Grade 12 June 2015 Common Paper 1

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GRADE 12 JUNE 2015 COMMON PAPER 1

MARKING GUIDELINES

QUESTION 1THE COLD WAR

QUESTION FOCUS:ORIGINS OF THE COLD WAR

HOW DID THE COLD WAR TENSIONS BETWEEN THE UNITED STATES OF AMERICA (USA) AND THE SOVIET UNION INTENSIFY AFTER 1945?

Study Sources 1A, 1B and 1C and answer the questions that follow:

1.1SOURCE 1A

1.1.1

“Totalitarian” refers to countries that are ruled by a single party

or ruler.

Any other relevant answer.(ANY 1x2) (2)

1.1.2

Democratic way of life based on will of the people, free elections,

freedom,

whilst the other is one of repression, fixed elections and

suppression.

Any other relevant answer. (ANY 2x2) (4)

1.1.3

Supports free people who are resisting oppression by armed

minorities or outside pressure.

Helps through financial and economic aid (2x1) (2)

1.1.4

He emphasized that the USA should support democracy and free people resisting oppression.
Terror and oppression and suppression of personal freedom are against the USA way of life.
Any other relevant answer(ANY 2 x 2) (4)

1.1.5Reliable :

This is an extract from Truman’s speech.
Being a primary source its content should be reliable as it outlines the fear of the USA regarding the threat of communism.
Any other relevant answer

Not Reliable

The speech could have been altered
It only shows positive aspects of the USA policy
Any other relevant answer(ANY 2x2) (4)

1.2SOURCE 1B

1.2.1

Great Britain (United Kingdom) and France (2x1) (2)

1.2.2

He points out that the USA wants European countries to

become dependent on American monopolies.

USA gained from export of commodities and capital to Europe (2x2) (4)

1.2.3

“ placing European countries under economic and political

control of the USA “.

“ interference …. in internal affairs of those countries.”
Any other relevant answer (ANY 2x1) (2)

1.2.4

The source is biased as it is an extract of a speech by Vyshinsky, a

Soviet Deputy Foreign Minister.

It will give a Russian perspective only.
Any other relevant answer (ANY 2x2) (4)

1.3SOURCE 1C

1.3.1

Truman (1x2) (2)

1.3.2

Greece/Turkey/ Britain /any other relevant answer (ANY 2 x 1) (2)

1.3.3

Cominform or Comecon (1x2) (2)

1.3.4

Positive – road is bumpy, but the plan seems to be on

track

Encouragement from the American taxpayer to remain

focused on the road ahead

Any other relevant answer

Not Positive – Bumpy road derailed the programme.
The USA taxpayer is carrying the burden.
Any other relevant answer (ANY 2x2) (4)

1.3.5

Self- support is an indication that the Marshall Plan hopes

that the end result would make countries receiving the aid

self-sufficient .

Entice countries to accept the Plan.
Any other relevant answer (ANY 2x2) (4)

1.4 Key points:

Candidates must indicate the divergent views held by USA

and Soviet Union regarding the Marshall Plan.

Plan was viewed with mistrust and suspicion by USSR.

Soviets saw it as an attempt at world domination by USA.

Policy of containment ( USA) vs. expansionist desires

of Soviet Union.

Counter plan of Soviet Union – Comecon
Any other relevant answer

Use the following rubric to allocate marks

Uses evidence in an elementary manner. Shows little or no understanding of Marshall Plan. Cannot write a paragraph on the topic
Evidence is mostly relevant and relates to the topic. Shows an understanding of the Marshall plan. Uses evidence in a very basic manner
Uses relevant in an exemplary manner.
Demonstrates an excellent understanding of the Marshall plan and its impact on the Cold War / Marks:
0-2
Marks:
3- 5
Marks:
6-8

(8)

[50]

QUESTION 2CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s

QUESTION FOCUS:THE LITTLE ROCK NINE

HOW DID THE RULING ON DESEGREGATION LEAD TO RACIAL CONFLICT AT CENTRAL HIGH SCHOOL, ARKANSAS?

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

2.1Source 2A

2.1.1

In the context of the Little Rock case study, it refers to integration of schools forwhite and black learners.
An end to separate facilities
Any other relevant answer (ANY 1 x 2) (2)

2.1.2

‘equal protection’
Any other relevant answer(1 x 2) (2)

2.1.3

After decades ofoppression and segregation the court ruled in their favour to bring an end to racial segregation in schools
Any other relevant answer (ANY 1 x 2) (2)

2.1.4

“… court ruling intensified resistance by white supremacist groups …”
“… but it encouraged and empowered African Americans …”
Any other relevant quotation (ANY 1 x 2) (2)

2.1.5

Separation of educational facilities will always benefit a certain community, i.e. the white community
Separation means discrimination against other groups, i.e. the black community
Any other relevant answer (ANY 2 x 2) (4)

2.1.6

Visual Source: The cartoon depicts the decision of the Supreme Court by demonstrating how the shackles (segregation) are carved away by the chisel (Supreme Court decision)
Written Source: The message of the cartoon thus supports the U.S Supreme Court ruling to desegregate schools, because it depictsan end to segregation at schools
Any other relevant answer (ANY 2 x 2) (4)

2.2Source 2B

2.2.1

a)Governor of Arkansas(1 x 2) (2)

b)To prevent the 9 black learners from entering Central High School

Any other relevant answer (ANY 1 x 2) (2)

2.2.2

Photographs marked 1 and 2 depict the confrontation between the black learners and the Arkansas National Guards
The altercation is the result of the instruction given by the governor not to allow the Little Rock Nine from entering the high school
Any other relevant answer (ANY 1 x 2) (2)

2.2.3

Photograph marked 3 and the subheading, “Crowd jeers at Negro Students … “ reflect the hostility of the white crowd
Any other relevant answer (ANY 1 x 2) (2)

2.2.4

Reliable

The “Arkansas Democrat” reported on the events in Little Rock on 4 September, 1957
The photographs and subheadings give greater clarity regarding the events at Central High School
Any other relevant answer

Not Reliable

Photographs and reports tampered with
Newspapers bias in its reporting
Any other relevant answer (ANY 2 x 2) (4)

2.3Source 2C

2.3.1

She thought he called out the Arkansas National Guards to protect all learners, including the Little Rock Nine (1 x 2) (2)

2.3.2

When she first approached they closed ranks and when she walked further down to enter they crossed their rifles (1 x 2) (2)

2.3.3

Elizabeth realised that they barred her from entering the high school(1 x 2) (2)

2.4Source 2D

2.4.1

Freedom refers to an open society without discrimination and segregation
It is irony, because Faubus demonstrated by his decisions and actions that he was against an open society where the human rights of black people as equals are respected
Any other relevant answer (ANY 2 x 2) (4)

2.4.2

Source 2D – 1 portrays the determination of the black learners who stood their ground to enter the previous all – white school
Source 2D – 2 depicts the racist attitude of the white crowd protesting against integration
Any other relevant answer (ANY 2 x 2) (4)

2.5Main Points

Judgement forced the desegregation of schools
Victory for the African Americans
Intensified white resistance against desegregation
Learners to give an account of what happened on 4 September, 1957
Whites not prepared to accept desegregation of schools
Black community determined to fight for integration
Any other relevant answer

Use the following rubric to allocate marks

Uses evidence in an elementary manner. Shows little or no understanding of the Supreme Court’s decision and its impact on Little Rock Nine. Cannot write a paragraph on the topic
Evidence is mostly relevant and relates to the topic. Shows an understanding of the Supreme Court’s decision and its impact on the Little Rock Nine. Uses evidence in a very basic manner
Uses relevant evidence in an exemplary manner.
Demonstrates an excellent understanding of the Supreme Court’s decision and its impact on the Little Rock Nine / Marks:
0-2
Marks:
3- 5
Marks:
6-8

(8)

[50]

SECTION B: ESSAY QUESTIONS

QUESTION 3: EXTENSION OF THE COLD WAR: CASE STUDY VIETNAM

“The Vietnam War tarnished America’s self-image. For the first time in its history it failed to accomplish its stated war aims, namely, to preserve a separate, independent, non-communist government.”

Explain to what extent the strategies and tactics used by the United States against North Vietnam, failed to preserve a separate, independent, non-communist government between, 1965 and 1973. (50)

SECTION B: ESSAY QUESTIONS: MARKING GUIDELINES

QUESTION 3:

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

SYNOPSIS

In writing this essay, candidates must be able to take a line of argument and indicate to what extent the strategies and tactics used by the United States against North Vietnam, were successful in containing communism the Vietnam War between 1965 and 1973.

MAIN ASPECTS

Candidates should include the following aspects in their response:

• Introduction: Candidates should take a line of argument and indicate how they intend supporting their standpoint.

ELABORATION

• Reasons why the United States became involved in the Vietnam War (contain the spread of communism, fear of the 'Domino Effect', and spread of Capitalism)

Focus on why the USA’s strategies & tactics USA were unsuccessful in preventing the establishment of a united Vietnam under communism rule:

Johnson (1963 – 1968) – pursued an aggressive, militarist ‘Hawkish” policy towards Vietnam/ Hence, Policy of escalation, aimed at greater USA involvement & escalation of war cost;

Tactics & strategies of USA:

“Operation Rolling Thunder”—aerial, “strategic target” bombing using cluster bombs and chemical weapons); / mostly on crops, & villages (civilians), /tarnish America’s image in Vietnam and in the international media. /
“Search & Destroy” missions on enemy units were also conduct/
'Operation Ranch Hand' (bombing and cutting off supply routes from North Vietnam to Viet Cong)/ caused lasting environmental damage (“deforestation”) but not to the Ho Chi Minh Trail./ failure to stop the weapons supply/
“Villagisation” (creation of new villages and attempts to separate villagers [farmers] from guerrillas);/ failed—difficulty in separating guerrillas from villagers–farmers /peasants./ hit-and-run attacks against USA forces continued/ and its failure to win the hearts and minds of the South Vietnamese/
WHAM- winning hearts and minds (build trust) of the Vietnamese./ My Lai Massacre (1968)] / and its bolstering of the unpopular, military dictatorship (supported by the wealthy elite) of South Vietnam/ US in a war on two fronts: from disgruntled local Vietnamese (mainly peasant and rural based) who were now pro-Vietcong, and bitterly opposed to the US-backed military dictatorship in South Vietnam/, and from North Vietnam/
the use of young and inexperienced US soldiers,/ their lack of understanding of the Vietnamese terrain/ & their false sense of confidence—/resulted in the death of thousands of USA soldiers/

[Other factors]: strategies & tactics of USA not the only factors:
Vietcong succeeded in inflicting heavy losses on the USA because of its far superior guerrilla strategies and tactics, namely: avoiding open battles with enemy, and the use of crippling guerrilla tactics, such as its:
(1) effective use of underground tunnels booby traps, ambushes and mines;
(2) its hit-and-run attacks on USA patrols at night;
(3) Ho Chi Minh, who exemplified this skilful, unified leadership, had years of experience in the West and appropriated his learning to use against France and the United States;
(4)In sharp contrast to the corrupt U.S.-backed leadership in southern Vietnam, northern Vietnam’s leaders were sincere and passionate about their nationalism;
(5) its use ofthe local population to gather information about troop movements, which facilitated The Tet Offensive (1968), considerably weakened USA confidence & convinced public opinion in the USA, that they were losing the war /
Of secondary importance was the American media, that compounded the situation, as the official government line that the United States was winning the war contrasted sharply with the shocking images Americans saw on their televisions during the evening news covered by an uncensored media in the USA,/ Why ? the latter , was a by-product of the strategies and policies pursued by USA and the Vietcong/ However, his “credibility gap” between what the government was saying and what was actually happening, fuelled anti-war activism in the late1960s and early1970s./ which crippled the Democratic Party and effectively ruined Johnson’s chances for re-election /

President Nixon (1969-1973) pursued “Vietnamization”/ and simultaneously, increasing the air war over North Vietnam/ and —“Operation Menu” (1969), authorizing the secret, massive carpet bombing of Cambodia, from wherethe Vietcong was being supplied.
Nixon’s ‘Christmas Bombings’ (1972), brought immediate condemnation from the international community and forced the USA to reconsider its tactics and negotiation strategy, / which ultimately forced the USA to withdraw its forces from Vietnam, & the formation of a united communist Vietnam/
Any other relevant response

CONCLUSION:

USA policies and strategies, and the equally important superior guerrilla strategies and tactics of the Vietcong, were of far more importance, than the role of the USA media, in its failure to prevent the establishment of a united Communist regime in Vietnam.

[50]

Focus on why the strategies and tactics of USA against North Vietnam were successful in achieving its aims:

• If candidates indicate that the USA was successful in the war in Vietnam between

1965 and 1973, then they need to support their argument with relevant evidence.

[50]

Question 4: Explain to what extent the actions of the Black Power Movement

(BPM) were successful during the 1960s in the USA.

SYNOPSIS

In writing this essay, candidates must be able to explain if the actions of the Black Power Movement (BPM) were (un)successful during the 1960s in the USA. They must be able to explain whether or not its radical approach and its ideals had a positive psychological effect on African Americans.

Introduction

The BPM introduced radical ideals and approaches to African Americans disgruntled with slow and ineffective change effected by USA government legislation and law courts, as a result of non-violent protests by CRM. Its ideals and approaches had an effective but short-lived psychological impact on African-Americans.

Elaboration:

BPM: ideals & approaches:

The BPM: Stokely Carmichael (“Black Power”, “Black is Beautiful”)/; MalcolmX (self-defence, self-reliance, self-determination)/, and Black Panther Panther/10-point Community programme, namely: /free feeding scheme; tutoring & clinics/-improving of socio-economic conditions of the urban poor, /& blaming capitalism and imperialism for black economic deprivation and inequality/-and armed patrols/-California/).

Its approach and ideals were radical and popular among African Americans disgruntled with the CRM, in a sense that:

By blaming, capitalism and racial discrimination, for Black impoverishment/. Meant that it accepted a certain amount of socialism to be necessary for eliminating Black inequality / (e.g. high unemployment, ghettos, inferior facilities, health etc.)./ Therefore, it inverted King’s implicit dependence on (“upward black mobility”/ –hence reliance on USA capitalist development as a means of effecting equality/.

By making the socio-economic conditions of the working class/ and human rights/ (e.g. right to self-defence, cultural integrity, etc.)/, and the wrestling of cultural, political and economic power from the white hegemony, its main foci. /therefore, it inverted the CRM’s emphasis on “reform” (constitutional change), integration (civil rights),/ and on middle class interests/.

By advocating force (self-defence & armed patrols)/ as a necessary and justifiable means to obtain social justice/ and to defend African-American interests, /given police brutality /and high-levels of white right-wing(K.K.K) violence./ Hence its inversion the CRM’s reliance on “passive resistance”/ and “non-violent” campaigns/ (e.g. marches, boycotts, speeches etc.), /and continued reliance on White liberals, /the USA government legislation,/ and on Law Courts, to abolish segregation/it saw constitutional reform via non-violent protests, frustratingly slowing down the rate of change/

Positive psychological impact of its radical ideals on African Americans, discontented with the failure of CRM to effect change for all African American, in a sense that :

Gave the African-American a sense of independence, /self-reliance,/ control, power,/ and a sense of pride in African culture and a Black identity./(i.e. Calls for African Americans to acknowledge heritage, music, literature, build community and form own organisations/

Forexample: it also allowed the African-American to rely more on its own policies, strategies, infrastructure, / and its allies abroad/ than on the white American government and the small, but growing, pro-Black white middle class. /

Success was short-lived, and hope of a resurrection became diminished, in a sense that:

Too violent / e.g. confrontation with police, in order to replace them with neighbourhood patrol. / therefore, it lost popularity. / and increased the popularity of CRM;
Legal and internal disputes; /
Assassinations of Malcolm X, 1965); / “voice” of BPM silenced
Police harassment; /
Forming of splinter groups. /

Conclusion:

Candidates to tie up their arguments with relevant conclusion: radical ideals and approaches of BPM were effective but short-lived, with little hope of a resurrection/ as the movement itself rapidly faded into oblivion, and was eventually overtaken, in popularity, by the CRM/.

[50]

Final Total: 100 marks