TASK ONE

HISTORY MEMORANDUM
EXAMINER: MISS S. NGIDI
MODERATOR: MISS M.K. SIBIYA
MARKS: 50
GRADE: 11
1.SOURCE-BASED QUESTIONS

1.1 The following cognitive levels were used to develop source-based

questions:

COGNITIVE WEIGHTING OF
HISTORICAL SKILLS
LEVELS QUESTIONS
• Extract evidence from sources.
• Selection and organisation of relevant 30%
LEVEL 1
information from sources. (15)
• Define historical concepts/terms.
• Interpretation of evidence from the
sources.
40%
LEVEL 2 • Explain information gathered from the
(20)
sources.
• Analyse evidence from the sources.
• Interpret and evaluate evidence from
sources.
• Engage with sources to determine its
usefulness, reliability, bias and 30%
LEVEL 3
limitations. (15)
• Compare and contrast interpretations
and perspectives presented in sources
and draw independent conclusions.

1.2 The information below indicates how source-based questions are

assessed:

• In the marking of source-based questions credit needs to be given

to any other valid and relevant viewpoints, arguments, evidence or
examples.
• In the allocation of marks emphasis should be placed on how
the requirements of the question have been addressed.
• 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.
• When assessing open-ended source-based questions, learners
should be credited for any relevant answers.
• Learners are expected to take a stance when answering ‘to
what extent’ questions in order for any marks to be awarded.

1.3 Assessment procedures for source-based questions

✓
• Use a tick ( ) for each correct answer
• Pay attention to the mark scheme e.g. (2 x 2) which translates to two
✓✓ ✓✓
reasons and is given two marks each ( ); (1 x 2) which translates to one
✓✓
reason and is given two marks ( )
✓✓✓✓
• If a question carries 4 marks then indicate by placing 4 ticks ( )
 Paragraph question
Paragraphs are to be assessed globally (holistically). Both the content
and structure of the paragraph must be taken into account when
awarding a mark. The following steps must be used when assessing a
response to a paragraph question:
• Read the paragraph and place a bullet ( . ) at each point within the
text where the candidate has used relevant evidence to address the
question.
• Re-read the paragraph to evaluate the extent to which the candidate
has been able to use relevant evidence to write a paragraph.
• At the end of the paragraph indicate the ticks (√) that the candidate
has been awarded for the paragraph; as well as the level (1, 2 or 3)
as indicated in the holistic rubric and a brief comment e.g.

___________ ˖ __________________________ ˖ _________________

_________________ ˖ __________________________ ˖ ___________
√√√√ Level 2

Used mostly relevant evidence to write a basic paragraph

• Count all the ticks for the source-based question and then write the mark on
the right-hand bottom margin e.g.
32
50

• Ensure that the total mark is transferred accurately to the

front/back cover of the answer script.

2. ESSAY QUESTIONS

2.1 The essay questions require candidates to:

• 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

• Markers must be aware that the content of the answer will be
guided by the textbooks in use at the particular centre.
• Candidates may have any other relevant introduction and/or
conclusion than those included in a specific essay marking
guideline for a specific essay.
• When assessing open-ended source-based questions, learners should
be credited for Any other relevant answers.
2.3 Global assessment of the essay

The essay will be assessed holistically (globally). This approach requires

the teacher 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 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 reproducing them without taking into account
the specific requirements of the question. Holistic marking of the essay
credits learners’ opinions supported by evidence. Holistic assessment,
unlike content-based marking, does not penalise language inadequacies as
the emphasis is on the following:
• The construction of argument
• The appropriate selection of factual evidence to support such argument
• The learner’s interpretation of the question.

2.4 Assessment procedures of the essay

2.4.1 Keep the synopsis in mind when assessing the essay.

2.4.2 During the reading of the essay ticks need to be awarded for a
relevant introduction (indicated by a bullet in the marking
guideline/memorandum), each of the main points/aspects that is
properly contextualised (also indicated by bullets in the marking
guideline/memorandum) and a relevant conclusion (indicated by a
bullet in the marking guideline/memorandum) e.g., in an answer
where there are 5 main points there will be 7 ticks.

2.4.3 Keep the PEEL structure in mind when assessing an essay.

Point: The candidate introduces the essay by taking a line of

P argument/making a major point. Each paragraph should include a
point that sustains the major point (line of argument) that was
made in the introduction.
Explanation: The candidate should explain in more detail what
E the main point is all about and how it relates to the question
posed (line of argument).
Example: The candidates should answer the question by

E selecting content that is relevant to the line of argument. Relevant

examples should be given to sustain the line of argument.
L Link: Candidates should ensure that the line of argument is sustained
throughout the essay and is written coherently.
 2.4.4 The following symbols MUST be used when assessing an essay:

• Introduction, main aspects and conclusion not

properly contextualised
^
• Wrong statement _________________

• Irrelevant statement |
|
|

• Repetition R

• Analysis A√

• Interpretation I√
• Line of argument LOA

2.5 The matrix

2.5.1 Use of the matrix in the marking of essays.

In the marking of essays, the criteria as provided in the matrix

should be used. When assessing the essay note 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 allocate 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
P LEVEL 3 }26–27
COMMENT

Some omissions in content coverage.

Attempts to sustain a line of
6 HISTORY P1 (JUNE 2023)

MARKING MATRIX FOR ESSAY: TOTAL: 50

LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1*
PRESENTATION Very well Very well Well planned and Planned and Shows some Attempts to Little or no
planned and planned and structured essay. constructed an evidence of a structure an attempt to
structured essay. structured essay. Attempts to argument. planned and answer. structure the
Good synthesis Developed a develop a clear Evidence used to constructed Largely essay.
of information. relevant line of argument. some extent to argument. descriptive or
Developed an argument. Conclusion support the line Attempts to some attempt at
original, well Evidence used to drawn from the of argument. sustain a line of developing a line
balanced and defend the evidence to Conclusions argument. of argument. No
CONTENT independent line argument. support the line reached based Conclusions not attempt to draw a
of argument with Attempts to draw of argument. on evidence. clearly supported conclusion.
the use of an independent by evidence.
evidence and conclusion from
sustained and the evidence to
defended the support the line
argument of argument.
throughout.
Independent
conclusion is
drawn from
evidence to
support the line
of argument.

LEVEL 7
Question has been
fully answered.
Content selection
47–50 43–46
fully relevant to line
of argument.
LEVEL 6
Question has been
answered.
Content selection
43–46 40–42 38–39
relevant to a line of
argument.
LEVEL 5
Question answered
to a great extent.
Content adequately
38–39 36–37 34–35 30–33 28–29
covered and
relevant.
LEVEL 4
Question
recognisable in
answer. 30–33 28–29 26–27
Some omissions or
irrelevant content
selection.
LEVEL 3
Content selection
does relate to the
question, but does
not answer it, or
does not always
26–27 24–25 20–23
relate to the
question.
Omissions in
coverage.
LEVEL 2
Question
inadequately 20–23 18–19 14–17
addressed. Sparse
content.
LEVEL 1*
Question
inadequately
addressed or not at
14–17 0–13
all. Inadequate or
irrelevant content.

*Guidelines for allocating a mark for Level 1:

• Question not addressed at all/totally irrelevant content; no attempt to structure the essay = 0
• Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
• Question inadequately addressed and vague; little attempt to structure the essay = 7–13

Copyright reserved Please turn over

HISTORY P1
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: WHAT WERE THE EFFECTS OF WAR
COMMUNISM ON THE PEOPLE OF RUSSIA IN THE
1920s?
1.1
1.1.1 [Explanation of a concept from Source 1A – L1]
• An economic and political system that existed in Russia under Lenin to do away with private
ownership.
• Economic system that aimed at keeping the workers and the Red Guards stocked with weapons
and food at the expense of the peasants.
• Any other relevant response (1 x 2) (2)

1.1.2 [Extraction of evidence from Source 1A – L1]

• To supply the Red Army with weapons and food (1 x 2) (2)

1.1.3 [Extraction of evidence from Source 1A_ L1] 

● Private trading was banned
• Profit-making was decreed to be exploitation
• Factories with fewer than ten workers were taken over by the government
•  Strikes were illegal
• Surplus crops were taken by the government (Any 4 x 1) (4)

1.1.4 [Interpretation of evidence from Source 1A – L2]

• They had won the right to own their land under the communists
• They wanted to get profit by setting their surplus crops
• Any other relevant response (2 x 2) (4)

1.1.5 [Extraction of evidence from Source 1A – L1]

• By abolishing money charges on such services as railways and post. (1 x 2) (2)

1.2
1.2.1 [Extraction of evidence from Source 1B – L1]
• Seven kilos (+7 loaves) of bread, 450 grams of sugar and 225 grams of imitation butter had to
last a worker a month
• Many people got less of that (2 x 1) (2)

1.2.2 [Extraction of evidence from Source 1B – L1]

• They often beat and killed them (1 x 1) (1)

1.2.3 [Extraction of evidence from Source 1B – L1]

• They only grew what they needed to feed their own families (1 x 2) (2)

1.2.4 [Extraction of evidence from Source 1B – L1]

• Mines were flooded
• Machines were smashed
• Factories and railways were in ruins (3 x 1) (3)
1.2.5 [Commenting on the usefulness of evidence in Source 1B – L3]
• It shows how food were rationed for workers
• It shows how soldiers forced peasants to hand over their surplus grain
• It highlight how peasants resented handing over their surplus grain
• It highlights the effects of Civil War on the mines, leading to famine and epidemic diseases
• Any other relevant response (2 x 2) (4)
 1.3
1.3.1 [Interpretation of evidence from Source 1B – L2]
• To show the effects of War Communism on the people of Russia
• To show how famine and epidemic diseases affected the people of Russia
• To highlight the failure of War Communism
• Any other relevant response (Any 2 x 2) (4)

1.4 [Comparison of evidence from Source 1B and 1C – L3]

• Source 1B explains how War Communism negatively affected people of Russia and Source 1C
demonstrate that.
• Source 1A highlights the effects of famine and epidemic diseases and this
is shown in Source 1C.
• Any other relevant response (2 x 2) (4)
1.5
1.5.1 [Extraction of evidence from Source 1D – L1]
• Economy was in ruins
• Inflation was out of control
• The country was in the grip of famine (3 x 1) (3)

1.5.2 [Interpretation of evidence from Source 1D – L2]

• He meant that War Communism was a disaster
• He was acknowledging the failure of War Communism
• Any other relevant response (1 x 2) (2)

1.5.3 [Extraction of evidence from Source 1D – L1]

• They wanted political and economic freedom (1 x 1) (1)
1.5.4 [Interpretation of evidence from Source 1D – L2]
• Even their most loyal supporters were revolting against them
• Any other relevant response (1 x 2) (2)

1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3]

Candidates could include the following aspects in their response

• Under War Communism: Government took control of the economy (Source 1A)
• Red Army supplied with food (Sources 1A and 1B)
• Private trade was banned (Source 1A)
• Factories with fewer than ten workers taken over by government (Source 1A and 1B)
• Strikes were illegal (Source 1A)
• Surplus crops were forcefully taken by the government to feed factory workers and the army
(Source 1A,1B and 1D)
• Peasants resented this: They only produced what was sufficient to feed their own families
(Source 1A and 1B)
• Money charges on such services as rail-ways and post was abolished (Source 1A)
• Mines were affected (flooded, machines smashed (Sources 1B)
• Industrial output dropped (Source 1B)
• Famine and epidemic diseases swept Russia and many people died of typhoid (Source 1B, 1C and
1D)
• Peasants rose up against the army and the CHEKA (Source 1D)
• Sailors mutinied at Kronstadt (Source 1D)
• Any other relevant response

Use the following rubric to allocate marks:

  Uses evidence in an elementary manner e.g. shows no or little
understanding of the effects that War
LEVEL 1 Communism had on the people of Russia in the MARKS
1920s. 0–2
 Uses evidence partially or cannot write a paragraph
 Evidence is mostly relevant and relates to a great extent to the topic
e.g. Demonstrates some understanding of the effects that War
LEVEL 2 Communism had on the people of Russia in the 1920s. MARKS
Uses evidence in a very basic manner to write a paragraph 3–5


 Uses relevant evidence e.g. demonstrate a thorough understanding

of the effects that War Communism had on the people of Russia in
LEVEL 3 the 1920s. MARKS
 Uses evidence very effective in an organized paragraph that shows 6–8
an understanding of the topic.
(8) [50]

SECTION B: ESSAY QUESTIONS

QUESTION 2: COMMUNISM IN RUSSIA, 1900–1940

SYNOPSIS

This question requires the candidate to say to what extent Stalin was successful in transforming
Russia into a superpower. The focus should be on the First and Second Five-Year Plans and the
argument should indicate to what extent these changes would make Russia a superpower.

MAIN ASPECTS

Candidates could include the following aspects in their response:

• Introduction: The candidate's introduction must answer the question – Stalin succeeded to a
large extent to transform Russia into a superpower by 1939.

ELABORATION

• Stalin believed that superpower status could only be achieved through complete state control
of the economy
• Stalin wanted to increase agricultural production to feed the growing population
• Stalin wanted to increase agricultural production to free more agricultural workers for
industry
• Stalin wanted to increase agricultural production to increase exports in order to import
machinery and goods
• Farms were collectivised to form kolkhoz (collective farms) and sovkhoz (state farms)
• Small farmers shared machinery and land
• In this way, many landless small farmers become government workers
• Kulaks opposed collectivisation – leading to a decline in agricultural production
• Kulaks were exterminated as a class and collectivisation was enforced
• Small farmers allowed to own their own private piece of land where they could work
themselves
• State bought most of the proceeds and production levels started to rise
• Stalin definitely succeeded in transforming Russia into a superpower by 1939.  State sold
produce at higher prices and also exported produce
• In this way, the state raised the capital to finance Russia’s industrial development
• By 1939, collectivisation was complete and this would ensure the industrial development of
Russia
• The purpose of industrial development was to make Russia independent of capitalist countries
• Emphasis on the development of heavy industries – iron and steel
• Emphasis on the development of consumer goods and the development of transport network
to serve industrial centres
• New towns and factories were erected
• Magnitogorsk's new industrial town was established
• Factories manufactured according to government quotas  Propaganda was used to
inspire workers and to emphasize the importance of working together for a better future.
• Coal mined – to smelt iron and steel
• 1 500 new factories built
• Workers worked long hours
• Dnieper Dam – hydroelectric power station built
• Large towns and industrial centres were built
• More small farmers moved to the cities (Urbanisation)
• All children aged between 3 and 16 received compulsory education
• Compulsory education created a skilled workforce
• It indoctrinated the youth with communist beliefs
• Apartments were built to solve the housing shortage
• Cars were built in Moscow
• Oil was discovered at Baku
• Building networks of tar roads and canal systems to set up rivers for practical navigation
became essential.
• Stalin used encouragement, discipline and terror to achieve his goal
• By 1940, Russia was the world's second largest industrial power
• Industry has now contributed more than 70% of the country's national income

Conclusion: Candidates should tie up the argument with a relevant conclusion with regard to
the stance taken in the introduction.

Stalin definitely succeeded to a great extent to transforming Russia

into a superpower by 1939. [50]