NATIONAL

SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2013

HISTORY P2
ADDENDUM

This addendum consists of 8 pages.

2 HISTORY P2 (ADDENDUM) (NOVEMBER 2013)

QUESTION 1: NATIONALISM IN SOUTH AFRICA

KEY QUESTION: WHAT INFLUENCE DID WORLD WAR II HAVE ON AFRICAN

NATIONALISM IN SOUTH AFRICA?
SOURCE 1A
These sources deal with the ANC’s decision to participate in World War II and was
taken from New Generation by F. Frank et al.
WRITTEN SOURCE
Black South Africans were generally supportive of participating in World War II and the
African National Congress (ANC) declared that South Africa was justified in going to
war on the side of Britain. At the ANC’s annual conference in December 1939 it
proposed that if Black South Africans should decide to participate in World War II, the
government should consider admitting the Africans and Non-European races of this
country into full citizenship of the Union. Dr Xuma wrote: “This is your last and God
given opportunity of serving your country ... by bringing about freedom and prosperity
for the non-European section which have sacrificed their all, their lives, in defence of
freedom of South Africa.” Black South Africans were aware that Hitler’s Nazi Party
philosophy was based on segregation and racial discrimination. Black South Africans
that participated in the war were however not given guns, but were used as drivers,
trench diggers, cooks, camp servants and as stretcher bearers.

VISUAL SOURCE
(NOVEMBER 2013) HISTORY P2 (ADDENDUM) 3

SOURCE 1B

This source was taken from History of Today by F.E. Graves and deals with the impact
the Second World War had on the rise of African Nationalism.

The war highlighted for blacks their lack of political rights. In 1943 based on the
Atlantic Charter, the ANC adopted a document referred to as African claims in South
Africa. In this document they called for the end of racial discrimination and for the
franchise to be extended to all adults, irrespective of race. In addition it demanded the
fair distribution of land, freedom of trade for Africans, the right to equal and free
education for all African children, adequate health facilities for all and the abolition of all
discriminatory labour practices.

Black South African soldiers were inspired by the war with ideas of freedom and
democracy. This desire for freedom gave rise to a growth in South African
Nationalism. However discrimination continued to be practised after the war.

SOURCE 1C

This source deals with the regeneration of the ANC that led to the formation of the ANC
Youth League (ANCYL) and was taken from Turning Points in History: Industrialisation,
Rural change and Nationalism by the Institute for Justice and Reconciliation.

Throughout the 1940s the regeneration of the ANC was continuously pushed by the
fever of working class discontent. The ANC leadership was both challenged and
impressed by the relative success of working-class activism, especially the trade union
movement. While the organisation was still conservative in outlook, working-class
militancy was rubbing off on the ANC. The reawakening of the ANC was however not
without its obstruction. The main problem was a growing tension between some ANC
members who wanted to build a multi-racial opposition movement and a minority
faction referred to as Africanist who felt that Africans should organise separately. The
tension eventually led to the Africanist under Robert Sobukwe to break away from the
ANC in 1958 to form the Pan Africanist Congress (PAC).

SOURCE 1D

This extract deals with how the formation of the ANC Youth League contributed to the
rise of African Nationalism and was taken from Nelson Mandela by A. Hagemann.

During the 1940s the ideology of Africanism found its main expression in the ANC
Youth League (ANCYL) that was founded in April 1944. The ANCYL was to be the
driving force behind the conversion of the ANC from a moderate, conservative
organisation to a mass movement for national liberation. The Youth League criticised
the ANC and its leadership of being out of touch with the masses, of catering for the
elite sectors of African society and of being poorly organised. They were encouraged
by developments such as the successful resistance of the Alexandria residents and
growing trade union activity. The 1946 mine workers strike had a big influence on
many youth league members. It was through these influences that they started
formulating new political strategies of mass action through the use of boycotts, strikes,
civil disobedience, non-cooperation and stay-aways.
4 HISTORY P2 (ADDENDUM) (NOVEMBER 2013)

QUESTION 2: NATIONALISM IN THE MIDDLE EAST

KEY QUESTION: WHAT WERE THE CONSEQUENCES OF THE NATIONALIST

ASPIRATIONS OF THE PALESTINIANS AND THE ISRAELI’S?

SOURCE 2A

This extract was taken from The Middle East since 1945 by S. Ross and deals with
origin of conflict between the Arabs and Jewish nationalists.

Following the violent attacks on Jewish communities a group of Jewish exiles naming
themselves the “Lovers of Zion” called for “a home in our country” as Jews were
scattered all over Europe. The next step in the Zionist movement came when Theodor
Herzl brought his followers together at the Zionist Congress in Switzerland to formulate
the movement’s goals and strategies. Jewish representative were in favour of
Palestine, although Herzl had first opted for the area of Argentina as an option to
establish a Jewish state. A mission was sent out to Palestine to explore the land. The
findings were as follows: “the bride is beautiful but she is married to another man.” The
low esteem in which many Jews viewed the Arabs is reflected in the Zionist slogan: “a
land without people for a people without land.” No one disputed the second half of the
catch phrase, but to the 535 000 Muslims (Arabs) and 90 000 Christians living in
Palestine as non-existent was extra-ordinary dangerous and arrogant. Thousands of
Jews immigrated to Palestine.

SOURCE 2B

This source was taken from The Everything Middle East Book by J.M. Fellure and
deals with the establishment of the state Israel and its immediate consequences.

With key members of the United Nation voicing their support for a Jewish state and
Britain abandoning its thirty year mandate of Palestine, Russian born David Ben-Gurion
announced the Jewish state of Israel on 14 May 1948. The boundaries of the new
country were not defined. Both Israelis and the Arabs knew that it would be decided by
the gun, not the pen. The next day, Arab armies (Egypt, Jordan, Lebanon and Iraq)
made their own declaration of resistance, and the first Arab-Israeli war began.
To escape the raging war of 1948, 70% of Palestine’s Arab population fled their homes
and farms. Hoping to return when things cooled down, most moved to the safety of
uncontrolled areas in the West Bank and Gaza Strip. As things settled down many
families attempted to return to their homes, businesses and farms only to be told that
they were not welcome. Those who were able to make their way past Israeli soldiers
found Jewish families living in their homes, using their furniture and farming their land.
The only evidence of their lost property was a simple skeleton key. The Arab countries
also refused the permanent housing of the Palestine refugees, insisting on their right to
return to Israel. Israel also rejected the Palestinians’ right to return as it would lead to
an Arab majority in Israel. Millions of Palestinians had to find refuge in refugee camps
staying in tents. By the 1980s the refugee resentment was one of the main engines of
Palestinian nationalism.
(NOVEMBER 2013) HISTORY P2 (ADDENDUM) 5

SOURCE 2C

This article is taken from a website that was put out by an Israeli group on the Six Day
War of 1969 www.Palestinefacts.com.

WRITTEN SOURCE 2C(I)

Nasser expressed the Arab’s goal to be the full restoration of the rights of the
Palestinian people. In other words, we aim at the destruction of the state of Israel. The
immediate aim: perfection of the Arab’s military might. The national aim: the
eradication of Israel. Tension along the Syrian and Jordan borders mounted as
constant guerrilla attacks took place. The Straits of Tiran were again closed to Israel
shipping.
Other Arab leaders from Syria, Jordan and Iraq joined in the preparations for war,
increasing pressure on Egypt’s President Nasser, as he was perceived as the leader of
the Arab world. Israel launched an unannounced airstrike on 5 June against Egypt,
Jordan and Syria. This was to avoid being attacked first, from both sides. The Israeli’s
cynically insisted falsely, that their strikes had been in retaliation of Arab moves. Within
six days Israel defeated the Arab armies and more than trebled its size through the
occupation of Arab territories.

VISUAL SOURCE 2C(II)

6 HISTORY P2 (ADDENDUM) (NOVEMBER 2013)

QUESTION 3: APARTHEID SOUTH AFRICA – 1940s TO 1960s

KEY QUESTION: HOW DID THE APARTHEID LAWS VIOLATE THE HUMAN
RIGHTS OF PEOPLE IN SOUTH AFRICA?

SOURCE 3A

This source deals with some of the reasons for the implementation of Apartheid and
was taken from History of Southern Africa by K. Shillington.

In the words of one of the architects of apartheid, H.F. Verwoerd, Minister of Bantu
Administration, and later Prime Minister (1958–66) there was no place for blacks in the
European community above the level of labourer. To offer blacks the same education
as whites, he argued, would mislead them by showing them the green pastures of
European society which they were not allowed to graze. The apartheid laws were not
only the racist views of Afrikaner nationalists, but some of them also had specific
advantages for capitalist employers who paid blacks low wages and made huge profits.
Blacks, who formed the bulk of the working class, were kept in a subordinate position
with laws such as the Industrial Reconciliation Act, Mine and Workers Act and the
Civilised Labour Policy. The National Party was returned to office with greatly
increased majorities in the general elections of the 1950s and 1960s.

SOURCE 3B

This source deals with the apartheid legislation i.e. the Group Areas Act of 1950 and
was taken from the Readers Digest, Illustrated History of South Africa: The Real Story.

The next pillar of apartheid was the Group Areas Act, which was passed in the same
year as the Population Registration Act. While residential segregation of Africans and
Indians had a long history, with increasing stronger measures having been passed for
Africans from the 1920s and for Indians from the mid-1940s, the principle was now
greatly extended. The act’s intention was to restrict each group to its own residential
and trading sections of cities and towns by this they could control the purchase or
occupation of land in a specific areas. Lashing out at “mixed” suburbs as the dead
beds of the European race the nationalist justified the measures taken as “the price we
have to pay ...” to achieve certainty as to the future environment of our homes and
places of business. Naturally they got their own way.
(NOVEMBER 2013) HISTORY P2 (ADDENDUM) 7

SOURCE 3C

This source deals with the implementation of the Group Areas Act and was taken from
District Six: The Spirit of Kanala by C. Schoeman.

Ever since the Government’s passing of the Group Areas Act in 1950 there had been
an uneasy feeling among many people that District Six, so conveniently situated to the
centre of Cape Town, might be declared a white area at some or other stage. Sixteen
years later it was announced that the greater part of it was to be declared as a white
area. According to government the housing in District Six was very poor and was a
health hazard to the city. They promised alternative accommodation on the Cape Flats
and free transport to move the people and their household goods to their new homes.
The people believed that the whole matter of their removal was conducted in a very
insensitive manner, by the responsible authorities. According to Dr Richard van der
Ross “there was no understanding, no feeling, no sensitivity. Those people had
homes, families, friends, jobs, schools, churches – but that meant nothing. You will just
have to go, they were told”.

The people were now faced with added expenses of bus fares and train fares to their
places of employment and higher rentals, while mothers were required to work, which
meant families could spend far less time together. A new home and new address
meant new people next door. No longer would they be together, no longer would they
have the neighbourhood of old and no longer would they have the feeling of unity or
sense of community. Larna Lawrence a former District Six resident said: The
solidarity, the love for each other was destroyed for ever. The abrupt and totally
insensitive manner of some of the officials was hard to believe. It was said that an
official will just arrive and say: “Here’s your place in Manenberg, here’s you key, here’s
your lorry, move! Bulldozers demolished the premises as they were evacuated by the
residents.

Adam Small’s poem on District Six (Original version)

The bulldozer….
they came
and knocked flat
everything here
everything, everything
houses, hearts
the lot,
everything,
God!
8 HISTORY P2 (ADDENDUM) (NOVEMBER 2013)

ACKNOWLEDGEMENTS

Fellure J.M. 2004. The Middle East book (Actions media and F&W Publishers)

Frank F.E. et al 2012. New Generation (New Generation Publishers)

Graves F.E. et al 1989 History for Today (Juta and Co)

Hagemann A. 1996. Nelson Mandela (Fontein Books)

Institute for justice and Reconciliation. 2004. Turning Points In History (STE
Publishers)

Preston, A. 1995. Pictorial History of South Africa (Bison Group)

Readers Digest Illustrated History of South Africa: The Real Story: 1988. (The Readers
Digest Association)

Ross, S. 2004. The Middle East since 1945 (McGraw Hill company)

Schoeman, C. 1994. District Six: The Spirit of Kanala. (Human Rousseau)

Shillington K. 1987. History of Southern Africa (Longman)

www.Palestinafacts.com

Zapiro, 2007. Mail and Guardian

 NATIONAL
SENIOR CERTIFICATE

GRADE 11

NOVEMBER 2013

HISTORY P2

MARKS: 150

TIME: 3 hours

This question paper consists of 8 pages and addendum of 8 pages.

2 HISTORY P2 (NOVEMBER 2013)

INSTRUCTIONS AND INFORMATION TO CANDIDATES

1. This question paper consists of SECTION A and SECTION B based on the

prescribed content framework as contained in the CAPS document.

2. SECTION A consists of THREE (3) source-based questions. Source material

that is required to answer questions will be found in the ADDENDUM.

3. SECTION B consists of SIX (6) essay questions.

4. Do NOT answer TWO (2) essay questions from the same theme.

5. Answer THREE (3) questions as follows:

5.1 At least ONE (1) must be a source-based question and at least

ONE (1) must be an essay question.

5.2 The third question can be either a source-based question or an essay

question.

6. When answering questions, candidates should apply their knowledge, skill

and insight.

7. A mere rewriting of the sources as answers will disadvantage candidates.

8. Questions and subsections of questions must be numbered clearly and

correctly.

9. Write neatly and legibly.

(NOVEMBER 2013) HISTORY P2 3

SECTION A: SOURCE-BASED QUESTIONS

Answer at least ONE (1) question from this section.

QUESTION 1: NATIONALISM IN SOUTH AFRICA

KEY QUESTION: WHAT INFLUENCE DID WORLD WAR II HAVE ON

AFRICAN NATIONALISM IN SOUTH AFRICA?

Study sources 1A, 1B and 1C to answer the following questions.

1.1 Refer to Source 1A.

1.1.1 Use your own knowledge to identify what portfolio Dr Xuma had in
the ANC in the 1940s. (1 x 1) (1)

1.1.2 Use the source and your own knowledge to explain why the ANC
decided to participate in World War II. (2 x 2) (4)

1.1.3 According to the source, what type of work was given to black
soldiers during World War II? (4 x 1) (4)

1.1.4 What message is being reflected in this photo? (1 x 3) (3)

1.2 Read Source 1B.

1.2.1 In your own words define the following concepts:

(a) African Nationalism (1 x 2) (2)

(b) Democracy (1 x 2) (2)

1.2.2 Use the source and your knowledge and explain how World War II
contributed to the rise of African Nationalism. (2 x 2) (4)

1.2.3 According to the source, what demands were made by the ANC in
their document “African claims” in South Africa? (3 x 1) (3)

1.3 Read Source 1A and Source 1B. Use the sources and your own knowledge
to explain whether the hopes and wishes of the ANC were granted after
World War II. Motivate your answer. (2 x 2) (4)
4 HISTORY P2 (NOVEMBER 2013)

1.4 Refer to Source 1C.

1.4.1 Use your own knowledge to identify what major event of the trade
union movement in 1946 influenced the leadership of the ANC.
(1 x 2) (2)

1.4.2 Use your own knowledge to explain what it means that the ANC
leadership was still conservative in their approach towards the
apartheid government. (1 x 2) (2)

1.4.3 Use the source and your own knowledge to explain the main
reasons for the discontent in the ANC camp. (2 x 2) (4)

1.4.4 Who became the first leader of Pan Africanist Congress (PAC) in
South Africa? (1 x 1) (1)

1.5 Study Source 1D.

1.5.1 Extract evidence from the source that shows that the ANC Youth
League (ANCYL) adopted a new form of resistance. (4 x 1) (4)

1.5.2 How useful is this source to a historian studying the change that the
ANC went through? (1 x 2) (2)

1.6 Use the sources and your own knowledge to write a paragraph of about
EIGHT lines (80 words) on the influence of President Xuma’s “African
Claims” on the rise of African Nationalism. (8)
[50]
(NOVEMBER 2013) HISTORY P2 5

QUESTION 2: NATIONALISM IN THE MIDDLE EAST

KEY QUESTION: WHAT WERE THE CONSEQUENCES OF THE

NATIONALIST ASPIRATIONS OF THE PALESTINIANS AND
THE ISRAELI’S?

Study sources 2A, 2B and 2C to answer the following questions.

2.1 Refer to Source 2A.

2.1.1 Define the following terms using the sources and your own
knowledge:

(a) Zionism (1 x 2) (2)

(b) Diaspora (1 x 2) (2)

2.1.2 To which country is “a home in our country” referring to? (1 x 1) (1)

2.1.3 Use the source and your own knowledge to explain what is meant
by the following statement relating to Palestine: “The bride is
beautiful but she is married to another man”. (1 x 2) (2)

2.1.4 Who inhabited Palestine before the mass immigration of Jews to

Palestine took place? (1 x 2) (2)

2.1.5 Use the source and your own knowledge to explain what the Jew
slogan “A land without people for a people without land” tell you
about the attitude of the Jews. (2 x 2) (4)

2.2 Consult Source 2B.

2.2.1 Using your own knowledge and the source, explain the implications
that the declaration of the state of Israel had on the Jewish-Arab
relationship in Palestine. (2 x 2) (4)

2.2.2 According to the source, what surprise awaited the returning

Palestinian Arabs in Israel? (3 x 1) (3)

2.2.3 Use the source and your own knowledge and explain whether the
Arab countries were justified to refuse refugees from Palestine to
stay in their countries. Motivate your answer. (2 x 2) (4)
6 HISTORY P2 (NOVEMBER 2013)

2.3 Study Source 2C(I) and Source 2C(II).

Source 2C(I)

2.3.1 Explain why the national aim of the Arab states was,
“the eradication of Israel”. (2 x 2) (4)

2.3.2 Use your own knowledge to identify which event led to Nasser
being perceived as leader of the Arabs nation. (1 x 2) (2)

2.3.3 Use the source and your own knowledge to explain Israel’s attitude
and reaction to the Arab states. (1 x 2) (2)

2.3.4 How useful will this source be to a historian studying who were
responsible for the outbreak of the Six Day war? Motivate your
answer. (2 x 2) (4)

Source 2C(II)

2.3.5 Explain what is happening in the first frame of the cartoon. (1 x 2) (2)

2.3.6 To what does the cartoonist attribute the increase in size and
strength of the figure representing Israel in the second frame?
(1 x 2) (2)

2.3.7 Use your own knowledge and explain to what the sign post in the
second frame refers to. (1 x 2) (2)

2.4 Use all the sources and your own knowledge and write a paragraph of
EIGHT lines (80 words) on how Jewish nationalism and Palestinian/Arab
nationalism hampered peaceful settlement in the Middle East. (8)
[50]
(NOVEMBER 2013) HISTORY P2 7

QUESTION 3: APARTHEID SOUTH AFRICA – 1940s TO 1960s

KEY QUESTION: HOW DID THE APARTHEID LAWS VIOLATE THE HUMAN
RIGHTS OF THE PEOPLE OF SOUTH AFRICA?
Study sources 3A, 3B and 3C to answer the following questions.
3.1 Refer to Source 3A.
3.1.1 In your own words define the term apartheid. (1 x 2) (2)
3.1.2 Use your own knowledge and explain some of the laws as
mentioned in the source that kept blacks in a subordinate position
in the workplace. (3 x 2) (6)
3.1.3 How, according to the source, did the capitalist employers gain
from the apartheid laws? (1 x 2) (2)
3.1.4 Use the source and your own knowledge to explain what Prime
Minister H.F. Verwoerd meant when he said, “that if blacks got the
same education as whites it would mislead them …” (3 x 2) (6)
3.2 Refer to Source 3B.
3.2.1 Use the source and your own knowledge to explain the meaning of
the following Apartheid legislations:
(a) Group Areas Act (1 x 2) (2)

(b) Population Registration Act (1 x 2) (2)

3.2.2 Use your own knowledge to explain on what theory the prevention
of mixing races is based on (creating a pure race). (1 x 2) (2)
3.2.3 Use the source on your own knowledge and explain whether the
nationalist government were justified to imply that the measures
taken were seen “as the price we have to pay”. Motivate your
answer. (2 x 2) (4)
3.3 Study Source 3C.
3.3.1 Who, according to the source, were the responsible authorities that
moved people in an insensitive manner? (1 x 2) (2)
3.3.2 Quote TWO sentences from the source that show that the removal
was done in a harsh and insensitive manner. (2 x 2) (4)
3.3.3 Why, according the source, did the government decide to remove
the people from District Six? (2 x 1) (2)
3.3.4 Use the source and your own knowledge and explain the
similarities between the written source and the poem. (2 x 2) (4)
3.3.5 Use the source and your own knowledge and explain in what way
this poem can be useful to a historian studying the forced removals. (4)
3.4 Use all the sources and your own knowledge to write a paragraph of EIGHT
lines (80 words) on how the lives of people/communities were affected by
the Group Areas Act. (8)
[50]
8 HISTORY P2 (NOVEMBER 2013)

SECTION B: ESSAY QUESTIONS

QUESTION 4: NATIONALISM IN SOUTH AFRICA – AFRIKANER NATIONALISM

QUESTION 4A

Explain the reasons for the rise of Afrikaner nationalism from 1930–1948.
Use relevant examples to support your answer. [50]

OR

QUESTION 4B

“Afrikaner Nationalism was deliberately constructed during the 20th century to serve
the needs of a small elite group of Afrikaners”. Do you agree with the statement?
Substantiate your argument by making reference to the rise of Afrikaner
nationalism in South Africa from 1924 to 1948. [50]

QUESTION 5: NATIONALISM IN AFRICA – GHANA

QUESTION 5A

Discuss the role played by Kwame Nkrumah in Ghana’s struggle for independence. [50]

OR
QUESTION 5B

Explain how the Pan African movement began, how it was linked to African
nationalism and what influence these ideas had in bringing about independence in
Ghana. [50]

QUESTION 6: APARTHEID: SOUTH AFRICA – 1940s to 1960s

QUESTION 6A

“Resistance to Apartheid in the 1950s was minimal and ineffectual.”

Discuss the accuracy of this statement in relation to the nature and effectiveness of
resistance in the 1950s. [50]
OR

QUESTION 6B

“The Apartheid government sowed aggression and violence, and so they would
reap aggression and violence”. Do you agree with the statement?

Discuss the change in the nature of resistance to Apartheid in the 1960s and the
government’s response to this. [50]

TOTAL: 150