LEVEL 6
Question has been answered.
Content selection relevant to a line of argument. / 24 – 26 / 23 / 21 – 22
LEVEL 5
Question answered to a great extent. Content adequately covered and relevant. / 21 – 22 / 20 / 18 – 19
LEVEL 4
Question recognisable in answer.
Some omissions/ irrelevant content selection. / 18 – 19 / 17 / 15 – 16
LEVEL 3
Content selection does not always relate.
Omissions in coverage. / 15 – 16 / 14 / 12 – 13
LEVEL 2
Sparse content. Question inadequately addressed. / 12 – 13 / 11 / 9 – 10
LEVEL 1
Question not answered.
Inadequate content. Significant irrelevance. / 9 – 10 / 0 – 8

QUESTION 1:WHAT WERE THE NAZI’s RACIAL POLICIES TOWARDS
THE JEWS?

1.11.1.1[Extraction of evidence from the Source 1A, L1 – LO1; AS2,3]

  • The union of all Germans
  • Germany should be equal with other nations
  • The revocation of the Treaty of Versailles and Saint Germain
  • Land and territory
  • Only the Herrenvolk to be citizens of Germany− no Jews in

Germany(any 4 x 1)(4)

1.1.2[Interpretation and analysis of evidence from Source 1A, L2 –

LO3; AS3;4]

  • No 4
  • Only Germans may receive citizenship of Germany
  • Any other relevant response(any 2 x 2)(4)

1.1.3[Interpretation of evidence from Source 1A, L2 – LO1; AS1,2]

  • Anti-semitic
  • Racist
  • Bigotry
  • Cruel
  • Inhumane, etc. (2 x 2)(4)

1.1.4[Interpretation and synthesis of evidence from Sources 1A and 1B, L3]

  • The Nazi programme (Source 1A) sought to outlaw Jewsin Germany.
    Jews were not regarded as true Germans and, therefore, could not
    become citizens of the Reich. When the Nazis came to power, it saw
    to it that Jews were persecuted.
  • What we see is government collusion in thepersecution of the Jews.
    Their homes and businesses are to be attacked/destroyed.
    The police are instructed not to intervene except to safeguard Non-

JewishGerman lives and property.

The points offered below merely serve as a guide for marking. [Marking levels]

Level 1

/
  • Cannot extract evidence or extracts evidence in a very elementary manner
  • Uses evidence partially to report on topic or cannot report on topic
/
Marks: 0 – 1

Level 2

/
  • Extracts evidence from sources that is mostly relevant
evidence extracted relates to a large extent to the topic
  • Uses evidence from sources in a very basic manner
/

Marks: 2 – 3

Level 3

/
  • Extracts relevant evidence from sources
  • Evidence extracted relates very well to the topic
  • Uses evidence from sources very effectively and own knowledge in an organised paragraph
  • Paragraph shows an understanding of the topic.
/

Marks: 4 – 6

(6)

1.1.5[Interpretation of evidence from Source 1B, L2 – LO3; AS2]

  • If foreigners were attacked, that would be bad for Nazi

Germany's image abroad and the Nazis did not want that.

  • Attract unnecessary attention(any 1 x 2)(2)

1.1.6[Interpretation of evidence from Source 1B, L1 – LO1; AS3]

  • Nazi’s not seen as criminals
  • Any relevant response (1 x 2)(2)

1.21.2.1[Extractionof information from Sources 1C and 1D,L1 – LO1;AS3]

  • Jews
  • Gypsies
  • Blacks (African American, Negro)
  • Slavs(4 x 1)(4)

1.2.2(a)[Interpretation and analysis of information fromSources1C
and 1D L1 – LO1;AS3]

  • That Germans were superior to other races
  • Superiority complex
  • Racism
  • Ancestors were superior, etc.
  • Any relevant response(any 2 x 2)(4)

(b)[Interpretation of information from Source 1C and 1D,L1 – LO1;
AS2,3]

  • It appears to have been successful. (1 x 2)(2)

(c)[Interpretation and analysis of information from Sources 1C
and 1D;L2 – LO2;AS1,2,3]

  • The essay written by the German schoolboy suggests that

indoctrination was quite advanced in the education system.

  • AGerman schoolboy (Source 5E) wrote an excellent
    essay on the racial 'uniqueness' of Nordic (German) people.

[Open to alternative interpretation](2 x 2)(4)

1.2.3[Interpretation, analysis and interpolation of information from Sources 1D;
L2 − LO1; AS3; LO3; AS2]

  • Short
  • Round face
  • Flat nose
  • Curly dark hair
  • Eyes dark in colour
  • Any relevant explanation(any 4 x 2)(8)

1.2.4[Interpretation of information from source 1D; L1 – LO2; AS1,2]

  • No mixed blood
  • Any relevant explanation (1x1)(1)

1.3EXTENDED WRITING

1.3.1[Analysis, synthesis and the ability to construct a coherent argument
basedon evidence – L3 – LO2; AS2,3;LO3; AS1,2, 3 and 4]

Candidates should include the following aspects in their response

SYNOPSIS

Candidates should present a discussion on the steps taken by the Nazi’s

against the Jewish population of Germany.

MAIN ASPECT

  • Introduction: Nazi policies were rooted in theories of Social Darwinism
    and scientific racism. The Aryan race as shown by the Germans as
    superior – the Herrenvolk or Master Race.

ELABORATION

  • Removal of unhealthy genes started with a programme of sterilisation
  • Jews were believed to be sub-humans, so had to be eliminated
  • Persecution of Jews and a propaganda campaign promoting hatred
    of Jews
  • 1933 – Jews businesses were boycotted
  • Jews were not allowed to work in the civil service
  • Nuremberg laws in 1933 (Jews lost everything: citizenship,
    marriage, etc)
  • Jews had to register their properties
  • The Night of Broken Glass
  • Curfew
  • Mass deportation to concentration camps
  • Final Solution
  • Any relevant response
  • Conclusion: Candidate to tie up the argument(30)

1.3.2[Analysis, synthesis and the ability to construct a coherent argument
basedon evidence – L3 – LO2;AS2,3;LO3; AS1,2, 3 and 4]

Candidates should include the following aspects in their response:

SYNOPSIS

The candidates should present a discussion on racial policies that that the Nazi’s instituted towards Jews.

MAIN ASPECTS

  • Introduction: Nazi policies were rooted in theories of Social
    Darwinism and scientific racism.

ELABORATION

  • Explanation of Social Darwinism and scientific racism.
  • Aryan race – German superiority – “Undermenchen”, etc.
  • Nuremberg Laws – Jews lost everything

-Citizenship of Germany

-Mixed marriages

-Laws regarding separate amenities

  • Night of Broken Glass

-Synagogues burned

-Businesses destroyed

  • Darwinism, etc. taught at school
  • Jews taken to concentration camps
  • Final Solution
  • Any other relevant response
  • Conclusion: Candidate to tie up the argument.(30)

QUESTION 2: WHAT WERE SOME OF THE CHALLENGES FACING
INDEPENDENT AFRICAN STATES?

2.12.1.1[Interpretation of evince from Source 2A;L2 – LO;AS3,4; LO2;AS2,3]

  • Although Africa was poor, there were some who were wealthy
  • Imbalances between rich and poor
  • Changes of lifestyle
  • Any other relevant response(any 2x2)(4)

2.1.2[Interpretation to show understanding Source 2−L2

  • African countries were kept bankrupt but leaders were enriching
    themselves
  • He wanted to show that leaders were extravagant, corrupt,
    mismanaging funds, etc.
  • Rich capitalists in impoverished countries
  • Any other relevant response(any 2x2)(4)

2.22.2.1[Interpretation of evidence Source 2 − L2

  • African countries had poor economic policies
  • Rely on one export product
  • Importing more goods
  • Denmark is a developed country with a flourishing economy
  • African countries were underdeveloped
  • Process of colonisation denied African countries the opportunity

to develop

  • Any other relevant response(any 2x2)(4)

2.2.2[Evaluating usefulness of the Source 2 – 1 L2 – LO2;AS3;4]

Candidates need to use evidence and historical knowledge

Useful

  • To assess Africa‘s post independent economic development
  • To illustrate how the outside world view Africa’s economy
  • For understanding Africa’s economic development
  • Any other relevant response

Limitations

  • Africa is viewed from a western perspective
  • Africa is seen as underdeveloped
  • Africa is compared with developed countries
  • Notenough information to determine economic development
  • Any other relevant response(any 2x3)(6)

2.2.3[Interpretation and determination of contrast of Sources 2A and 2B,

L2 –LO2; AS3; LO3;AS2]

  • Source 2A illustrates rich people who benefited from the
    impoverished independent African states
  • Source 2B illustrates the economic and social challenges faced
    by post independent Africa
  • Any other relevant response(any 2x2)(4)

2.2.4[Interpretation and analysing information from Source 2B,
L1 and 2 – LO1,AS3 LO3;AS1]

  • Few schools
  • Few teachers
  • Poverty
  • Child Labour
  • Any relevant answer (2 x 3)(6)

2.2.5[Interpretation, analysis and synthesis of evidence from all
sources L1 and 2 − LO1(AS2,3);LO2(AS1,2,3)LO3(AS1,2,3,4)]

  • Appoint more doctors and nurses
  • Better and more medicines
  • Hospitals and clinics
  • Nutritional meals
  • Any other relevant responses (3 x 2)(6)

2.32.3.1[Analysing, interpretation and of evidence from sources− L2 − LO2,3
AS1,2,3]

  • African governments lack health resources to combat malaria
    and unable tostop civil wars that killed many people in Africa
  • To create awareness of the emerging challenges or problems
    facing Africa
  • Any other relevant response(1 x 3)(3)

2.3.2[Interpretation and analysing of information from Source 2C L2 – LO2
(AS1,2,3]

  • Any relevant heading(1 x 2)(2)

2.4[Interpretation, analysis and synthesis of evidence from all sources − L2 – LO1

(AS1 and 2); LO2 (AS1,2 and 3); LO3 (AS1,2,3 and 4]

Candidates should focus on the following aspects in their response:

  • Corruption
  • One product economy
  • Lack of school facilities
  • Inadequate health facilities
  • Any other relevant response

Use the following to allocate a mark:

LEVEL 1 /
  • Cannot extract evidence or extract evidence from the sources in a very elementary manner
  • Use evidence partially to report on topic or cannot report on topic
/ Marks: 0 – 1
LEVEL 2 /
  • Extract evidence from the sources that is mostly relevant and relates to a great extent to the topic
  • Use evidence from sources in a very basic manner
/ Marks: 2 – 3
LEVEL 3 /
  • Extract relevant evidence from the sources
  • Extracted evidence – relates well to the topic
  • Use evidence from sources very effectively in an organised paragraph that shows an understanding of the topic
/ Marks: 4 – 6

(6)

2.5Extended Writing

2.5.1[Analysis, synthesis and the ability to construct a coherent argument based

on evidence – L3 – LO2; AS2,3; LO3; AS1,2, 3 and 4]

Candidates should include the following aspects in their response:

SYNOPSIS

The candidate should present a discussion of the challenges faced by African states

after independence. The discussion presented should be of a generic nature however examples from individual African states may be used to illustrate a line of argument.

MAIN ASPECTS

  • Introduction – Should clearly state whether or not the candidate agrees with the

statement and present some initial comments in support of his/her contestation.

Any other relevant introduction.

ELABORATION

  • Political challenges

Regionalism

Dictatorships, one-party states

Corruption in government

Democratic systems of government

Multi-ethnic states

  • Economic challenges

Lack of industrialisation

Single-product export economies

Agriculture as a subsistence activity

Lack or deterioration of infrastructure

Lack of foreign investment

Foreign debts

Misuse of foreign aid and capital

  • Social challenges

Education

Health

Poverty and malnutrition

Population growth

Urbanisation

  • Conclusion − Learner must present a logical conclusion by tying up the
    discussion with a relevant conclusion(30)

2.5.2[Analysis, synthesis and the ability to construct a coherent argument
basedon evidence – L3 – LO2; AS2,3; LO3; AS1,2, 3 and 4]

Candidates should include the following aspects in their response:

SYNOPSIS

The candidate should present a discussion of the challenges faced by African
statesafter independence.

MAIN ASPECTS

Introduction – Should clearly focus on the political, economic and social
challenges facing the independent African states.

ELABORATION

  • Political challenges

Regionalism

Dictatorships, one-party states

Corruption in government

Democratic systems of government

Multi-ethnic states

  • Economic challenges

Lack of industrialisation

Single-product export economies

Agriculture as a subsistence activity

Lack or deterioration of infrastructure

Lack of foreign investment

Foreign debts

Misuse of foreign aid and capital

  • Social challenges

Education

Health

Poverty and malnutrition

Population growth

Conclusion − Candidate must present a logical conclusion by tying up the
argument.

Any other relevant conclusion(30)

QUESTION 3:WHAT WAS THE NATURE OF RESISTANCE AGAINST
APARTHEIDDURING THE 1950s?

3.13.1.1[Extraction of evidence from Source 3A L1 L2 −LO1; AS2,3]

Aims

  • To create a cheap labour pool
  • To prevent unity among the African people
  • To insult and degrade African people
  • Depriving them of fundamental human rights

Consequences or results

  • Worsening the way of life of African people socially, economically,
    and politically
  • As well as growing racial tension

(any 2x2)(4)

3.1.2[Extraction and analyse information from Source 3A;L2– LO1;AS3,4;
LO2;AS2,3]

  • The freedom of the African people
  • The elimination of exploitation
  • Establishment of democracy, liberty and harmony
  • End the oppression done by unjust apartheid legislation(any 2x2)(4)

3.1.3[Interpretation of evidence from Source 3A; L2 –LO1;AS2,3 ]

  • ANC new plan is wide ranging and it had widespread support
  • More people will now be more involved in mass action to
    contravene the government laws (2x2)(4)

3.1.4a)[Interpretation of evidence from Source 3A; L2 − LO2; AS,3]

  • He argues that separate development protects black
    people from unfair competition (1x2)(2)

b)[Evaluation off evidence from Source 3A; L2 –LO2;AS1,2,3]

  • This enable blacks to earn a living and own land
  • This creates peace and goodwill in the country (1x2)(2)

3.1.5[Interpretation of evidence from Source 3A; L2 – LO2; AS2,3]

  • He suggested that, rather than enjoying mass support, the ANC
    is supported only by “a few” who are using the organisation to
    fulfill their own political ambitions. (1x2)(2)

3.1.6[Interpretation and analysing evidence from Source 3A; L2 – LO3;
AS1, 2,3]

  • The use of all the bodies of the state
  • Use of any law that might be applicable ( the machinery at its disposal)
    to resist mass action
  • He threatened that people will be arrested and possibly worse “will
    be dealt adequately”, as the government sees fit.(2x2)(4)

3.23.2.1[Selection of evidence from the Source 3B, L1 − LO1; AS2,3]

  • They marched so that the pass laws could be abolished.(1 x 2)(2)

3.2.2[Interpretation of evidence from Source3B, L2− LO1; AS2,3]

  • It celebrates the victory of women
  • It celebrates the National Women’s Day(1 x 2)(2)

3.2.3[Interpretation of evidence from Source 3B, L2 – LO1; AS3,4]

  • The government ignored their petitions
  • Prime Minister J.G. Strijdom notavailable (not in office)
  • Petitions were left at the empty offices of the government
  • The civil servants looked astonished
  • Felt that their petitions were not important enough to receive

consideration (3 x 2)(6)

3.2.4[Interpretation of information from Source 3, L2 –LO1; AS2,3]

  • Women are strong; powerful; resilient (and they were the strength

behind the men but now will become more active)