GRADE 11 - Western Cape



2067756952500GRADE 11GRADE 1000GRADE 11GRADE 10283210304800HISTORY 2013 EXEMPLAR EXAMINATION: PAPER 1 QUESTION PAPER00HISTORY 2013 EXEMPLAR EXAMINATION: PAPER 1 QUESTION PAPERHISTORY PAPER 1MARKS: 150TIME: 3 HOURSInstructions and Information:1. This question paper consists of SIX (6) questions which are as follows:SECTION A:SOURCE-BASED QUESTIONSQUESTIONS 1: COMMUNISM IN RUSSIAQUESTIONS 2: CAPITALISM IN THE USA 1900 TO 1940QUESTIONS 3: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURYSECTION B:ESSAY QUESTIONSQUESTION 4: COMMUNISM IN RUSSIAQUESTION 5: CAPITALISM IN THE USA 1900 TO 1940QUESTION 6: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES2. Each question counts 50 marks. 3. Learners are required to answer any THREE (3) questions, ONE (1) source-based question, ONE (1) essay question and ONE (1) other, either an essay or a source-based question. 4. Learners may answer two questions on the same topic. 5. When answering of questions, learners are required to demonstrate application of knowledge, skills and insight.6.Rewriting of sources in the answering of questions will be to the disadvantage of learners.7.Source-based questions should be answered by referring to the ADDENDUM.8. Learners are required to write neatly and legibly. SECTION A: SOURCE – BASED QUESTIONSQUESTION 1DID THE PEOPLE OF RUSSIA BENEFIT FROM COMMUNISM UNDER LENIN’S RULE IN 1917 - 1924?Study Sources 1A, 1B, 1C, 1D and 1E and answer the following questions:1.1Refer to Source 1A.1.1.1What do you understand by the concept of a Revolution in the context of Source 1A?(3)1.1.2Which revolution is being referred to in Source 1A?(1x2)(2)1.1.3List the four causes that Lenin claims this revolution was being fought for.(4x1)(4) 1.1.4Discuss whether this a reliable source to use for understanding the causes of the Communist Revolution in Russia in 1917? (4)1.2Refer to Source 1B. 1.2.1Which group of people were, according to Source 1B, were regarded as the enemy of the revolution?(3x1)(3)1.2.2Why in your opinion did the young worker prefer that everyone should call each other ‘comrade’, instead of ‘Your Honour’ or ‘Master’?(2x2)(4)1.2.3Why would the people of Russia have felt more comfortable with armed workers patrolling the streets than ‘moustachioed policemen’?(2x2)(4)1.2.4What information in the source shows us that the young worker was passionate about his new status of ‘comrade’? (3x1)(3)1.3Refer to Sources 1C, 1D and 1E.1.3.1With reference to the figures in Source 1C, identify and explain the pattern of production and wages which can be seen during the periods 1913–1921 and 1921-1923.(2x3)(6)1.3.2How does the evidence in Source 1C help us to interpret and explain the photograph in Source 1D?(2x2)(4)1.3.3Extract evidence from Source 1E which shows that the economy started to recover with the introduction of the New Economic Policy.(3x1)(3)1.3.4Why does the author believe that ‘Communists’ would find the New Economic Policy ‘Repugnant’?(2x2)(4)1.4Use Sources 1A-1E and your knowledge to write a paragraph, of approximately 60-80 words, in which you contrast the expectations and the impact communist policies on the people of Soviet Russia between 1917 – 1924.(6)[50]QUESTION 2: WHAT OPINIONS DID AMERICAN PEOPLE HAVE OF THE NEW DEAL?Study Sources 2A, 2B, 2C, 2D, 2E and 2F to answer the following questions.2.1Study Sources 2A and 2B.2.1.1Extract three reasons from Source 2A which explain why Edward A. Filene supported the New Deal.(3x1)(3)2.1.2What information does Source 2A give to help us understand why somepeople in America were opposed to the New Deal? (2x2)(4)2.1.3What do you understand by the term Capitalism?(3)2.1.4What do you understand by the term Socialism?(3)2.1.5Look carefully at Source 2B. What is the artist’s opinion of the New Deal?Explain your answer fully by referring to the figure of Uncle Sam and the the ties which are binding him.(2x2)(4)2.2Study Sources 2B, 2C and 2D.2.2.1Identify and explain the views of the farmer in Source 2C towards the relief projects of the New Deal?(2x2)(4)2.2.2What does Source 2C suggest about the role of Eleanor Roosevelt, the President’s wife, during the New Deal?(3)2.2.3In what way does the cartoonist in Source 2B share similar concerns about the impact of the New Deal with the farmer who wrote the letter in Source 2C?(Identify the similarity and give an example from both sources to support your answer)(2x2)(4)2.2.4Langston Hughes, who wrote the poem in Source 2D, is also critical of the New Deal but presents a different set of reasons. Identify these reasons and substantiate your answer with reference to the source. (2x2)(4)2.3Refer to Source 2E.2.3.1Extract one piece of information from Source 2E and explain how it could have been used by a businessman (such as Edward A Filene) in support of the New Deal.(2x2)(4)2.3.2Extract one piece of information from Source 2E and explain how it could be used to respond to the poet Langston Hughes in 1934 (Source 2D) and support the work of the New Deal. (2x2)(4) 2.3.3Evaluate the reliability of Source 2E.(4)2.4Refer to Sources 2A - 2E.2.4.1Use evidence from Sources 2A - 2F to write a paragraph of approximately 60-80 words in which you discuss the different opinions held by Americans about Roosevelt’s New Deal. (6)[50]Question 3:HOW DID THEORIES OF RACE AND EUGENICS INFLUENCEGOVERNMENT POLICIES IN THE 19TH AND 20TH CENTURIES?Study Sources 3A, 3B, 3C, 3D, 3E, 3F and 3G to answer the following questions.3.1Refer to Source 3A.3.1.1What do you understand by the term pseudo-scientific racism?(3)3.1.pare Linnaeus’s description of European people with that of African people in his Systema Naturae (Source 3A). Explain Using clear examples from the source, why this is an example of pseudo-scientific racism?(2x3)(6)3.2Refer to Sources 3B and 3C.3.2.1Extract evidence from Source 3B to help explain how Europeans imperialists were able to use pseudo-scientific racism to justify colonisation in the 19th and early 20th centuries. (2x2)(4) 3.2.2Contrast the way in which scientists understood ‘race’ in the 19th century(Source 3B) with how they understand ‘race’ in the 21st century (Source 3C). (2x3)(6)3.2.3Discuss the usefulness of Sources 3B and 3C to a historian researching the role that science has played in the history of race. (4)3.3Refer to Sources 3D and 3E.3.3.1With reference to Source 3D, explain what you understand by the term ‘Eugenics’.(3)3.3.2What information in Source 3D (Extracts A and B) explain why Galton believes that it is our ‘duty’ to apply eugenics.(3x2)(6)3.3.3With reference to Source 3E, list four things which eugenicists might use to try and influence and improve the fitness of the human race.(4x1)(4)3.3.4How has the artist in Source 3E visually represented the theory of eugenics which is described in Source 3D? Answer with specific reference to two different aspects of the picture in Source 3E.(2x2)(4)3.4Refer to Source 3F.3.4.1What did the Eugenics society of American want to achieve? Support your answer with evidence extracted from Source 3F.(2x2)(4)3.5With reference to Sources 3A-3G write a paragraph of approximately 60-80 words in which you explain how the policy being described in Source 3F was a consequence of pseudo-scientific theories of race and eugenics.(6)[50]SECTION B: ESSAY QUESTIONSQUESTION 4: COMMUNISM IN RUSSIATo what extent did Stalin’s Five Year Plan and purges lead to human rights abusesin Russia between 1928 – 1939?(50)QUESTION 5: CAPITALISM IN THE USA 1900 TO 1940American society in the 1920s has been described as a time of ‘The Good, The Bad and The Ugly’. Critically evaluate the accuracy of this description with reference to the economic and social life in the USA during the 1920s. [50]QUESTION 6: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES“Science doesn’t function in a moral vacuum … It requires critical participation of freethinking peoples.” *Critically discuss this statement with reference to the use of pseudo-scientific ideas to create a racial state in Nazi Germany. [50]*This statement made at the opening of a museum exhibition in 2006 which displayed the history of the eugenics movement – its theory and practice. ................
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