grade 11 history paper 1 november examination 2015 · 6 section b: essay questions. your essay...

1

HISTORY

PAPER 1

NOVEMBER EXAMINATION 2015

MARKS: 150

TIME: 3 HOURS

This question paper consists of 6 pages including the cover page.

GRADE 11

2

INSTRUCTIONS AND INFORMATION.

1. This Question Paper consists of Section A and Section B.

2. Section A consists of 2 (TWO) Source Based Questions.

3. Sources for answering the Source Based Questions are in

the ADDENDUM.

4. Section B consists of 3 (three) Essay Questions.

5. Answer 3 (THREE) Questions.

6. Answer 1 (ONE) Question from Section A (Source Based)

and ONE (1) Question from Section B(Essay Question)

7. The 3rdQuestion can be answered from EITHER Section A

OR Section B.

8. Number your answers exactly as they appear in the Question

Paper.

9. Start your Essay on a new page.

10. Leave a line open between your Source Based answers.

11. Write neatly and legibly.

3

SECTION A: SOURCE BASED QUESTIONS.

QUESTION1: HOW WAS COMMUNISM APPLIED IN RUSSIA BY LENIN AND

STALIN?

Use Sources 1A, 1B, 1C and 1D to answer the questions that follow:

1.1 Refer to Source 1A.

1.1.1 Explain the following historical terms in your own words.

(a) Revolution.

(b) Dictatorship. (2x2) (4)

1.1.2 Identify and write down TWO similarities between Marxism and Leninism

(2x2) (4)

1.1.3 Identify and write down TWO differences between Marxism and Leninism.

(2x2) (4)

1.1.4 Explain a classless society in your own words. (1x2) (2)

1.2 Use Source 1B.

1.2.1 What evidence is there from the source that capitalism was not allowed

in Russia? (2x1) (2)

1.2.2 Which basic human rights of Russians were violated by War

Communism? (2x2) (4)

1.2.3 How were the army and workers fed by the communist government?

(1x2) (2)

1.2.4 List FOUR negative economic and social effects of War Communism.

(4x1) (4)

4

1.3 Study Source 1C.

1.3.1 List TWO consequences for Russian workers staying away from work.

(2x1) (2)

1.3.2 Which capitalist incentives were given to Russian workers to encourage

hard work? (2x2) (4)

1.3.3 Compare Sources 1B and 1C. Explain how source 1B support source 1B

with regard to the hardships endured by Russian workers. (2x2) (4)

1.4 Study Source 1D.

1.4.1 What message, do you think, is conveyed by this poster? (1x2) (2)

1.4.2 Comment on the mood of the people depicted in the poster. (2x2) (4)

1.5 Write a paragraph of about 8 lines (80 words) to explain how Lenin’s New

Economic Policy improved the Russian economy. (8)

[50]

QUESTION 2: HOW DID THE GREAT DEPRESSION IN THE USA RESULT IN A

CRISIS FOR CAPITALISM AND HOW WAS AMERICA RESCUED

FROM THIS SITUATION?

Use Sources 2A, 2B, 2C and 2D to answer the questions that follow:

2.1 Study Source 2A.

2.1.1 In which year did the American stock market collapse? (1x1) (1)

2.1.2 Explain the following historical terms in your own words:

(a) Capitalism.

(b) Great Depression. (2x2) (4)

5

2.1.3What do you think the “economic boom of the 1920’s” was? (1x2) (2)

2.1.4 Explain why the American Stock Market collapsed in 1929. (2x2) (4)

2.1.5 Which important institutions of the American capitalist system collapsed

as a result of the Great Depression? (3x1) (3)

2.2 Use Source 2B.

2.2.1 What message, do you think, is conveyed by this photograph? (1x2) (2)

2.2.2 Comment on the mood of the people queuing for relief

(1x2) (2)

2.2.3 Explain the irony or contrast depicted by this photograph. (2x2) (4)

2.3 Refer to Source 2C.

2.3.1 In which year was unemployment at its highest? (1x2) (2)

2.3.2 In which year was unemployment at its lowest? (1x2) (2)

2.3.3 Use your own knowledge to explain why unemployment decreased after

1933. (2x2) (4)

2.3.4 Use your own knowledge to explain why there was a sharp increase in

production after 1939. (2x2) (4)

2.3.5 In which year did the Second World War break out? (1x2) (2)

2.4 Use Source 2D.

2.4.1 List THREE objectives of the New Deal. (3x1) (3)

2.4.2 How did the American government try to salvage the US economy?

(3x1) (3)

2.5 Write a paragraph of about 8 lines (80 words) to explain the economic and

social impact that the Wall Street Crash of 1929 had on the people of the USA.

(8)

[50]

6

SECTION B: ESSAY QUESTIONS.

Your essay should be about 2 pages long.

QUESTION 3: COMMUNISM IN RUSSIA 1900- 1940.

“Stalin successfully transformed Russia from a backward agricultural- into a

modern industrial state through his Five Year Plans.”

Do you agree with this statement? Discuss critically. [50]

QUESTION 4: CAPITALISM IN THE USA 1900-1940.

Explain the weaknesses in the American economy which resulted in the Great

Depression of 1929. [50]

QUESTION 5: NAZI GERMANY AND THE JEWISH HOLOCAUST.

Discuss the systematic persecution of the Jews in Germany by the Nazis which

eventually led to the Jewish Holocaust. [50]

TOTAL: [150]

HISTORY GRADE 11 P1 NSC ADDENDUM MDE NOVEMBER 2015

1

GRADE 11

HISTORY PAPER 1 NOVEMBER EXAMINATION 2015

ADDENDUM

This Addendum consists of 7 pages including cover page.


2


STALIN?

SOURCE 1A.

This is an explanation of Marxism and Leninism.

Marx believed that the proletariat (urban working class) would rise up and overthrow

the bourgeoisie (capitalist) government in a violent revolution. The workers would seize all land, industries factories and mines. A dictatorship of the proletariat would be established. There would be a transitional phase between capitalism and communism during which time the state would take control of the country’s resources and provide for the people’s needs. Everyone would be equal in a classless society and the need for government would disappear.

Lenin had to adapt Marxism to suit the situation in Russia because Russia was not yet a fully developed industrial country and most industries were controlled by foreign companies or the state. The industrial proletariat was small compared to the number of peasants. Lenin managed to mobilise the Bolshevik Party effectively to overthrow the government in a violent revolution and established a one party state that rejected all religious and middle class ideas as the first phase in establishing the dictatorship of the proletariat.

[From: New Generation History Gr. 11.]


3

SOURCE 1B.

The following excerpt describes the effects of War Communism.

Under War Communism factories were taken over by the government. Workers were ordered into jobs where the government felt they were needed. Nobody was allowed to make or sell goods for their own profit. The scarce supplies of food were strictly rationed to7 loaves of bread, 450 grams of sugar and 225 grams of butter for a worker per month. Many people even got less. To keep the army and workers fed, the government sent soldiers to the countryside. The soldiers forced peasants to hand over any grain that they stored away. Peasants were often beaten and killed. The peasants hit back and killed soldiers in retaliation. War Communism kept the Red Army going through the Civil War but in many ways it was a disaster.

The peasants only grew enough grain to feed their families. In industry things were worse. The years of war had left mines flooded, machines broken and factories and railways in ruin. Industrial output dropped to only a seventh of its pre-war level. In 1920 and 1921, famine and epidemic diseases swept Russia. Millions died, with 3, 5 million people dying of typhoid alone.

[From: New Generation History Gr. 11.]

SOURCE 1C.

This extract explains how workers were treated during the Five Year Plans.

Discipline at work was very harsh. Both managers and workers were punished for failing to reach their work targets. One day’s absence from work could lead to dismissal, loss of housing or confiscation of ration cards. In order to encourage people to work harder, the communist ideal of equal pay was abandoned. The workers who managed to exceed their targets were rewarded with higher pay and other privileges such as holidays at the Black Sea.

In the Five Year Plans Stalin deliberately put little effort into the production of consumer goods that would have improved the standard of living. These, he argued, could wait until heavy industry was established. Clothing was in particular in short supply. Men were divided into two classes, those who owned one pair of trousers and those who owned two pairs. The majority only owned one pair of trousers.

[From: People and Events in Modern History, N. Tate.]


4

SOURCE 1D

The words in this poster read: “Long lives Stalin!” This was made in 1938 when Russia was preparing for war.

[From: In Search of History Grade 11.]


5

QUESTION2: HOW DID THE GREAT DEPRESSION IN THE USA RESULT IN A


FROM THIS SITUATION?

SOURCE 2A.

The Wall Street Crash of 1929.

Wall Street is where the New York Stock Exchange is situated. During the economic boom years of the 1920’s, share prices had risen steadily. Many people made huge fortunes by buying and selling shares at a profit. Many Americans had put their life savings into shares.

In 1929 however, all this changed. Investors began to question whether the shares were worth the prices being asked. Some felt that their money wasn’t safe and started to sell shares to try to get their money back. On 29 October there was a rush as frightened investors desperately tried to sell all their shares which flooded the stock market resulting in shares becoming much cheaper.

In one day the value of shares dropped by $8000 million. Investors who didn’t sell their shares now owned worthless shares. The economic boom came to a sudden end. The collapse of the stock market led to a total economic collapse known as the Great Depression.

Although only 4 million out of a population of 100 million Americans owned shares the effects of the crash was felt world-wide. The USA was totally unprepared for this collapse of the most important institutions of capitalism such as the stock market, banks and industry. There were no government structures in place to cope with the crisis.

[From: In Search of History Gr. 11.]


6

SOURCE 2B

Americans queuing for relief during the Great Depression.

[[

[[FFFFFF

[From: In Search of History Grade 11]


7

SOURCE 2C.

This table shows the levels of production and unemployment in the USA between 1929 and 1942.

SOURCE 2D.

This extract, written by John Bellamy, attempts to explain the aims and objectives of the New Deal.

The New Deal was not initially an attempt to stimulate the economy and generate

recovery through government spending, an idea that was not present during the

1930’s. Rather it consisted of an ad hoc salvage or bailout measures, principally

aimed at helping business, coupled with work relief programmes. The lion’s share of

New Deal expenditures at the outset was devoted to salvage operations.

For the most part the Federal government engaged in a salvaging programme and

not in a programme of positive expansion. This programme took the form of

refinancing urban and rural debt, rebuilding the weakened capital structure of the

banks and supporting railroads at or near bankruptcy. The Reconstruction Finance

Corporation, Home Owners Loan Corporation and Farm Credit Administration

poured $18 billion into these salvaging operations.

[From: http://www.itulip.com]

HISTORY/ GRADE 11 P1 NSC MEMORANDUM MDE /NOVEMBER 2015

1

NATIONAL SENIOR CERTIFICATE EXAMINATION

HISTORY

NOVEMBER EXAMINATION 2015

GRADE 11

PAPER 1

MEMORANDUM

MARKS: 150

This memorandum consists of 15 pages.


2

1. SOURCE BASED QUESTIONS

1.1 The following cognitive levels of were used to develop source b questions:

LEVELS OF SOURCE-BASED QUESTIONS

ased

1.2 The information below indicates how source- based questions are assessed:

x In the marking of source-based questions, credit needs to be given to any other valid and relevant viewpoints, arguments, evidence or examples.

x In the allocation of marks, emphasis should be placed on how the requirements of the question have been addressed.

COGNITIVE

LEVELS

HISTORICAL SKILLS WEIGHTING OF QUESTIONS

LEVEL 1

x Extract evidence from sources x Selection and organization of relevant

information from sources. x Define historical concepts/terms

30%

(15 marks)

LEVEL 2 x Interpretation of evidence from sources

x Explain information gathered from sources

x Analyse evidence from sources

40%

(20 marks)

LEVEL 3 x Interpret and evaluate evidence from sources

x Engage with sources to determine its usefulness, reliability, bias and limitations

x Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions

30%

(15 marks)


3

x 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.

2. ESSAY QUESTIONS

2.1 The assay questions require candidates to:

x 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 essay questions

x Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre.

x Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.

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

2.3 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 by using of 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 reproduces them without taking into account the specific requirements of the question. Holistic essays marking credits learners‟ opinion supported by evidence. Holistic assessment, unlike content based marking, does not penalize language inadequacies as the emphasis is on the following:

x The construction of argument x The appropriate selection of factual evidence to support such argument and x The learner‟s interpretation of the question

2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing essays.


4

2.4.2 During the first reading of the essays ticks need to be awarded for a relevant introduction(indicated by a bullet 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. 2.4.3 The following additional symbols can also be used:

x Introduction, main aspects and conclusion not properly contextualized ^ x Wrong statement -------------

---- x Irrelevant statement x Repetition R x Analysis A√ x Interpretation I√

2.5 The matrix

2.5.1 Use of matrix in the marking of essays

In the marking of essays the essays the given criteria shown in the matrix should be used. In assessing the essays note should be taken of 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 determine the content level (on the matrix).

c LEVEL 4

(b) The second reading of essays will relate to the level (on the matrix) of presentation.

C LEVEL 4 P LEVEL 3

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

C LEVEL 4 }26-27 P LEVEL 3


5

MARKING MATRIX FOR ESSAY: 50

Presentation

content

LEVEL 7

Very well planned and structured essay.Good synthesis of information. Developed an original, well balanced and independent line of argument with the use of evidence sustained and defended the argument throughout.Independent conclusion is drawn from evidence to support the line of argument

LEVEL 6

Very well planned and structured essay. developed a relevant line of argument. Evidence used to defend the argument. Attempts to draw an independent conclusion from the evidence to support the line of argument.

LEVEL 5

Well planned and structured essay. Attempts to develop a clear argument.Conclusions drawn from the evidence to support the line of argument.

LEVEL 5

Planned and constructed.An argument. Evidence is used to some extent to support the line of argument.

Conclusions reached based on evidence.

LEVEL 4

Shows some evidence of a planned and constructed argument. Attempts to sustain a line of argument. Conclusions not clearly supported byevidence.

LEVEL2

Attempts to structure an answer. Largely descriptive, or some attempt at developing a line of argument. No attempt to draw a conclusion.

LEVEL 1

Little or no attempt to structure the essay.

Level 7

Question has been fully answered.Content selection fully relevant to line of argument

47-50

43-46

Level 6

Question has been answered. Content selection relevant to the line of argument

43-46

40-42

38-39

Level 5

Question answered to a great extent. Content adequately covered and relevant.

38-39

36-37

34-35

30-33

28-29

Level 4

Question is recognizable in answer. Some omissions or irrelevant content selection

30-33

28-29

26-27

Level 3

Content selection does to the question, but does not answer it, or does not always relate to the question. Omissions in coverage.

26-27

24-25

20-23

Level 2

Question inadequately addressed. sparse content

20-23

18-19

14-17

Level 1

Question inadequately addressed or not at all. Inadequate or irrelevant content

14-17

0-13


6

SECTION A: SOURCE BASED QUESTIONS.


STALIN?

1.1 Source 1A.

1.1.1 [Explanation of historical terms from Source IA- L2.]

x (a) An uprising with the intention of overthrowing a government. x Any other relevant explanation. (1x2) (2) x (b) A one party state. x Any other relevant explanation. (1x2) (2)

1.1.2 [Explanation of information from Source1A- L2]

x Both ideologies refer to a violent revolution. x Both ideologies refer to the establishment of a one party state. x Any other relevant response. (2x2) (4)

1.1.3 [Explanation of information from Source IA- L2]

x Marxism: Dictatorship of the proletariat. x Leninism: Bolshevik Party dictatorship. x Marxism: Transitional phase between capitalism and communism under state x control. x Leninism: Transitional phase never materialised, Communist Party controlled

the state. x Marxism: Classless society and no need for government. x Leninism: There was never a classless society in Russia and the Communist

Party remained in power. x Any other relevant response. Any (2x2) (4)

1.1.4 [Extraction of information from Source IA- L1]

x An equal society with no class distinctions or differences. (1x2) (2)

1.2 Source 1B.

1.2.1[Interpretation of information from Source1B –L2.]

x Russians were not allowed to make or sell goods for their own profit. x Russians were not allowed to seek their own employment. (2x1) (2)


7

1.2.2 [Interpretation of information from Source IB-L2]

x Right to employment of your own choice. x Right to free enterprise. x Food security. x Right to life. x Any other relevant response. Any(2x2) (4)

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

x Grain was seized from the peasants by the soldiers. (1x2) (2)

1.2.4 [Extraction of information from Source IB-L1]

x Peasants only grew enough food to feed their families. x There was a huge drop in industrial production. x Food shortage resulted in famine. x Epidemic diseases swept Russia and millions died. (4x1) (4)

1.3 Source 1C.

1.3.1 [Extraction of information from Source IC-L1]

x Dismissal. x Loss of housing. x Confiscation of ration cards. (2x1) (2)

1.3.2 [Interpretation of information from Source IC-L2]

x Higher pay for exceeding work targets. x Privileges such as holidays at the Black Sea. (2x2) (4)

1.3.3 [Comparison of information from Sources 1B and IC-L3]

x Source IB: Workers were ordered into jobs by government (forced labour.) x Source 1C: Workers were disciplined and punished for failing to reach targets

which also amounted to a form of forced labour. x In both sources workers were denied basic workers‟ rights by the communist

government. x In both sources there is reference to a shortage of food for workers. x Any other relevant response. Any(2x2) (4)


8

1.4 Source 1D.

1.4.1 [Interpretation of information from Source 1D- L2]

x Russian populations support for Stalin in preparation for the Second World War.

x Communist propaganda to elicit support for the war effort. x Any other relevant response. (1x2) (2)

1.4.2 [Interpretation of information from Source ID-L2]

x Soldiers are smiling, happy to go to war. x Young girls demonstrate their support for the war effort. x Stalin looks friendly but determined. x Women in the background look friendly and in support of the war effort. x Any other relevant response. (2x2) (4)

1.5 [Constructing a paragraph using own knowledge L3]

x NEP allowed for limited free enterprise and was a compromise with capitalism which positively stimulated the Russian economy.

x Peasants were allowed to sell their surplus products after paying tax to the government which increased food production and led to a wealthy farming class called Kulaks.

x Russians were allowed to set up small businesses which increased production and led to a wealthy business class called Nepmen

x Workers were paid incentives and bonuses to encourage hard work which also increased production.

x Russian government made trade agreements with Western countries which stimulated foreign trade.

x Any other relevant points. (8)

Use the following rubric to allocate a mark:

LEVEL 1 x Uses evidence in an elementary manner, e.g. shows no or little understanding to explain how Lenin’s New Economic Policy improved the Russian economy.

x Uses evidence partially or cannot write a paragraph

MARKS 0-2

LEVEL 2 x Evidence is mostly relevant and relates to a great extent to the topic, e.g. .shows some understanding to explain how Lenin’s New Economic Policy improved the Russian economy.

x Uses evidence in a very basic manner to write a paragraph.

MARKS 3-5

LEVEL 3 x Uses relevant evidence, e.g. demonstrates a thorough understanding to explain how Lenin’s New Economic Policy improved the Russian economy.

x Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS 6-8

[50]


9

QUESTION2: HOW DID THE GREAT DEPRESSION IN THE USA RESULT IN A


FROM THIS SITUATION ?

2.1 Source 2A.

2.1.1 [Extraction of information from Source 2A- L1]

x 1929 (1x1) (1)

2.1.2 [Explanation of historical terms from Source 2A- L2]

x (a) An economic system in terms of which free trade and enterprise is allowed x Any other relevant explanation. (1x2) (2) x (b) The crash of the US Stock Exchange which resulted in total economic

collapse known as the Great Depression in 1929. x Any other relevant explanation. (1x2) (2)

2.1.3 [Interpretation of information from Source 2A- L2]

x A period of unprecedented economic growth in the USA. x Any other relevant response. (1x2) (2)

2.1.4 [Explanation of information from Source 2A- L2]

x Investors lost faith in the stock market. x Many investors sold their shares hoping to get their money back. x The Stock Exchange was flooded and shares became almost worthless. x The collapse of the Stock Exchange led to an economic collapse known as

the Great Depression. x Any other relevant response. Any(2x2) (4)

2.1.5 [Extraction of information from Source 2A- L1]

x Stock market. x Banks. x Industry. (3x1) (3)


10

2.2 Source 2B.

2.2.1 [Interpretation of information from Source 2B- L2]

x The American economy was in crisis because people were queuing for relief (food).

x Any other relevant response. (1x2) (2)

2.2.2 [Interpretation of information from Source 2B- L2]

x Most people look very serious. x Very sombre atmosphere. x Any other relevant response. Any(1x2) (2)

2.2.3 [Explanation of information from Source 2B- L3]

x The billboard depicts America as having the highest standard of living in the world.

x The American way of life is depicted as the best in the world. x The contrast / irony is that America was in a serious economic crisis where

people had to queue for food for survival. x The American dream of economic prosperity therefore no longer existed. x Any other relevant response. Any(2x2) (4)

2.3 Source 2C.

2.3.1 [Extraction of information from Source 2C- L1]

x 1933. (1x2) (2)

2.3.2 [Extraction of information from Source 2C- L1]

x 1942. (1x2) (2)

2.3.3 [Interpretation of information from Source 2C- L2]

x Roosevelt introduced the New Deal. x The New Deal brought about economic recovery. x Any other relevant response. (2x2) (4)

2.3.4 [Interpretation of information from Source 2C- L2]

x The Second World War broke out and the USA became a major supplier of armaments to the Allied Powers.

x The USA also provided the Allied Powers with consumer goods. x Any other relevant response. (2x2) (4)

2.3.5 [Extraction of information from Source2C- L1]

x 1939. (1x2) (2)


11

2.4 Source 2D.

2.4.1 [Extraction of information from Source 2D- L1]

x Ad hoc salvage or bailout measures. x Helping business. x Relief programmes. (3x1) (3)

2.4.2 [Extraction of information from Source 2D- L1]

x Salvaging programme to refinance urban and rural debt. x Rebuild the weakened capital structure of the banks. x Rebuild railways at or near bankruptcy. (3x1) (3)

2.5 [Constructing a paragraph using own knowledge L3]

Economic Impact:

x Production dropped by 30%. x National income declined by 50%. x Big investors went bankrupt. x Small speculators lost everything. x Banks and factories closed down. x Millions of Americans became unemployed.

Social Impact:

x Many Americans were unable to pay their mortgages and lost their homes. x Informal settlements, shantytowns or Hoovervilles sprang up. x Americans queued for bread and soup. x Food riots broke out. x Families broke up and suicides increased. x Any other relevant points.

Use the following rubric to allocate a mark:

LEVEL 1 x Uses evidence in an elementary manner, e.g. shows no or little understanding to explain the economic and social impact that the Wall Street Crash of 1929 had on the people of the USA..

x Uses evidence partially or cannot write a paragraph

MARKS 0-2

LEVEL 2 x Evidence is mostly relevant and relates to a great extent to the topic, e.g. .shows some understanding to explain the economic and social impact that the Wall Street Crash of 1929 had on the people of the USA..

x Uses evidence in a very basic manner to write a paragraph.

MARKS 3-5

LEVEL 3 x Uses relevant evidence, e.g. demonstrates a thorough understanding to explain the economic and social impact that the Wall Street Crash of 1929 had on the people of the USA..

x Uses evidence very effectively in an organised paragraph that shows an understanding of the topic

MARKS 6-8

(8)

[50]


12

SECTION B: ESSAY QUESTIONS.

QUESTION 3.

“Stalin successfully transformed Russia from a backward agricultural- into a modern

industrial state through his Five Year Plans”.

Do you agree with this statement? Discuss critically.

Synopsis:

Learners need to agree or disagree with the statement. In agreeing with the statement learners need to indicate that Stalin did manage to transform Russia into a modern industrial state although it cost Russia dearly in terms of human sacrifice and loss of life.

Main Aspects:

Introduction:

Learners should write a relevant introduction indicating whether they agree or disagree with the statement.

Elaboration:

x Collectivisation of agriculture. Reorganisation of agriculture into large, more productive farms.

x State owned farms (sovkhoz) and collective farms (kolkhoz.) x Resistance by Kulaks resulted in the death of millions, huge human sacrifice. x First Five Year Plan 1928-1933. x Focused on quantity and heavy industries such as coal, iron and steel. x New cities built, urbanisation of workers. x New dams, hydroelectricity. Motor, tractor and truck factories built. x Roads and railways improved. x Poor quality of goods, dangerous working conditions, high casualty rate amongst

workers, shortage of food and other consumer goods, great sacrifice and suffering on the part of the Russian population.

x Second Five Year Plan 1933-1937. x Focused on improving quality. x Propaganda to encourage hard work. x More housing provided. x Focus shifted to production of war materials. x Third Five Year Plan 1938-1941. x Focused on improvement of consumer goods. x Plan interrupted by the outbreak of the Second World War in 1939.


13

x Special attention was paid to the improvement of the transport system for the movement of troops.

x Russia was transformed into a major industrial power and emerged after the Second World War as a superpower.

x Any other relevant points.

Conclusion:

Learners should tie up their argument with a relevant conclusion. [50]

QUESTION 4.

Explain the weaknesses in the American economy which resulted in the Great Depression of 1929.

Synopsis:

Learners need to explain the weaknesses in the American economy which led to the Great Depression of 1929.

Main Aspects:

Introduction:

Learners need to write a relevant introduction.

Elaboration:

x Uneven distribution of wealth. x Unsound economic policies. x Imbalance between increasing productivity and purchasing power. x Lack of government intervention in the economy. x Government hostility towards labour movements. x High tariffs to discourage cheap imports. x Decline in the demand for agricultural products. x Speculation by ordinary Americans on the stock market. x Banks used their clients‟ money to speculate on the stock market. x Over speculation on the stock market resulted in shares becoming worthless. x This resulted in the Wall Street Crash in 1929 which started the Great

Depression. x Any other relevant points.

Conclusion:

Learners should tie up their argument with a relevant conclusion. [50]


14

QUESTION 5.

Discuss the systematic persecution of the Jews by the Nazis which eventually led to the Jewish Holocaust.

Synopsis:

Learners need to discuss the steps taken by the Nazis to persecute the Jews which eventually resulted in the Jewish Holocaust which is an example of genocide.

Main Aspects:

Introduction:

Learners need to write a relevant introduction.

Elaboration:

x Hitler and the Nazis regarded the Jews as racially inferior and were determined to systematically persecute the Jews in Germany and other parts of Europe occupied by the Nazis.

x Germans were encouraged to boycott Jewish businesses. The SA terrorised Jewish shop owners.

x In 1933 Jews were dismissed from the civil service, education and newspapers. x The Nuremburg Laws of 1935 deprived Jews of citizenship and banned

marriages between Jews and Germans. x Jews were also banned from attending German universities, using museums,

theatres or sport fields. x Jews were forced to wear the Star of David badge to identity them as Jews. x In 1938 a German diplomat was assassinated by a Jew. The Nazis retaliated by

destroying Jewish homes and synagogues. This was known as the Night of Broken Glass.

x Thousands of Jews were arrested and sent to concentration camps to do forced labour.

x After the outbreak of the Second World War, Jews were forced to leave their homes and live in ghettos.

x The Final Solution was then adopted by the Nazis in terms of which Jews were sent to death camps where they were killed with poisonous gas.

x An estimated six million Jews died in these death camps in Germany and Nazi occupied Eastern Europe.

x This is one of the most terrible examples of genocide in world history. x Any other relevant points.

Conclusion:

Learners need to tie up their argument with a relevant conclusion. [50]

TOTAL: [150]

grade 11 history paper 1 november examination 2015 · 6 section b: essay questions. your essay...

Documents