History exemplar of school based
Apartheid government reforms in the 1980s
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- Bu səhifədəki naviqasiya:
- The role of the United Democratic Front
- The Trade Union movement and the establishment of COSATU
- The role of Civic Organisations
- The role of students and youths
- The role of religious organisations
- Opposition from white South Africans
- The Mass Democratic Movement
- International anti-Apartheid movement
- Any other relevant examples
- 5. TERM 3 2 TASKS
- September Examination (2 papers – formatted as final external examination) (300 marks / 30%) TASK 6 TASK 7
- Name of School: Term 3 - 2014 Standardised Test 2 Grade 12: History QUESTION PAPER
- TOPIC 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER 1989 TO THE PRESENT. SECTION A: SOURCE-BASED QUESTION
- SECTION B: ESSAY QUESTION Explain how the collapse of the USSR contributed towards ending apartheid in South Africa. [50] Total /100/ Name of School
- Examiner: Internal Moderator: Instructions
- WHAT OPPORTUNITIES AND CHALLENGES HAVE BEEN CREATED BY GLOBALISATION SOURCE 6A
- Globalization: You Can’t Stop Life
- Shrinking time, shrinking space, disappearing borders – but for whom
- Name of School: Term 3 - 2014 Standardised Test 2 Grade 12: History MARKING GUIDELINE
- SECTION A: SOURCE-BASED QUESTION WHAT OPPORTUNITIES AND CHALLENGES HAVE BEEN CREATED BY GLOBALISATION
Apartheid government reforms in the 1980s (Explanation) By the 1980s the system of Apartheid was becoming increasingly unworkable. In an attempt to reform the system, the National Party government introduced limited political reforms but refused to unban opposition parties such as the ANC and PAC. These reforms were not intended to create a democratic system in South Africa, but were rather an attempt to maintain white political control and encourage division within the black population and liberation movement. The result of these reforms was to intensify resistance to apartheid. (Examples) Legalizing black trade unions created legal, democratic structures within black people were able to organize on a national basis. Changing the constitution to create a tri-cameral parliament was intended to divide and rule but resulted in the formation of a United Democratic Front; giving more power to government appointed local councilors in the townships encouraged residents to establish alternative, democratic structures; by abolishing some apartheid laws the government showed that change was possible and inspired people to fight for full democratic rights.
(Explanation) Launched in Mitchell’s Plain in 1983 the UDF was an alliance of over 700 civic, student and worker organisations. The UDF opposed the tri-cameral parliament and demanded full political rights for all South Africans, immediately. The UDF was opposed by some Black Consciousness groups because of its non-racial membership (eg: AZAPO) (Examples) UDF was organized in a democratic way, decisions were made through majority voting; UDF called for boycott of tri-cameral elections (The Don’t Vote’ campaign; 1984 organised the “Million Signature’ campaign against apartheid; UDF launched marches, demonstrations, mass boycotts, government felt threatened by widespread support for UDF and banned the organization in 1988.
(Explanation) Trade unions were legalised for black workers in 1979. This created a legal space in which black workers could organize. Trade unions played a key role in spreading basic literacy to workers and teaching workers how to operate within democratic structures. Trade Unions played a very significant role organising strikes and demonstrations on a national scale after COSATU was launched in 1985. (Evidence) 1 May 1986 mass stay-away organized; 1987 COSATU adopted the Freedom Charter, 1989 COSATU organized mass defiance: stay-aways and boycotts; use of rolling mass action tactics; strike action weakened the economy and business leaders put pressure on government to negotiate a settlement with banned political parties.
(Explanation) Ordinary citizens organized themselves into civil organization to fight against apartheid injustices and to educate communities about democratic rights and responsibilities, skills of negotiation and group decision-making. (Evidence) Mobilised township residents to take part in consumer boycotts of Apartheid companies; rent boycotts; to protest against demolition of informal settlements; establishment of advice offices and local newsletters and pamphlets to spread information; established culture clubs; made the country ungovernable at grass-roots level.
(Explanation) Student organisations formed links with Trade Unions and civil associations to fight against apartheid (Evidence) Congress of South African Students formed in 1979 in declared its support for Freedom Charter and affiliated to UDF in 1984; June 16th 1985 launched a campaign calling for an open education system and demanding that government troops leave the townships; youth organisations organized boycotts of schools to protest against the inferior ‘Bantu Education’ system.
(Explanation) Churches played an important role in mobilizing masses of ordinary people to demonstrate against the apartheid government. (Evidence) South African Council of Churches supported non-violent action to end apartheid, church leaders such as Allan Boesak, Frank Chikane, Archbishop Tutu all played a role in mobilizing their congregations and took part in marches and demonstrations.
(Explanation) During 1980s opposition to apartheid grew within white population. The government no-longer had the support of all white voters. (Evidence) White people joined non-racial organisations such as UDF and church organisations; End Conscription Campaign (banned in 1988). Troops had been regularly deployed into townships since mid-1980s to counter resistance to the apartheid government. Many young white men refused to be used to police black citizens at home and maintain South Africa’s occupation of Namibia (they argued that ‘Apartheid wasn’t worth dying for’); Alternative media such as Vrye Weekblad; Work in Progress; Weekly Mail; in 1985 the ANC voted to allow whites to join the party.
(Explanation) In 1989 the government declared a new state of emergency and the UDF was banned. A new the broad-based Mass Democratic Movement emerged which continued to organise resistance to the apartheid government. Mass action made it impossible for the government to govern the country. (Evidence) 1989 launched hunger-strike of political prisoners – state forced to release a number of prisoners; mass defiance campaign and civil disobedience (such as deliberate defiance of the apartheid laws which segregated public facilities) defiance continued until de Klerk released opposition parties.
(Explanation) The non-racial and non-violent principals of the civil society protest within South Africa won them increasing international support during the 1980s, which added to the pressure on the National Party to end apartheid. (Evidence) 1986 ‘Free Mandela’ concert in London, international funding for UDF.
(Explanation) There were many other examples of civil society protest which learners may choose to use to substantiate their line of argument. (Evidence) Encourage learners to use examples from their communities.
(Example) During the 1980s civil society organisations played an important role in bringing about the collapse of the Apartheid government. Through the use of mass civil disobedience, protests, marches, demonstrations, strikes, boycotts they increasingly made the country ungovernable and apartheid unsustainable. In addition, the civic organizations taught people about their civic rights and responsibilities. Civil society organisations established democratically elected community associations and street committees, education and culture clubs, advice and support groups. These organisations provided alternative structures to the discredited apartheid authorities and gave millions of South Africans the opportunity to develop the skills required of citizens in a democracy. 5. TERM 3
5.1 TASK 6: STANDARDISED TEST AND MARKING GUIDELINE In Grade 12 the Standardised Tests must include a source-based question and an essay question. Learners must answer both questions. In Term 3, educators will probably teach content from Topics 4-6. Your standardised test should, therefore contain one essay and one source-based question from the following list.
Name of School: Term 3 - 2014 Standardised Test 2 Grade 12: History QUESTION PAPER Time: 2 Hours Marks: 100 Marks Examiner: Internal Moderator: Instructions:
Section A: Source-Based Question (50 Marks) Section B: Essay Question (50 Marks)
TOPIC 6: THE END OF THE COLD WAR AND A NEW WORLD ORDER 1989 TO THE PRESENT. SECTION A: SOURCE-BASED QUESTION WHAT OPPORTUNITIES AND CHALLENGES HAVE BEEN CREATED BY GLOBALISATION? Refer to Sources 6A, 6B, 6C and 6D to answer the following questions 6.1 Study Source 6A 6.1.1 Identify THREE of the world’s challenges, mentioned in Source 6A, which are blamed on globalisation. (3 x 1) (3) 6.1.2 What do you understand by the term ‘neo-colonialism’ in the context of World Trade Organisation’s (WTO) structure and rules? (2 x 2) (4) 6.1.3 List FOUR of the characteristics of globalisation as defined by the International Monetary Fund (IMF) Source 6A. (4 x 1) (4) 6.1.4 What evidence does Chandra use to justify his claim that globalisation is ‘as old as humans’? (2 x 2) (4) 6.1.5 According to Chandra in Source 6A, how has the nature of globalisation changed in recent years? (2 x 2) (4) 6.1.6 Comment on the meaning of Chandra’s statement ‘you can’t stop life’ (Source 6A) with regards to globalisation. (2 x 2) (4) 6.2 Refer to Source 6B
differently to unskilled labour? (2 x 2) (4) 6.2.2 Explain how criminals have benefitted from globalisation? Support your answer with examples from Source 6B. (2 x 2) (4) 6.3 Consult Source 6C. How does the information in Source 6C help us to understand the contradictory (conflicting) nature of the anti-globalisation movement? (2 x 2) (4) 6.4 Study Source 6D.What message does the cartoon convey regarding the work of the World Trade Organisation? Explain your answer using the visual clues in the cartoon. (2 x 2) (4)
in these sources support each other regarding the criticisms of economic globalisation. (1 x 3) (3)
6.6 Use the information from the relevant sources and your own knowledge. Write a paragraph of about 8 lines (about 80 words) explaining the challenges and opportunities which have been created by globalisation. (8) [50]
Section A: Source-Based Question (50 Marks) Section B: Essay Question (50 Marks)
WHAT OPPORTUNITIES AND CHALLENGES HAVE BEEN CREATED BY GLOBALISATION? SOURCE 6A This is an extract from an article by Nayan Chandra, director of publications at Yale University’s Centre for the Study of Globalisation. It was first published in the Far Eastern Economic Review. 5 July 2001. Globalization: You Can’t Stop Life …The word "globalization" seems to embody all that anyone can find wrong with the state of the world in all its forms. From American fast food and pop music to the perceived neo-colonial tinge of the World Trade Organization's rules to unemployment, child labour and environmental decay, everything is laid at the door of globalization... Before issuing the battle cry to ‘stop globalization’, perhaps they need to consider what exactly is globalization. The International Monetary Fund defines it as "the growing economic interdependence of countries worldwide through the increasing volume and variety of cross-border transactions in goods and services and of international capital flows, and also through the more rapid and widespread diffusion of technology." This is good enough a definition of the phenomenon today, but it is extremely narrow and ahistorical. The fact is that globalization, in its dictionary meaning, "to make worldwide in scope or application," is a phenomenon as old as humans… The very core of our identity--our languages, food, dress and beliefs--has grown out of the web of influences that have flown throughout history. What we consider to be traditional for one group of people was not always so. The traditional chilli-hot Asian food did not become "tradition" until Columbus brought to Europe the chilli plant from the Caribbean, and then this New World plant gradually diffused to the Old World of Asia. There was no outcry in Asia against the invasion of the fiery chilli threatening our culinary tradition, because it was not brought here rapidly, on the back of a billion-dollar TV campaign. There was no powerful multinational Columbus Chilli Inc. overwhelming the food habits of poor citizens… The leisurely pace of the past is over. Goods, ideas and culture are rushing across national borders with unthinkable speed and unprecedented volume--overwhelming many, and affecting their lives in ways that are beyond their control. Today's protesters are right to draw attention to these negative aspects… To be sure, fix globalization. But to demand a stop to globalization is to demand that life as we know it should cease. [From: Internet site: http://yaleglobal.yale.edu/content/globalization-you-cant-stop-life Downloaded on 10 September 2013] SOURCE 6B This is an extract from an article ‘Why crime syndicates like globalisation’ which was published in the British NGO Oxfam’s Annual Report, 1999. Shrinking time, shrinking space, disappearing borders – but for whom? Have time, space and borders collapsed into a global village? It depends on who you are. High-skilled labour also travels the global village. With Internet access in nearly every country, the highly educated are increasingly on-line and in touch around the world… Unskilled labour, by contrast, runs up against hurdles. Many families are divided across international borders as a result of the increasingly tight restrictions in the rich countries on immigration of unskilled labour. Millions of people do not even have passports—difficult to get in some countries—let alone the visas required to travel abroad. The collapse of space, time and borders may be creating a global village, but not everyone can be a citizen... Globalization creates new and exciting opportunities, and among the most enterprising and imaginative opportunists are the world’s criminals… Lowering the barriers to international trade and the transit of goods across borders is generally seen as a good thing. But it also helps the luxury car hijacked on a Johannesburg street to reappear for sale in Moscow… As the multinational corporations have led the drive to globalize the world’s economy, so the “crime multinationals”—the organized crime syndicates— have been quick to exploit it. The Chinese triads are in the restaurant trade in London. The Sicilian Mafia is selling heroin in New York. And the Japanese Yakuza are financing pornography in the Netherlands. The breakdown of the old order in emerging markets—whether through industrialization, automation and the rise of skill-based economies or through the dislocation of war or economic collapse—creates a burgeoning underclass ripe for exploitation by the crime multinationals. The unemployed in the South African townships make easy recruits for criminal gangs, which have fostered South Africa’s rise as a major trans-shipment point for the worldwide drug trade. New technology also creates new crimes, such as the piracy of intellectual property—music, films and software… [From: Internet site: http://hdr.undp.org/en/media/HDR_1999_EN.pdf. Accessed on 2 September 2013] SOURCE 6C In this extract from their book Revolutionary Wealth, economic journalists Alvin and Heidi Toffler discuss the contradictions of the anti-globalisation movement. Few words in recent years have fuelled as much hatred and controversy around the world as globalization – and few have been used more hypocritically - and naively - by all sides… Thus the web site of an anti-globalisation protest movement that has waged a ceaseless campaign against globalism listed ‘actions’ in Hyderabad, India; Davos, Switzerland; Porto Alegré, Brazil; Buenos Aires, Argentina; Washington DC, USA and Barcelona, Spain, as well as others in New Zealand, Greece, Mexico and France… It hardly escapes notice, however, that much of this purported [claimed] anti-globalist activity is coordinated by interlinked Web sites on the Internet, itself an inherently global technology. The political impact of the movement comes largely from television coverage delivered by global satellite systems. Many of the demands of these people – for lower-cost AIDs drugs, for example – can be met only by the global corporations the protestors excoriate [criticise], using computers built by yet other global corporations. Most protesters could not fly to their demonstrations without globally linked airlines dependent on global reservation systems. And the goal of many of the protestors is to create a movement with global impact. These (anti-globalisation protestors) … strongly support the United Nations … What many of the want, however, is a world crackdown on global corporations and global finance, which they blame for exploiting workers, damaging the environment, supporting undemocratic government and an infinity of other ills. [From: A. and H. Toffler, Revolutionary Wealth (New York, 2006) pp.84-84] SOURCE 6D The World Trade Organisation (WTO) is an international organisation established in 1995. It aims to contribute to the economic growth of all nations by providing a forum for negotiating trade agreements and reducing obstacles to international trade. This cartoon highlights some of the criticisms of the WTO. 
[From: Internet Source: http://www.hermes-press.com/wto2.jpg. Downloaded on 20 September] Name of School: Term 3 - 2014 Standardised Test 2 Grade 12: History MARKING GUIDELINE Time: 2 Hours Marks: 100 Marks Examiner: Internal Moderator: Instructions:
Section A: Source-Based Question (50 Marks) Section B: Essay Question (50 Marks)
SECTION A: SOURCE-BASED QUESTION WHAT OPPORTUNITIES AND CHALLENGES HAVE BEEN CREATED BY GLOBALISATION? 6.1
6.1.1 [Extraction of evidence from Source 6A – L1] (any 3 x 1) (3)
6.1.2 [Explain historical concepts in Source 6A – L2] (any 2 x 2) (4)
6.1.3 [Extraction of evidence from Source 6A – L1] (4 x 1) (4)
6.1.4 [Extraction of evidence from Source 6A – L1] (2 x 2) (4)
6.1.5 [Extraction of evidence from Source 6A – L1] (any 2 x 2) (2)
6.1.6 [Straightforward interpretation of Source 6A – L2] (any 2 x 2) (4)
6.2
6.2.1 [Compare information in Source 6B – L2] (2 x 2) (4)
NB: Learners must provide a clear comparison in order to be awarded the full marks. Half marks cannot be awarded. 6.2.2 [Straightforward interpretation of Source 6B – L2] (any 2 x 2) (4)
6.3 [Evaluate information in Source 6C – L3] (any 2 x 2) (4)
6.4 [Straightforward interpretation of Source 6D – L2] (any 2 x 2) (4)
6.5 [Compare interpretations within sources 6A, 6C and 6D – L3] (1 x 3) (3)
6.6 [Interpret, analyse and evaluate information from Sources 6A-6D - L3] (8) Learners need to include some of the following points in their answer: Yüklə 0,61 Mb. Dostları ilə paylaş:
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