NATIONAL

SENIOR CERTIFICATE

GRADE 12

HISTORY P1

NOVEMBER 2021

ADDENDUM

This addendum consists of 14 pages.

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QUESTION 1: HOW DID THE MARSHALL PLAN INTENSIFY COLD WAR

TENSIONS BETWEEN THE UNITED STATES OF AMERICA (USA)
AND THE SOVIET UNION (USSR) FROM 1947?

SOURCE 1A

The source below highlights the devastation and destruction that the Second World
War had on the European economy and the need for its reconstruction.

Post-war Europe was in dire straits (a terrible state). Millions of its citizens had been
killed or seriously wounded in the Second World War.

Many cities, including some of the leading industrial and cultural centres of Great
Britain, France, Germany, Italy and Belgium had been destroyed. Reports provided to
Marshall (Secretary of State) suggested that some regions of the continent were on the
brink of famine (starvation) because agricultural and other food production had been
disrupted by the fighting.

In addition, the region's transportation infrastructure railways, roads, bridges and

ports had suffered extensive damage during airstrikes and the shipping fleets of
many countries had been sunk. In fact, it could easily be argued that the only world
power not structurally affected by the conflict had been the United States.

The reconstruction coordinated under the Marshall Plan was formulated following a
meeting of the participating European states in the latter half of 1947. Notably,
invitations were extended to the Soviet Union and its satellite states. However, they

[From https://www.history.com/topics/world-war-ii/marshall-plan-1.
Accessed on 29 August 2021.]

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SOURCE 1B

The source below is part of a speech that George Marshall, the Secretary of State of
the United States of America (USA), delivered at Harvard University on 5 June 1947.
It focuses on the USA's intention to provide financial (economic) aid to European
countries.

It is logical that the United States should do whatever it is able to do to assist in the
return of normal economic health in the world, without which there can be no political
stability and no assured peace. Our policy is directed not against any country or
doctrine, but against hunger, poverty, desperation and chaos. Its purpose should be
the revival of a working economy in the world so as to permit the emergence of political
and social conditions in which free institutions can exist. Such assistance, I am
convinced, must not be on a piecemeal (separated) basis as various crises develop.

Any assistance that this government may render in the future should provide a cure
rather than a mere palliative (be comforting). Any government that is willing to assist in
the task of recovery will find full co-operation I am sure, on the part of the United States
government. Any government which manoeuvres (tries) to block the recovery of other
countries cannot expect help from us. Furthermore, governments, political parties or
groups which seek to perpetuate (spread) human misery in order to profit therefrom
politically or otherwise will encounter the opposition of the United States.

It is already evident that, before the United States government can proceed much
further in its efforts to alleviate (improve) the situation and help start the European
world on its way to recovery, there must be some agreement among the countries of
Europe as to the requirements of the situation and the part those countries themselves
will take in order to give proper effect to whatever action might be undertaken by this
government.

[From Book of Great Speeches by A Burnet]

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SOURCE 1C

The source below focuses on the reasons forwarded by the Soviet Union's Foreign
Minister, VM Molotov, for the rejection of the Marshall Plan at a meeting held in Paris
on 2 July 1947.

Soviet Foreign Minister, VM Molotov, walks out of a meeting with representatives of the
British and French governments, signalling the Soviet Union's rejection of the Marshall
Plan. Molotov's action indicated that Cold War frictions (conflicts) between the United
States and Russia were intensifying.

The Soviet reaction to Marshall's speech was a stony (hostile) silence. However,
Foreign Minister Molotov agreed to a meeting on 27 June 1947 with his British and
French counterparts to discuss the European reaction to the American offer.

Molotov immediately made clear the Soviet objections to the Marshall Plan. First, it
would include economic assistance to Germany, and the Russians could not tolerate
such aid to the enemy that had so recently devastated the Soviet Union. Second,
Molotov was adamant (stubborn) in demanding that the Soviet Union have complete
control and freedom of action over any Marshall Plan funds Germany might receive.
Finally, the Foreign Minister wanted to know precisely how much money the United
States would give to each nation. When it became clear that the French and British
representatives did not share his objections, Molotov stormed (walked) out of the
meeting on 2 July 1947.

From the Soviet perspective, its refusal to participate in the Marshall Plan indicated its
desire to remain free from American economic imperialism and domination.

In the following weeks, the Soviet Union pressured (forced) its Eastern European allies
to reject all Marshall Plan assistance. That pressure was successful and none of the
Soviet satellites (colonies) participated in the Marshall Plan. The Soviet press claimed
that the American programme was a 'plan for interference in the domestic affairs of
other countries'. The United States ignored the Soviet action and, in 1948, officially
established the Marshall Plan and began providing funds to other European nations.

[From https://www.history.com/this-day-in-history/soviet-union-rejects-marshall-plan-assistance.
Accessed on 2 June 2021.]

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SOURCE 1D

The cartoon below was drawn by a German, William Wolfe, also known as Woop, on
4 October 1947. It depicts the efforts taken by President Truman of the United States
of America and the Congress to implement the Marshall Plan in Europe from 1947.

MARSHALL

FAMINE

PLAN M*

TRUMAN CONGRESS

[From https://www.cvce.eu/en/obj/cartoon_by_woop_on_implementation_of_the_marshall_plan_
4_october_1947-en-cd3b0171-d6f3-4600-9f8b-f455a1575e14.html. Accessed on 2 June 2021.]

EUROPE PLAN M* = PLAN MARSHALL

CIMENT/'CEMENT'

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QUESTION 2: WHY DID FOREIGN POWERS BECOME INVOLVED IN THE

ANGOLAN CIVIL WAR BETWEEN 1974 AND 1976?

SOURCE 2A

The source below outlines the impact of the developments in Portugal that led to the
independence of Angola in 1975 and the subsequent contestation (challenge) for
power by the three Angolan liberation movements (MPLA, FNLA and UNITA).

In April 1974, junior officers belonging to the Movement of the Armed Forces (MFA)
toppled the Salazar-Caetano regime in Portugal and began the process of
decolonisation.

In 1974, however, a frenzy (rage) of diplomatic and political activity at home (Angola)
and abroad mitigated (helped) against a negotiated independence. In 1975, as the will
to retain imperial control over Angola dwindled (declined), fighting broke out in many
provinces of Angola and also in the capital, Luanda, where the armies of the Popular
Movement for the Liberation of Angola (MPLA), the National Front for the Liberation of
Angola (FNLA) and National Union for the Total Independence of Angola (UNITA) were
intended to maintain the peace with joint patrols. In January 1975, under heavy
international pressure, the colonial power and the three movements had signed an
agreement in Alvor, Portugal, providing for a transitional (temporary) government, a
constitution, elections and independence.

This Alvor Accord soon collapsed, however, and the transitional government scarcely
(hardly) functioned. In the subsequent confrontations the FNLA received military
support from Zaire with the backing of China and the US, while under Agostinho Neto
the MPLA gained ground, in particular in Luanda, with support from the Soviet Union
and from Cuban troops. On 11 November 1975 Angola became independent. The
FNLA and UNITA were excluded from the city and from government and a socialist
one-party regime was established which eventually gained international recognition,
though not from the United States.

[From https://rc-services-assets.s3.eu-west-1.amazonaws.com/s3fs-
public/From_military_peace_to_social _justice_The_Angolan_peace_process_Accord_Issue_15.pdf.
Accessed on 6 June 2021.]

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SOURCE 2B

The extract below focuses on why the United States of America (USA) became
involved in the Angolan Civil War in 1975.

The Soviet Union and Cuba doubled down (increased) on their defence of the MPLA
government. The Soviets amped (increased) up their economic aid, while the Cubans
initially committed about 15 000 ground troops to the region, a number that rose to
nearly 36 000 within the year.

The United States' intervention in Angola was heavily shaped by several factors. First,
much like in Vietnam, American leaders, such as Secretary of State Henry Kissinger,
believed that a communist takeover in Angola would lead to a domino effect in the rest
of southern Africa. If Angola fell, it was feared that the Soviets, Cuba, and to a lesser
extent China, would feel bold enough to inspire revolution that was Pan-African and
communist in nature, rather than nation-based and capitalist-oriented, throughout the
African continent.

Second, offshore of the northern half of the country lay enormous oil fields. Neither the
United States nor the Soviet Union wanted such reserves to fall into the other's hands.
Angolan oil could potentially benefit both nations economically and could also help cut
costs of military operations in the continent should they arise in the future.

Third, the CIA feared that the Soviet Union was attempting to establish a military base
in Angola. Such a concern was based on historical evidence. The Soviets had backed
a 1977 coup led by former Interior Minister of Angola, Nito Alves. Although Alves was
eventually executed by Neto following the Nitista (a name given to the followers of
Alves) coup, American officials knew that the Angolan Civil War served as a real threat
to its interests throughout all of Africa.

[From https://www.atomicheritage.org/history/proxy-wars-during-cold-war-africa.
Accessed on 6 June 2021.]

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SOURCE 2C

The source below explains South Africa's foreign policy proposal to FNLA and UNITA
to ensure regional stability.

From the outset, the question of coming to an arrangement with the MPLA was a
non-starter. The public remained acutely sensitive to any suggestion of the spread of
communist influence broadly defined in any part of Africa or the Indian Ocean.

Pretoria therefore launched a series of exploratory overtures (proposals) to the FNLA

and UNITA to see whether an Angola ruled by either would provide the regional
stability and security that South Africa desired. From February 1975, SADF military
intelligence and the Bureau of State Security (BOSS) officials began meeting regularly
with the upper echelons (ranks) of both organisations in Angola and Europe.

Both the FNLA and UNITA were desperate for help and said what South Africa wanted
to hear: namely that an Angola under their control would form part of an anti-
communist bloc in southern Africa, built on the three pillars of economic
interdependence, good neighbourliness, and non-interference in each other's affairs.

Crucially, both committed to denying SWAPO bases from which to operate in southern
Angola. 'Dr Savimbi promised,' FJ du Toit Spies (historian) wrote, 'that SWAPO attacks
on South West Africa would not be permitted.' The FNLA, not to be outdone, said it
would allow the SADF to conduct 'hot pursuit' operations against SWAPO operatives
up to 80 kilometres inside Angola. Consequently, over the coming months Pretoria
supplied limited military aid and funding to both organisations.

[From Reassessing South Africa's intervention in the Angolan Civil War, 1975 1976, Journal of Cold
War Studies. Summer 2013, Vol. 15, Issue 3 by J Miller]

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SOURCE 2D

The source below is a poster titled 'ANGOLA: ANOTHER VIETNAM'. It calls for the
withdrawal of South Africa and the US from the Angolan conflict.

[From https://postermuseum.com/products/angola-support-the-mpla. Accessed on 10 September 2021.]

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QUESTION 3: HOW DID DIFFERENT FORMS OF SIT-INS CONTRIBUTE TO

DESEGREGATION OF PUBLIC FACILITIES IN THE UNITED
STATES OF AMERICA (USA) DURING THE 1960s?

SOURCE 3A

The source below focuses on the reasons why young African American students
decided to embark on a sit-in at a Woolworths store in Greensboro, North Carolina, in
1960.

It was college students who had relit (revived) the torch, with a seemingly new form of
non-violent confrontation (challenge) the sit- February 1960, four male
students (Ezell Blair Jr, Franklin McCain, Joseph McNeil and David Richmond) from
the North Carolina Agricultural and Technical College (A&T) walked into the downtown
Woolworths in Greensboro and sat down on stools at the store's lunch counter. When
the waitresses wouldn't serve them, the students refused to move. Two of them were
members of the Greensboro National Association for the Advancement of Colored
People (NAACP) youth group, which, impatient with the glacial (slow) pace of school
desegregation and the lack of momentum after the Montgomery boycott, had been
agitating (pushing) to get things moving again. The Youth Council had been founded
seventeen years before, after a visit to Greensboro by NAACP official Ella Baker.

After being refused service at Woolworths, the four returned the next day, and this time
they brought with them more than twenty fellow students. The day after that, sixty-six
students from Agricultural and Technical (A&T) and other colleges and universities
throughout the area showed up. By the end of the week, more than a thousand young
people were involved in the sit-in, shocking not only the residents of Greensboro but
the rest of the South and the nation.

Soon, students in nearby Winston-Salem and Durham launched their own

demonstrations. Hundreds of students staged sit-ins in downtown Nashville. Protest
erupted in South Carolina, Florida and Virginia, igniting (awakening) each other like
a string of firecrackers. By April, more than fifty thousand people throughout the South
had taken part in sit-ins in seventy-eight cities and towns, and more than two thousand
demonstrators were arrested.

[From Freedom's Daughters by L Olson]

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SOURCE 3B

The source below is part of an interview that was held between Joseph Jackson Jr
(leader of the Tougaloo Nine) and writer Gabriel San Román of the Orange County
Weekly in California, in 2015. It focuses on the interaction between nine students from
Tougaloo College and the librarians at the 'whites only' Jackson Public Library in
Mississippi on 27 March 1961, regarding their 'sit-in' ('read-in') in the library.

Joseph Jackson Jr, their leader, approached the circulation desk. With heart thumping,
he stammered a message he had memorised: 'Ma'am, I want to know if you have this
philosophy book. I need it for a research project.'

'You know you don't belong here!' the library assistant yelled, proceeding to call the
library director.

'May I help you?' the latter (library director) asked, coming out of her office.
'We're doing research,' the students responded.

'There's a Coloured library on Mill Street,' she said. 'You are welcome there.'

Almost immediately, Jackson later reported, police entered the building and told the
students to get out of the library. No one moved. The chief of police then told them that
they were under arrest.

Six officers placed the students into squad cars and at the station charged them with
breach (breaking) of the peace because they failed to leave the library when ordered.
They were booked into the local jail.

Several days later, the students were taken to the courthouse to be tried. Several
blocks away, hundreds of whites were marching through city streets under a huge
Confederate flag. At the courthouse, however, some 100 black supporters had
gathered to cheer what were now referred to as the 'Tougaloo Nine'.

[From The Orange County Weekly in California by GS Román]

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SOURCE 3C

The photograph below depicts young African Americans and whites in a 'swim-in'
(to protest against segregation in swimming pools) at Pullen Park's swimming pool in
Raleigh, North Carolina on 7 August 1962. In the background of the photograph are
two groups, African Americans sitting and whites standing separately.

[From https://davidcecelski.com/2018/07/20/the-color-of-war-part-9-wade-ins-and-swim-ins/.
Accessed on 4 August 2021.]

A GROUP OF YOUNG AFRICAN AMERICANS A GROUP OF YOUNG WHITES

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SOURCE 3D

The source below elaborates on how non-violent sit-in protests contributed to the
desegregating of facilities in the United States of America in the 1960s.

Six months after the sit-ins began, Harris, the manager of the Greensboro
Woolworth's, finally relented (gave in): The sit-ins had already cost him $150 000 in
lost business. On 25 July 1960, the lunch counter served its first black customers
four Woolworths' employees who worked in the store's kitchen. In some cities, police
used tear gas or fire hoses on demonstrators. In Jacksonville, Florida, whites beat
sit-in participants with axe handles and baseball bats. But, by the end of the year,
integration of lunch counters had occurred in many cities across the South. The civil

On 11 June 1963, President John F Kennedy, in a live television address from the Oval
Office, called for legislation that would give 'all Americans the right to be served in
facilities which are open to the public hotels, restaurants, theatres, retail stores and
similar establishments'. Sit-ins and marches, along with Kennedy's assassination in
1963, helped galvanise (start) support for the Civil Rights Act of 1964, which outlawed
racial segregation in public facilities and employment. It was signed into law by
Kennedy's successor, President Lyndon B Johnson, in July 1964.

Today, there is no longer a Woolworths store in downtown Greensboro the company

closed the last of its United States stores in 1997. But on 1 February 2010, the
50th anniversary of the sit-ins, the building that once housed the Greensboro store will
reopen as the International Civil Rights Center & Museum. McCain (one of the four
male students), who plans to attend the opening, says he'll never forget how he felt on
1 February 1960, at age 17. 'I've never had a feeling like that in my life, just sitting on a
stool,' he says. 'It was the most relieving and the most cleansing feeling that I ever felt
the kind of feeling that I'll never have in my life again.'

[From The Greensboro Sit-Ins by S Bilyeu]

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ACKNOWLEDGEMENTS

Visual sources and other historical evidence were taken from the following:

Bilyeu, S. 2003. The Greensboro Sit-Ins (New York)

Burnet, A. 2006. Book of Great Speeches (Chambers Harrap Publishers Ltd)

https://davidcecelski.com/2018/07/20/the-color-of-war-part-9-wade-ins-and-swim-ins/
https://postermuseum.com/products/angola-support-the-mpla

https://rc-services-assets.s3.eu-west-1.amazonaws.com/s3fs-
public/From_military_peace_to_social_justice_The_Angolan_peace_process_Accord_
Issue15.pdf

https://www.atomicheritage.org/history/proxy-wars-during-cold-war-africa

https://www.cvce.eu/en/obj/cartoon_by_woop_on_implementation_of_the_marshall_
plan4october_1947-en-cd3b0171-d6f3-4600-9f8b-f455a1575e14.html

https://www.history.com/this-day-in-history/soviet-union-rejects-marshall-plan-
assistance

https://www.history.com/topics/world-war-ii/marshall-plan-1

Miller, J. Reassessing South Africa's intervention in the Angolan Civil War, 1975 1976,
Journal of Cold War Studies, Summer 2013, Vol. 15, Issue 3. University of Pittsburgh

Olson, L. 2001. Freedom's Daughters Scribner (New York)

Román, GS. 2002. The Orange County Weekly in California

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 NATIONAL
SENIOR CERTIFICATE

GRADE 12

HIST.1

HISTORY P1

NOVEMBER 2021

MARKS: 150

TIME: 3 hours

This question paper consists of 9 pages and an addendum of 14 pages.

AFTERNOON SESSION

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INSTRUCTIONS AND INFORMATION

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

prescribed content framework in the CAPS document.

SECTION A: SOURCE-BASED QUESTIONS

QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR

QUESTION 2: INDEPENDENT AFRICA: CASE STUDY ANGOLA

QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE

1970s: THE US CIVIL RIGHTS MOVEMENT

SECTION B: ESSAY QUESTIONS

QUESTION 4: THE EXTENSION OF THE COLD WAR: CASE STUDY

VIETNAM

QUESTION 5: INDEPENDENT AFRICA: CASE STUDY THE CONGO

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE

1970s: THE BLACK POWER MOVEMENT

2. SECTION A consists of THREE source-based questions. Source material that

is required to answer these questions can be found in the ADDENDUM.

3. SECTION B consists of THREE essay questions.

4. Answer THREE questions as follows:

4.1 At least ONE must be a source-based question and at least ONE must
be an essay question.

4.2 The THIRD question may be either a source-based question or an essay

question.

5. You are advised to spend at least ONE hour per question.

6. When answering the questions, you should apply your knowledge, skills and
insight.

7. You will be disadvantaged by merely rewriting the sources as answers.

8. Number the answers correctly according to the numbering system used in this
question paper.

9. Write neatly and legibly.

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SECTION A: SOURCE-BASED QUESTIONS

Answer at least ONE question, but not more than TWO questions, in this SECTION.
Source material that is required to answer these questions is contained in the
ADDENDUM.

QUESTION 1: HOW DID THE MARSHALL PLAN INTENSIFY COLD WAR

TENSIONS BETWEEN THE UNITED STATES OF AMERICA (USA)
AND THE SOVIET UNION (USSR) FROM 1947?

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

1.1 Study Source 1A.

1.1.1 Quote TWO pieces of evidence from the source to show that
post-war Europe was in dire straits. (2 x 1) (2)

1.1.2 Explain why the United States was the only world power not
structurally affected by the Second World War. (1 x 2) (2)

1.1.3 Define the term satellite states in your own words. (1 x 2) (2)

1.1.4 Using the information in the source and your own knowledge,
explain why the Soviet Union and its satellites states refused to join
the Marshall Plan. (2 x 2) (4)

1.2 Use Source 1B.

1.2.1 Name FOUR aspects in the source at which the Marshall Plan was
directed to assist with the return of normal economic conditions in
the world. (4 x 1) (4)

1.2.2 Explain how the Marshall Plan intended to prevent the spread of
communism in Western Europe. (1 x 2) (2)

1.2.3 State TWO conditions, as suggested in the source, that had to be

satisfied in order to achieve European recovery. (2 x 1) (2)

1.2.4 Comment on the usefulness of this source when researching the

intention of the Marshall Plan. (2 x 2) (4)

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1.3 Consult Source 1C.

1.3.1 Name the TWO governments in the source who met with Molotov
in Paris on 2 July 1947. (2 x 1) (2)

1.3.2 According to the source, why did Molotov object to Germany

receiving economic assistance through the Marshall Plan? (2 x 1) (2)

1.3.3 Explain the concept economic imperialism in the context of the

Cold War. (1 x 2) (2)

1.3.4 Using the information in the source and your own knowledge,
explain why the Soviet Union forced the Eastern European allies to
reject the Marshall Plan. (2 x 2) (4)

1.4 Study Sources 1B and 1C. Explain how the information in Source 1B differs
from the evidence in Source 1C regarding the assistance given to Europe by
the US government. (2 x 2) (4)

1.5 Refer to Source 1D.

1.5.1 Explain the messages that are conveyed in the source regarding
the implementation of the Marshall Plan from 1947. (2 x 2) (4)

1.5.2 Comment on the significance of the word 'EUROPE' in the context

of the implementation of the Marshall Plan. (1 x 2) (2)

1.6 Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining how the
Marshall Plan intensified Cold War tensions between the USA and the USSR
from 1947. (8)
[50]

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QUESTION 2: WHY DID FOREIGN POWERS BECOME INVOLVED IN THE

ANGOLAN CIVIL WAR BETWEEN 1974 AND 1976?

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

2.1 Study Source 2A.

2.1.1 What incident, according to the source, led to the process of

decolonisation in Portugal? (1 x 1) (1)

2.1.2 Define the concept decolonisation in your own words. (1 x 2) (2)

2.1.3 Name the THREE liberation movements in the source that signed
the Alvor Agreement in 1975. (3 x 1) (3)

2.1.4 Using the information in the source and your own knowledge,
explain what led to the collapse of the Alvor Accord in 1975. (2 x 2) (4)

2.2 Use Source 2B.

2.2.1 Name the TWO countries in the source that decided to defend the
MPLA government. (2 x 1) (2)

2.2.2 In the context of the Cold War in Angola, explain the term domino
effect. (1 x 2) (2)

2.2.3 Quote evidence from the source that suggests that the Soviet
Union was attempting to establish a military base in Angola. (1 x 2) (2)

2.2.4 In the context of the Cold War, what is implied by the words,
'American officials knew that the Angolan Civil War served as a
real threat to its interests throughout all of Africa'? (2 x 2) (4)

2.3 Read Source 2C.

2.3.1 Why, according to the source, was the question of South Africa
coming to an arrangement with the MPLA a non-starter? (1 x 2) (2)

2.3.2 Name TWO South African state agencies, referred to in the

source, that met with both the FNLA and UNITA in Angola as well
as Europe in 1975. (2 x 1) (2)

2.3.3 Comment on the meaning of the statement, 'an Angola under their
(FNLA and UNITA) control would form part of an anti-Communist
bloc in southern Africa'. (1 x 2) (2)

2.3.4 Using the information in the source and your own knowledge,
explain why South Africa provided limited military aid and funding
to both the FNLA and UNITA. (2 x 2) (4)

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2.4 Refer to Sources 2B and 2C. Explain how these sources are similar regarding
the involvement of the USA and South Africa in the Angolan Civil War
between 1974 and 1976. (2 x 2) (4)

2.5 Consult Source 2D.

2.5.1 What messages are conveyed in this poster regarding the

involvement of the USA and South Africa in the Angolan Civil War
between 1974 and 1976? (2 x 2) (4)

2.5.2 Explain the limitations of this source to a historian researching the

Angolan Civil War between 1974 and 1976. (2 x 2) (4)

2.6 Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining why foreign
powers became involved in the Angolan Civil War between 1974 and 1976. (8)
[50]

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QUESTION 3: HOW DID DIFFERENT FORMS OF SIT-INS CONTRIBUTE TO

DESEGREGATION OF PUBLIC FACILITIES IN THE UNITED
STATES OF AMERICA (USA) DURING THE 1960s?

Study Sources 3A, 3B, 3C and 3D and answer the questions that follow.

3.1 Read Source 3A.

3.1.1 Quote the non-violent protest action from the source that the four
college students from North Carolina were involved in. (1 x 1) (1)

3.1.2 Define the term boycott in your own words. (1 x 2) (2)

3.1.3 Explain what is implied by the statement, 'By the end of the week,
more than a thousand young people were involved in the sit-in', in
the context of ending segregation in the USA. (2 x 2) (4)

3.2 Consult Source 3B.

3.2.1 Who, according to the source, was the leader of the Tougaloo
Nine? (1 x 1) (1)

3.2.2 In the context of segregation in the USA, comment on what is

conveyed by the words, 'There's a Coloured library on Mill Street'.
(2 x 2) (4)

3.2.3 How, according to the source, did the following react to the trial of
the Tougaloo Nine at the courthouse?

(a) Whites (1 x 1) (1)

(b) Blacks (1 x 1) (1)

3.2.4 Explain why this source is reliable for a historian researching the
non-violent action by African Americans to integrate facilities in
United States during the 1960s. (2 x 2) (4)

3.3 Study Source 3C.

3.3.1 Explain the messages that are conveyed in the photograph

regarding the 'swim-in' that took place in Raleigh, North Carolina
on 7 August 1962. (2 x 2) (4)

3.3.2 What conclusion can be drawn from the photograph regarding the
two separate groups that are outside the swimming pool, in the
context of integration? (1 x 2) (2)

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3.4 Use Source 3D.

3.4.1 Quote THREE pieces of evidence from the source that suggests
that the Civil Rights Movement's non-violent strategy to
desegregate facilities in the South was a success. (3 x 1) (3)

3.4.2 Explain the term integration in the context of the Civil Rights
Movement. (1 x 2) (2)

3.4.3 List FOUR facilities in the source that President Kennedy

requested should be open to all Americans. (4 x 1) (4)

3.4.4 Name the legislation in the source that outlawed racial segregation
in public facilities and employment in 1964. (1 x 1) (1)

3.4.5 Using the information in the source and your own knowledge,
explain why McCain on 1 February 1960 felt sitting on a stool was:

(a) 'most relieving' (1 x 2) (2)

(b) 'most cleansing feeling that I ever felt' (1 x 2) (2)

3.5 Compare Sources 3A and 3D. Explain how the information in Source 3A
supports the evidence in Source 3D regarding the non-violent protest to
desegregate facilities in the United States of America during the 1960s.
(2 x 2) (4)

3.6 Using the information in the relevant sources and your own knowledge, write
a paragraph of about EIGHT lines (about 80 words) explaining how the
different forms of sit-ins contributed to desegregation of public facilities in the
United States of America during the 1960s. (8)
[50]

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SECTION B: ESSAY QUESTIONS

Answer at least ONE question, but NOT more than TWO questions, in this SECTION.

Your essay should be about THREE pages long.

QUESTION 4: THE EXTENSION OF THE COLD WAR: CASE STUDY VIETNAM

The tactics and strategies that the United States of America used between 1963 and
1975 against the Vietcong during the war in Vietnam were a dismal failure.

Do you agree with the statement? Use relevant evidence to support your line of
argument. [50]

QUESTION 5: INDEPENDENT AFRICA: CASE STUDY THE CONGO

The Congo's attainment (achievement) of independence from Belgium in June 1960

created expectations for a new and better life for all the Congolese.

Critically discuss this statement with reference to the political, economic, social and
cultural policies that Mobutu Sese Seko implemented in the Congo from the 1960s to
the 1970s. [50]

QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s:

THE BLACK POWER MOVEMENT

Explain to what extent the philosophy of Black Power empowered (inspired) African
Americans to be assertive and do things for themselves (be self-reliant) during the
1960s.

Use relevant evidence to support your line of argument. [50]

TOTAL: 150

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