History exemplar of school based

Challenges

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  American cultural imperialism (eg: fast food, music) (6A)
  
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  Power of international financial organisations (eg: WTO, IMF) (6A, 6C, 6D)
  
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  Rise if unemployment due to global mobility of industry (6A)
  
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  Lives changing at a rate so rapid it is beyond people’s control (6A)
  
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  People overwhelmed by new ideas, goods, cultures (6A)
  
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  Digital Divide – not everyone has access to new technology (6B)
  
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  Growing divide between the highly educated and digitally connected and the unskilled. (6B)
  
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  Rise of international crime syndicates (6C)
  
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  New technology creating new crimes (6C)
  
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  Environmental impact (6A, 6C, 6D)
  
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  Any other relevant answer
  

Opportunities

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  Sharing ideas, cultures has resulted in innovation and creativity throughout human history (6A)
  
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  Technology and new media allows some to communicate instantly over huge distances (6B)
  
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  Opens up opportunities for new business ventures, new imaginative enterprises (6B)
  
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  Ordinary people can share, communicate, organise and co-ordinate across the globe without involving governments (democratic potential) (6C)
  
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  It is possible to organise against global exploitation, challenges on a global scale. (6C, 6D)
  
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  Any other relevant answer
  

Use the following rubric to allocate a mark:

LEVEL 1	Uses evidence in an elementary manner e.g. shows no or little understanding of the challenges and opportunities which have been created by globalisation. Uses evidence partially to report on topic or cannot report on topic	Marks: 0 – 2
LEVEL 2	Evidence is mostly relevant and relates to a great extent to the topic e.g. shows an understanding of the challenges and opportunities which have been created by globalisation. Uses evidence in a very basic manner	Marks: 3 – 6
LEVEL 3	Uses relevant evidence e.g. demonstrates a thorough understanding of the challenges and opportunities which have been created by globalisation. Evidence relates well to the topic Uses evidence very effectively in an organised paragraph that shows an understanding of the topic	Marks: 7 – 8

[50]

DESIGN GRID: Cognitive levels for Grade 12 Source-Based Questions:

CAPS (p.33)	Level 1	Level 2	Level 3
	Extract evidence from sources	Explain historical Concepts; simple interpretation, understand source and author’s opinion, simple comparison	Interpret and evaluate; engage with bias, reliability, usefulness; compare and contrast interpretations.
	30% (15 marks)	40% (20 marks)	30% (15 marks)
Question 6
6.1.1	(3 x 1) (3)
6.1.2		(2 x 2) (4)
6.1.3	(4 x 1) (4)
6.1.4	(2 x 2) (4)
6.1.5	(2 x 2) (4)
6.1.6		(2 x 2) (4)
6.2.1		(2 x 2) (4)
6.2.2		(2 x 2) (4)
6.3			(2 x 2) (4)
6.4		(2 x 2) (4)
6.5			(1 x 3) (3)
6.6		(1 x 3) (3)	(8)
TOTAL	15 marks (20%)	20 marks (40%)	15 marks (20%)

SECTION B: ESSAY QUESTION
EXPLAIN HOW THE COLLAPSE OF THE USSR CONTRIBUTED TOWARDS ENDING APARTHEID IN SOUTH AFRICA. [50]
SYNOPSIS

This essay question requires learners to explain how the change in international relations brought about by the collapse of the USSR and the end of the cold war impacted on the domestic policy of South Africa. Learners should explain how the collapse of the USSR affected South Africa in three main ways: It changed the attitude of the apartheid government towards the liberation movement, notably the ANC; it changed the attitude of the ANC towards negotiating with the apartheid government; and it changed the attitude of Western governments towards South Africa.

MAIN ASPECTS

Candidates should include the following aspects in their response:

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  Introduction: Candidates should contextualise the question (who, what where, when) and outline their main line of argument (signpost topics for paragraphs to follow)
  

ELABORATION:

Learners must clearly substantiate their line of argument in the body of their essay.

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  Effects of the Collapse of the USSR on National Party government
  

- NP government was strongly anti-communist; it believed that the liberation movement (especially ANC and SACP) were controlled by USSR and that they wanted to establish a communist state in SA. But when the communist governments in Eastern Europe and USSR collapsed, the NP no longer could no longer use the threat of communism as an argument to suppress liberation movement

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  NP lost its support and funding from West who also imposed a range of economic and cultural sanctions
  
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  NP lost support from increasing numbers of white South Africa now that liberation movements were no longer linked to a threat of communist
  
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  New international climate of democracy and human rights – apartheid was seen as outdated and needing to be replaced
  

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  Effects on the collapse of the USSR on the liberation movements
  

- The images of mass popular protest bringing down authoritarian governments throughout eastern Europe and USSR inspired the anti-apartheid liberation movement

- ANC lost its main source of financial and military support

- ANC had to move MK bases out of Angola when an agreement over Namibia was reached.

- Many (not all eg Chris Hani) within liberation movement believed that military victory was no longer possible so gave their support to a negotiated settlement

- ANC increasingly divided over whether to follow a ‘communist’ / command economy economic model which had been discredited by the collapse of USSR. By early-1990s Mandela was openly opposed to nationalization.

- ANC no longer viewed by west as a tool of the USSR so increasingly supported by western powers (even USA and Britain)

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  Effects of the collapse of the USSR on Western governments’ attitudes towards South Africa
  

Before the collapse of USSR

- Apartheid government was supported by Britain + USA

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  National Party was allowed to follow policies of repression as West was concerned about a future ANC government with USSR connections / control
  
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  In the Cold War climate the western governments feared the spread of Communism in Southern Africa (Domino Theory)
  

Attitude of the West after the collapse of USSR

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  NP could no longer claim that its policies were protecting all South Africans from the threat of Communist rule and that the ANC would establish a Communist satellite state in South Africa.
  
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  West’s main concern was to protect their economic investments and political stability is essential for economic growth (During 1980s internal resistance made the country ungovernable, rolling mass action ect)
  
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  After 1989 West promoted ‘New World Order’ (ideology of democracy, human rights and capitalism)
  
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  West put pressure on apartheid government to negotiate a settlement and introduce democracy and equal rights in South Africa
  
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  ANC now seen as a ‘liberation movement’ rather than ‘communist terrorists’ by USA and British governments.
  
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  Western powers no longer needed the South Africa as a bulwark or ally against spread of communism and pressure on the government to negotiate.
  

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  Any other relevant answer
  

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  CONCLUSION: Learner must tie up their argument with a relevant conclusion.
  

Total for Standardised Test /100/

6. GUIDELINES FOR SETTING SOURCE-BASED QUESTION
6.1 What is the purpose of asking source-based questions?

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  History is a process of enquiry. The study of History, therefore, requires learners to ask and answer questions about the past using information contained in different historical sources.
  
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  The aim of working with historical source material is to enable learners to
  

- extract and interpret information from a number of sources

- evaluate and analyse the information given in each source

- understand and explain why there is usually more than one perspective of a historical event or process.

- organize the information gained from the source material as evidence which can be used to answer questions about the past, to support a line of argument and to construct an original piece of historical writing.

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  When working with historical source material learners are being asked to use their historical knowledge and skills to think critically about the information (historical evidence) contained in the sources. This process is called ‘historical thinking’ or ‘thinking like a historian’.
  

In the following extract, Sam Wineberg, Professor of History Education at Stanford University in the USA, explains why he believes that it is important for learners to work with historical source material and discusses the value of teaching learners to think historically.

The students need to be taught to “think like historians” not because they will become professional historians but precisely because most won't. The goals of school history are not vocational but to prepare students to tolerate complexity, to adapt to new situations, and to resist the first answer that comes to mind.
When a video uploaded from a cell phone in Tehran can be transmitted to San Francisco in half a second, history reminds us to start with basic questions: Who sent it? Can it be trusted? What did the camera angle miss? There's no shortage of forces telling students what to think. In this daily avalanche of information, students have never been in greater need of ways to make sense of it all…
Without thinking, history is meaningless. But when you add thinking, especially the specific skills of “thinking historically,” the past comes to life. In the end that is what reading, and thinking—and I would add, teaching—like a historian is all about.

[From: S.Wineburg, ‘Thinking Like a Historian’, Teaching with Primary Sources, Library of Congress. http://www.loc.gov/teachers/tps/quarterly/historical_thinking/article.html, Accessed on 27.08.13]

6.2 The selection of sources for School-Based Assessment (SBA) tasks.

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  Select sources which are authentic.
  

- Ideally these should be primary sources. In the case of an SBA task these will be documents or visual images which were created or produced during the time being studied. For example: letters, documents, speeches, songs, poems, newspaper articles, photographs, cartoons, tables, graphs.

- Historian’s accounts of the past may also be used.

- Avoid using the text from a textbook or encyclopaedia.

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  Choose four or five separate sources which relate to a topic in the CAPS document, share a theme and can be used to answer a key question.
  

- For example: The sources used for Question 3 (p.36) are all relevant to Topic 3: Civil Society Protests 1950s to 1970s. They are all about school desegregation and focus on the case study: Little Rock, Arkansas. They all contain information which helps the learner answer the key question: ‘How did different people experience the first day of school at Central High, Little Rock on 3 September 1957?’

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  The language of the source material selected should be of an appropriate level for a Grade 12 learner to read and understand.
  

- Where necessary insert synonyms [alternative words to explain another word] into the text. These should be placed in a square bracket [ ]. For example: ‘I vaguely remember someone hollering [shouting]…’

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  Sources should be approximately 200-300 words long.
  

- There should be sufficient information within the source and its contexualisation to be able to ask a range of questions at all three cognitive levels. The learner should not, however, be expected to read through large sections of irrelevant text.

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  Visual sources need to be selected carefully to ensure that they reproduce clearly. Learners must be able to read any writing on the image. Unclear writing should be re-typed in a textbox or included in the contextualisation.
  

6.3 How to Contextualise Source Material

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  All source material used in SBA tasks must be correctly contextualised which should include the following:
  

- The name of the person/organisation ect who created the source

- The date the source was created

- The place where the source was originally seen / published / spoken

- The original purpose for which the source was created

- If it is a visual image, identify the people in the photograph / cartoon.

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  Refer to the DBE’s History examination papers for a clear example of how to contextualise and reference source material.
  
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  Learners need to be able to engage with the contextualization of source material in order to answer questions about reliability, usefulness and possible bias.
  

6.4 How to Set Source-Based Questions

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  A set of source-based questions should guide learners through a process where they extract, explain, interpret, evaluate, analyse and compare the information in the source material in order to construct a piece of history, usually in the form of a paragraph written in answer to the key question.
  
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  The CAPS document requires that questions are set at a variety of cognitive levels. The percentage of questions which should be set at each cognitive level is determined by the Grade for which the task is being set.
  

The table below shows the weighting of the cognitive levels across the different grades and the corresponding mark allocation in a 50 mark task.

Cognitive Level	Source-based assessment questions and tasks	G10	G11	G12
LEVEL 1	Extract evidence from sources	40% (20)	30% (15)	30% (15)
LEVEL 2	Explain historical concepts Straightforward interpretation of sources What is being said by the author or creator of the source? What are the views or opinion on an issue expressed by a source Compare information in sources	40% (20)	50% (25)	40% (20)
LEVEL 3	Interpret and evaluate information and data from sources Engage with questions of bias, reliability and usefulness of sources Compare and contrast interpretations and perspectives within sources and by authors.	20% (10)	20% (10)	30% (15)