Metro East Education District

METRO EAST EDUCATION DISTRICT

HISTORY PAPER 1 GRADE 12

JUNE EXAMINATION 2015

MEMORANDUM

MARKING GUIDELINE HISTORY PAPER 1 JUNE 2015 SECTION A – SOURCE-BASED SECTION ______

QUESTION 1: HOW DID THE BERLIN BLOCKADE INTENSIFY THE COLD WAR BETWEEN THE SOVIET UNION AND UNITED STATES OF AMERICA?

1.1 1.1.1 [Extraction of information from Source 1A – L1]  Soviet Union  Russia  USSR (any 1x1) (1)

1.1.2 [Interpretation of information from Source 1A – L2]  The stipulations of the Yalta Conference decided to divide Germany amongst the Western Powers and the Soviet Union  Germany was divided into two separate countries  West Germany become capitalist under the leadership of the Western Powers  East Germany became communist under the leadership of the Soviet Union  Berlin was also divided between Western powers and the Soviet Union  Berlin was situated in East Germany  Both the Soviet Union and the Western Powers tried to spread their sphere of influence in Germany  Any other relevant response (any 2x2) (4)

1.1.3 [Explanation of historical concepts from Source 1A – L1] (a)  Creation of a classless society  Any other relevant response (any 1x2) (2)

(b)  A system of government by the whole population  Any other relevant response (any 1x2) (2)

1.1.4 [Extraction of information from Source 1A – L1]  Airlift (1x1) (1)

1.1.5 [Explaining the limitations of Source 1A – L3]  The source only contains the views of an American official with regard to providing supplies to Berliners during the blockade  The source is biased towards the Soviet Union  The views Soviet Union are absent with regard to providing supplies to Berliners during the blockade  Any other relevant response (any 2x2) (4)

1.2 1.2.1 [Interpretation of information from a visual Source 1B – L2]  To show how the Western Powers implemented the Berlin airlift  To show how the Western Powers provide supplies to West Berliners  To show how the Western Powers overcame the Berlin blockade  Any other relevant response (any 1x2) (2)

1.2.2 [Interpretation of information from a visual Source 1B – L2] AGREE  The airlift was important to provide the West Berliners with essentials  The airlift was important to prevent the West Berliners from starving  The airlift was import the show that the US would not give into the demands of the Soviet Union to vacate West Berlin  The airlift was important to show to the West Berliners that the Western Powers are determined not to abandon them to communism  The airlift was important to keep capitalism ‘alive’ in West Berlin  Any other relevant response

DO NOT AGREE  The airlift was a dangerous to undertake as more than 60 pilots died during this operation  The Western Powers should have withdrawn from West Berlin as this could have lessen the Cold War tensions  The Soviet Union was capable to supply the whole of Berlin with essentials  Any other relevant response (any 2x2) (4)

1.2.3 [Comparing of information from Source 1A with 1B – L3]  Source 1A – Bingham suggest an airlift to supply the West Berliners with essentials. Source 1B – it show how West Berliners are supplied with essentials

 Source 1A – Bingham suggest that the Western Powers must not abandon the West Berliners Source 1B – The Source suggest that the Western Powers did not abandon the West Berliners

 Any other relevant response (NB! Compare 2 sources = 2 marks/ One source = 1 mark) (2 x 2) (4)

1.3 [Interpretation of information from Source 1C – L2] 1.3.1  Stalin (1x2) (2)

1.3.2 [Extraction of information from Source 1C – L1]  Coal  Food (2x1) (2)

1.3.3 [Interpretation of information from Source 1C – L2]  The Soviet Union could have started a nuclear war with the Western Powers  The Soviet Union would have been seen as the aggressors’  He is shocked  Any other relevant response (any 2x2) (2)

1.4 1.4.1 [Explaining of information from Source 1D– L2]  The introduction of a special currency for West Berlin without consulting the Soviet Union  The Western Powers policy of separation of Germany  Any other relevant response (any 1x2) (2)

1.4.2 [Interpretation of information from Source 1D – L2]  Blocking of all roads leading to West Berlin  Trains were not allowed to enter East Berlin  All canal routes leading to West Berlin were blocked  Any other relevant response (any 2x2) (4)

1.4.3 [Explaining the usefulness of Source 1D –L3]  The source is useful because Payyushkin as Soviet ambassador expresses official views on the reasons for the blockade  The source is useful because Payyushkin gives insight to the manner on how Western Powers dealt with crisis in Berlin  The letter is dated an indicates that it was written during the crisis in Berlin  The letter is an official response to the manner in which the Western Powers dealt with the crisis  It is a primary source because ......  Any other relevant response (any 2x2) (4)

1.5 [Interpretation and evaluation of evidence from Sources 2A to 2D – L3]  West Berlin was cut off from Western Europe  West Berliners could not get to work, visit family  The decision to airlift supplies to West Berlin was dangerous as it could have led to war  The blockade increased the militarisation of Berlin by both the Soviet Union and the US  The blockade increased the tension between East and West  The blockade led to the establishment of military organisations (NATO) and (Warschu)  Any other relevant response

Use the following rubric to assess the paragraph

LEVEL 1  Uses evidence in an elementary manner and cannot explain how blockade intensified Cold War tensions between the Soviet Union and US. Marks: 0 – 2  Uses evidence partially to report on the topic or cannot report on the topic. LEVEL 2  Evidence is mostly relevant and can explain how blockade intensified Cold War tensions between the Soviet Union Marks: 3 – 5 and US.  Uses evidence in a very basic manner LEVEL 3  Uses relevant evidence that demonstrates a thorough understanding and can explain how blockade Marks: 6 – 8 intensified Cold War tensions between the Soviet Union and US.  Uses evidence very effectively in an organise paragraph that shows an understanding of the topic. (8)

QUESTION 2 :WHY DID CUBA BECOME INVOLVED IN THE ANGOLAN CIVIL WAR?

2.1 2.1.1 [Extraction of evidence from Source 2A – L1]  Expansionist (colonising) aims  The Soviet Union ordered Cuba into Angola (Soviet ‘puppet’) (2 x 1) (2)

2.1.2 [Extraction of evidence from Source 2A – L1]  Cuba is too small to think about expanding into Africa  Cuba has taken nothing from Angola except its dead soldiers  Cuba went to Angola in response to a request for support from Neto (leader of the MPLA government)  Angola did not consult the Soviet Union before sending troops to Angola (any 3 x 1) (3)

2.1.3 [Extraction of evidence from Source 2A – L1]  Agostinho Neto (1 x 1) (1)

2.1.3 [Explanation of evidence in Source 2A – L2]  The Soviet Union supported Cuban troops with logistics  The Cubans had weapons but relied on the Soviets for ammunition  The Soviet Union provided additional weapons to Cuba as their war effort expanded  Both Cuba and the Soviet Union were supporting the MPLA in their struggle (against UNITA / South Africa - ‘racism’ and ‘colonialism’)  Any other relevant answer (any 2 x 2) (4)

2.2 2.2.1 [Extraction of evidence from Source 2B – L1]  Many of the Cuban people were descended from slaves who were stolen from Africa. (1 x 2) (2)

2.2.2 [Extraction of evidence from Source 2A – L1]  South Africa  United States (Yankees) (2 x 1) (2)

2.2.3 [Interpretation of evidence in Source 2A – L2]  The Angolan government was under attack from South Africa troops in 1975

2.3 2.3.1 [Interpretation of evidence in Source 2C – L2]  It implies that the Soviet Union is more powerful than Cuba (as an adult tiger is stronger and more powerful that her cub),  Cuba is not acting as an independent nation, the Soviets are in control (as a mother controls her cub).  Any other relevant answer (any 2 x 2) (4)

2.3.2 [Extraction of evidence from Source 2C – L1]  The fact that 10-13 thousand Cuban troops are stationed in Angola which Vorster believes will influence Angolan government policy. (1 x 2) (2)

2.3.3 [Interpretation of evidence in Source 2C – L2]  He believed that once the MPLA had consolidated power, the Cubans would attempt to destabilise southern Africa.  Vorster believed that the Cubans wanted to spread Communism through southern Africa.  He believed that South Africa / southern tip of Africa was of strategic importance to the communists in their plan to dominate the world.  The Cape sea route was important for Europeans so the Soviets would be in a strong position if they could take control this trade route  South Africa had raw materials which would be valuable to the Soviets in a conventional war.

2.4 [Explanation of different perspective in Sources 2B and Sources 2C – L3]  Source 2B is written by Castro the Cuban leader, 2C is written by Vorster the South African leader - they were fighting on different sides in the Angolan civil war.  Castro (Source 2B) believed that South Africa was attempting to take control of Angola and spread their racist policies (apartheid); whereas Vorster (Source 2C) believed that Castro was attempting to take control of Southern Africa and spread communism  Both leaders need to justify to their people why their countries are involved in a war in Angola.  The two leaders had very different ideological viewpoints  Any other relevant answer. (any 2 x 2) (4)

2.5 2.5.1 [Extract evidence from Source 2D – L1]  The hand represents the Soviet Union - The hammer and sickle on the ring is from the Soviet Union flag

2.5.2 [Interpretation of evidence in Source 2D – L2]  Cuba and the Soviets are a negative /damaging force in Africa – they are shown using Africa as an ashtray  The Soviets are controlling Cuban involvement in Africa – Soviet hand holding Cuban cigar  Cuba is the one being ‘burnt’ (cigar) ie suffering the brunt of the war through casualties and costs  Any other relevant answer (any 2 x 2) (4) 2.5.3 [Engage with question of historical usefulness in Source 2D – L2]  The cartoon is directly relevant to the research topic as it contains references to Cuba and Angola and was printed in 1975, the year the Angolan Civil War broke out.  The cartoon provides a perspective from one of the countries involved in the war (South Africa) in 1975  The cartoon suggests that the Soviet Union were controlling Cuba and directing their involvement in Cuba – the historian would then investigate to see if there was corroborating evidence to support this idea  The cartoon provides insight into the South Africa government’s explanation for Cuban involvement in Angola  The researcher would identify the cartoon as biased and would need to look for other sources with different viewpoints (eg to give the Cuban or Soviet view of events)  Any other relevant answer (any 2 x 2) (4)

2.6 [Interpretation, analysis and synthesis of evidence from sources and using own knowledge to evaluate their usefulness – L3]

Learners need to include some of the following points in their answer:  Cuba aimed to colonise Angola – Castro denies this saying that Cuba is far too small a country to be able to expand into Angola. (Source 2A)  Cuba was in Angola under Soviet command and control – Castro claims that the Cubans went into Angola without informing the Soviets (Source 2A and 2D)  Cuba was using Angola as a base from which to spread communism in Southern Africa - Castro does say that they are supporting the MPLA (a Marxist-Leninist/ socialist party) but Castro says that his troops will be withdrawn when they are no longer needed (Source 2A)  Cuba wanted to extract mineral wealth from Angola – Cuba claims that all they have ever taken from Angola are the bodies of Cuban soldiers (Source 2A)  Cuba wanted to destroy Apartheid South Africa – Castro claims that Cuba wanted to defend Angola from being attacked by South Africa  Castro claims that Cuba is in Angola to defend the MPLA government as part of Cuba’s internationalist mission to support peoples fighting against colonialism  Castro argues that many Cubans are descended from Africans who were sold into slavery – therefore they have a duty to defend their ‘brothers and sisters’.  Any other relevant answer

Use the following rubric to allocate a mark:

• Uses evidence in an elementary manner e.g. shows no or little understanding of the different reasons given MARKS LEVEL 1 to explain Cuban involvement in Angola. 0–2 • Uses evidence partially to report on topic or cannot report on topic. • Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding the different MARKS LEVEL2 reasons given to explain Cuban involvement in 3–5 Angola. • Uses evidence in a basic manner. LEVEL 3 • Uses relevant evidence e.g. shows a thorough MARKS understanding of the different reasons given to 6-8 explain Cuban involvement in Angola. • Evidence relates well to the topic  Uses evidence very effectively in an organized paragraph that shows understanding of the topic.

(8) [50]

QUESTION 3: WAS THE INTEGRATION OF CENTRAL HIGH SCHOOL IN LITTLE ROCK A VICTORY FOR THE CIVIL RIGHTS MOVEMENT IN 1957? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1]

 Waited for the African American students to arrive in order to prevent them from entering the school (2)  To prevent the desegregation of Central High (any 1 x 2)

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

(a) Physically stopping them/using force/intimidating tactics (1 x 1) (1)

(b) Encouraged journalists to leave the area (1 x (1)

1) 3.1.3 [Explanation of historical term from Source 3A – L1]

 A segregationist was someone who wanted to prevent the racial integration of students at Central High School  Segregationists wanted black and white American children to attend separate schools (2)  Any other relevant answer (any 1 x 2)

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

 He was inspired by the dignity with which Elizabeth Eckford had faced a jeering crowd  He did not want the mob to feel that they had won by making him run away  Wilson was a highly respected journalist, an ex-marine, it was a matter of pride not to run away from a mob of segregationists  Any other relevant answer (any 2 x 2) (4)

3.2 3.2.1 [Interpretation of evidence from Source 3B – L2]

 The mob struck, inflicting kicks and blows upon the journalists  One of the men kicked Alex Wilson (the journalist) after hitting him with a brick  One of the men in the photograph has his fists raised as if he was ready to fight  A crowd of men looked on but did not try to help the journalist or stop him from being attacked  Any other relevant answer (any 2 x 2) (4)

3.2.2 [Interpretation of evidence from Source 3B – L2]  They were racists/segregationists  They did not want journalists to report on events at Central High  He was an African American (2)  Any other relevant answer (1 x 2)

3.3 3.3.1 [Extraction of evidence from Source 3C – L1]  Non-violence (1)  Christian principles (any 1 x 1)

3.3.2 [Extraction of evidence from Source 3C – L1]  Terrorised  Stoned (3)  Threatened (3 x 1) 3.3.3 [Interpretation of evidence from Source 3C – L2]  The power of using non-violent tactics to bring about change  The power that comes from using morally correct strategies to bring about freedom and justice  Soul force is a Gandhian philosophy rooted in peace, dignity and moral righteousness and it did support the use of violence (2) to solve problems (1 x 2) 3.3.4 [Interpretation of evidence from Source 3A – L2]  Believed that segregation/discrimination would not exist in America by the end of the century  Was convinced that freedom was imminent (would come soon)  He believed that because segregation was morally wrong it could not last forever  He believed that justice and freedom would eventually be won  Any other relevant answer (any 2 x 2) (4) 3.4 [Interpretation and evaluation of information in Sources 3A, 3B and 3C – L3]  The events in Little Rock, Arkansas became a matter of national interest and was reported in newspapers (media) across the country (Source 3A)  Journalists from other southern states reported on events in Little Rock (Sources 3A, 3B and 3C)  The image of a journalist being brutally attacked won widespread public support for the Civil Rights Movement (Source 3B)  The media emphasised the non-violence of the Civil Rights Movement by quoting Martin Luther King Jnr. in contrast to the violence of the white mob in Little Rock (Source 3C)  The moral conscience of the nation was stirred by the media exposing images of racial hatred and the attacks on innocent African Americans (Source 3B)  Any other relevant answer (any 2 x 2) (4)

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

 Taunted  Tripped up  Ink poured on them  Clothes ruined  Physical attacks (any 4 x 1) ( 4 3.5.2 [Interpretation of evidence from Source 3D – L2]

 Saw himself as a representative of African American children who did not have the opportunity to study at Central High School  Wanted to prove to all those who doubted that schools could be integrated that it was possible  Did not want the segregationists to defeat him and prevent him from achieving his goal of graduating from Central High School  It was a matter of personal pride for him to complete his studies  Any other relevant answer (any 2 x 2) (4)

3.5.3 [Ascertaining the usefulness of Source 3D – L3]

 The information in the source speaks directly to the experience of integration at Central High School  The source is taken from an interview with the first African American student that graduated from Central High School  The source gives the historian personal insights into the life of a student who experienced integration at Central High School  The source allows for historical empathy  Any other relevant answer (2 x 2) (4) 3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources - L3]

Candidates could include the following aspects in their response:  Martin Luther King Jr's commitment to 'soul force' (Source 3B) was successful as the school was integrated  The 'daybreak of freedom and justice' which Martin Luther King Jnr. speaks of (Source 3B) was achieved as federal troops escorted the nine African American learners into the previously segregated Central High School (Sources 3B and 3C)  Civil rights activists and the nine African American learners maintained their commitment to non-violence despite the extreme violence that was perpetrated against them (Sources 3A, 3B, 3D)  Despite the violence perpetrated by white segregationists to prevent desegregation, nine African American learners did attend Central High School in 1957 (Sources 3C and 3D)  The president showed support for the Civil Rights Movement by sending in federal troops to enforce the desegregation of Central High School (Source 3C)  Little Rock was highlighted because it was the first time that federal troops had been used to enforce the Supreme Court's ruling that it was unconstitutional to segregate schools (Source 3C)  Ernest Green became the first African American student to graduate from Central High School (Source 2D) Any other relevant answer Use the following rubric to allocate a mark:

(8) [50] QUESTION 4: EXTENSION OF THE COLD WAR: CASESTUDY – VIETNAM

Explain to what extent was the USA successful to stop Communism in Vietnam

SYNOPSIS

Candidates should indicate to what extend the USA was successful to stop Communism in Vietnam.

MAIN ASPECTS

Candidates should include the following aspects in their response:  Introduction: Candidates should indicate whether the USA was successful / unsuccessful to stop Communism in Vietnam.

ELABORATIONS

Evidence which could be used to argue that the USA could stop Communism in Vietnam

 End of WW2 Vietnamese attempts at independence  Civil war – role of Hochi Mhin  Escalation of US involvement/US major power  End of civil war/UN brokered peace  Separation of North and South / Ngo Dhin Diem  Vietmin/Vietcong  Maddox  Nature of guerrilla war supports VietMihn  1969 – USA launched ‘Operation rolling Thunder’ / Widespread aerial bombing using cluster bombs and Chemical weapons / USA use of technology/napalm/agent orange  Search and destroy (used airmobility to move troops)  1968 – My Lai massacre  Ho Chi Mihn trail  US casualties have devastating impact on population back in USA  Tet offensive  Major impact  War unsustainable for USA  Role of the media  Peace agreement of Paris

 Conclusion: Candidates should tie up their argument with a relevant conclusion.

[50] QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA Explain to what extend the policies of Zairianisation and villagisation (ujamaa) failed to improve the economies of both the Congo and Tanzania after independence was achieved.

SYNOPSIS

In writing this essay, candidates must explain to what extent policies of Zairianisation and villagisation (Ujamaa) failed to improve the economies of the Congo and Tanzania after attaining independence.

MAIN ASPECTS

Candidates should include the following aspects in their response:  Introduction: Candidates should indicate how the economic policies in the Congo and Tanzania failed to improve them after attaining independence.

ELABORATION

Economic challenges facing both the Congo and Tanzania after independence

 Peasant population using old farming methods  Lack of diversified economies – reliance on cash crops and mineral reserves  Lack of infrastructure – only existing infrastructure was built to facilitate the export of raw materials to Europe and not for internal trade

Zairianisation  Replace foreigners with Congolese nationals in key positions  Lack of skills led to neglect and upkeep of infrastructure  Corruption  Mismanagement  One-product economy continued  Creation of new elite – class differentiation  Any other relevant answer.

Villagisation (Ujamaa)

 Villagers resisted the policy  Forced relocation  Economy ceased to grow  Dependence of foreign aid continued  Self – reliance not achieved  Tanzania remained one of the least developed countries in Africa  Any other relevant answer.

 Conclusion: candidates should tie up their argument with a relevant conclusion. [50] QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950’S TO THE 1970’S: BLACK POWER MOVEMENT

More than any other individual, Malcolm X’s ideas inspired the Black Power Movement.

Evaluate this statement with reference to the ideas and actions of the Black Power Movement in the United States of America during the 1960s. [50]

SYNOPSIS Candidates must evaluate the statement by first outlining the ideas of Malcolm X and then determining the extent to which they influenced the ideas and actions of the Black Power Movement during the 1960s. Candidates should refer to relevant examples such as Stokely Carmichael and the Black Panther Party to substantiate their answer.

MAIN ASPECTS

Candidates should include the following aspects in their responses.  Introduction: Candidates should contextualise the question and establish their line of argument.

ELABORATION  The ideas of Malcolm X  Self-defence instead of the non-violent protest followed by Civil Rights Movement  Black nationalism instead of non-racialism  Black separatism instead of integration – he famously spoke of coffee loosing its strength when milk was added implying that black and white Americans should remain separate.  Revolution instead of reform – he believed that society needed to be radically transformed  He was an important speaker for the Nation of Islam movement until he split with movement in 1964. Nation of Islam encouraged black Americans to re- claim their African heritage and value their culture and religion.  Encouraged black people to be proud of being black.  highlighted the problems of the inner cities, and he became a role model for many young blacks to follow  learners may discuss the fact that the ideas of Malcolm X were still changing at the time of his death in 1965 (eg: he was becoming more socialist and spoke about organising poor black and white people)

 The ideas of Malcom X inspired Stokely Carmichael  became the first activist to us the slogan ‘Black Power’  split with SNCC over their policy of non-violent protest and their support of the Civil Rights Movement  argued that blacks must organise separately  Carmichael joined the Black Panther Party for Self Defence  converted to Islam and moved to Africa  The ideas of Malcom X inspired the Black Panther Party  Huey Newton and Bobby Searle were influenced by Malcolm X’s ideas about self-defence and established their armed patrols to protect the black community from police brutality.  Like Malcom X, they argued that black people must organise separately and established community projects, welfare, feeding schemes within the black community  Established evening classes and after school clubs to teach African American history to members of the black community  Encouraged black people to see themselves as African American and to be proud of their African heritage and culture.

 Other influences on the Black Power Movement  The writings of Franz Fanon  The liberation movements in Africa and its leaders (such as Nkrumah, Nyerere and Mandela)  Asian nationalist movements and leaders (eg: Ho Chi Minh in North Vietnam; Mao Zedong in China)

 Any other relevant answer

 Conclusion: Candidates should sum up the line of argument which has been sustained through their essay. [50] GRAND TOTAL: 100