grade 10 history assignment term 2

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Grade 10 History Term 2 Exam Question Papers and memos

Grade 10 History Term 2 Exam Question Papers with memos in pdf format: Term 2 is from April to June, therefore, papers listed below are for June exams for various years:

My Courses  has a large collection of grade 10 question papers for all provinces: Limpopo (LP), Northern Cape (NC), Western Cape (WC), Kwa-Zulu Natal (KZN), Gauteng (GP), Eastern Cape (EC), Mpumalanga (MP), North West (NW) and Free State (FS). 

List of Grade 10 History Term 2 Exam Question Papers

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HISTORY GRADE 10 SBA TASKS 2020 - Holy Cross High School

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Most of the exam papers are available in English and Afrikaans

Summaries for Gr 10 History

No June Exams was written due to covid

2021 grade 10 History exam papers Grade 10 History exam papers Grade 10 History memo and exam paper Grade 10 History question paper History grade 10 2021 graad 10 Geskiedenis examem vraestelle Graad 10 Geskiedenis examen vraestelle Graad 10 Geskiedenis memo en examen vraestelle Graad 10 Geskiedenis vraestel Geskiedenis graad 10 Grade 10 History past papers History grade 10 exam resources Grade 10 History study guides History grade 10 sample papers Grade 10 History exam questions History grade 10 revision materials Grade 10 History mock exams History grade 10 syllabus Grade 10 History exam tips History grade 10 past paper solution Graad 10 Geskiedenis vorige vraestelle Geskiedenis graad 10 eksamen hulpbronne Graad 10 Geskiedenis studiegidse Geskiedenis graad 10 voorbeeld vraestelle Graad 10 Geskiedenis eksamenvrae Geskiedenis graad 10 hersieningsmateriaal Graad 10 Geskiedenis voorbeeld eksamens Geskiedenis graad 10 sillabus Graad 10 Geskiedenis eksamen wenke Geskiedenis graad 10 vorige vraestel oplossings

Pre- and post-session questionnaires were used to assess changes in student reported confidence in surgical skills and attitude towards virtual surgical skills training (Fig.  2 ). At baseline 40% of students ‘agreed’ or ‘strongly agreed with the statements “I feel confident in how to correctly use and handle instruments” and “I feel confident in my basic suturing capabilities” and 30% ‘agreed’ or ‘strongly agreed’ with the statement “I feel confident in tying a reef knot and slip knot”. Overall, 75% perceived an improvement in their confidence in instrument handling, 80% in cable knot tying, and 70% in suture tying. Following the session, the majority of students disagreed that virtual delivery of surgical skills training negatively impacted their view of live demonstrations, interaction with instructors or the level of supervision they received.

In modern societies, training reading skills is fundamental since poor-reading children are at high risk of struggling both at school and in life. Reading relies not only on oral language abilities but also on several executive functions. Considering their importance for literacy, training executive functions—particularly, attentional control has been suggested as a promising way of improving reading skills. For this reason, we developed a video game-based cognitive intervention aimed at improving several facets of executive functions. This game is composed of mini-games that apply gamified versions of standard clinical exercises linked through a game environment with action video game dynamics. Here, in a study involving 151 typically-reading children, we demonstrated that after this general-domain behavioral intervention reading abilities, as well as attentional and planning skills, were significantly improved. Our results showed that training attentional control can translate into better reading efficiency, maintained at a follow-up test 6 months later.

The overall rating for the virtual surgical skills session was 8.85 (±1.19) out of a scale from 0 to 10 (10 being most satisfied). Questions regarding the delivery of teaching via the virtual platform are summarised in Fig.  3 . All students were ‘satisfied’ or ‘very satisfied with the breadth and depth of the content covered and the subject knowledge and enthusiasm of the instructors, as well as their ability to ask questions via the platform. All students were ‘satisfied’ or ‘very satisfied with the balance of different teaching methods used (lecture, video, breakout room), the lecture content, the video demonstrations, and all the practical skills sessions. One student was ‘dissatisfied’ with the surgical equipment provided. Post-session student feedback themes

Thematic analysis of open-ended questions regarding student feedback on what went well was examined and themes of practicals in breakout rooms, supervision, and individualized feedback emerged.

“Most enjoyable session of the course so far. I liked that we had instructors with us in the breakout rooms to ask about any steps we were unsure about. Also, the demonstration videos beforehand were very useful.”

“The approach going from bigger to smaller” [starting from cable tying to demonstrate knot configuration before moving to suture tying, and finally trabeculectomy releasable suture tying]

Post-session instructor feedback themes

Emergent themes were teaching flexibility, visualisation, clarity of instruction, accessibility and personalised learning.

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History Grade 10 - Topic 2 Essay Questions

Impact of Slave Trade and Colonisation on Indigenous Societies at the Cape

Based on the 2012 Grade 10 NSC Exemplar Paper:

Grade 10 Past Exam Paper

Grade 10 Source Addendum

Grade 10 Past Exam Memo

"The slave trade had a huge impact on the indigenous people living in the Cape in the 18th Century."  Do you agree with this statement? Substantiate your answer by using relevant examples. 

In 1602 The Dutch East India Company (VOC) was established to trade spices, silks and calico with the East Indies. [1] These voyages took months and as a result the Dutch established a refreshment post at the Cape of Good Hope in 1652. Initially, the Dutch did not plan to colonize the Cape, but rather wanted to trade goods, such as alcohol and tabacco with the Khoikhoi for sheep and cattle. [2] However, after the refreshment post was established employees of the company became settlers who farmed with vegetables and bought livestock from the Khoikhoi, which they would trade to passing ships. By the start of the eighteenth century the expanding settlers experienced a shortage in labour and by 1717 slave labour, which was already prevalent in the Cape, was declared as the main form of labour. [3] Therefore, one could argue that colonisation process and the slave trade had a major impact on the indigenous societies at the Cape as they fought for freedom, land and their lives.

Firstly, the growing Dutch settlement and the increasing need for agricultural labourers resulted in the use of slave labour as the main form of labour at the Cape. Wine and wheat farmers started to buy imported slaves from Madagascar, Mozambique and Indonesia from the VOC. [4] The slave trade and colonization of the Cape created a racial hierarchy where Europeans viewed themselves as superior to the Khoikhoi, San, imported slaves and Africans. [5] Black people were viewed as suitable slaves and these ideas remained prevalent in South Africa after the colonization process had ended and the slave trade was abolished. These slaves were subjected to Dutch laws, customs and were exposed to racist ideologies where they were treated as inferior to Europeans based on their skin colour and slave status. [6] These racist ideologies, which justified slavery, enabled Europeans to abuse their slaves. Slaves were exposed to sexual and physical abuse, forced to live in unsanitary and overcrowded conditions while working for long hours. Slaves were also regarded as possessions, who had no rights to marry and whose children were also born as possessions of the slave owners. [7] The slaves also became assimilated into Western societies and became culturally disintegrated as their African identity and traditions were torn away. The Cape became characterized by the Dutch culture which was enforced upon the slaves. Slaves, however, were not often baptized as the Dutch believed that a fellow Christian could not be enslaved. Slaves and Khoikhoi were not encouraged to become Christians as the Dutch wanted to enforce inequality amongst them with the indigenous societies and their slaves. [8] The Khoikhoi were also treated unequal to a Dutch settler in the court of law based on a racial hierarchy which promoted the white man as superior due to his race. [9]

Secondly, the establishment of a refreshment post resulted in more Europeans becoming settlers at the Cape who expanded agricultural production and obtained livestock for herding. This led to indigenous societies, such as the Khoikhoi losing their land and cattle as the European settlements grew. [10] This loss of land and cattle led to conflict between the indigenous societies and the Dutch settlers. Chief Gonnema of the Cochoqua refused to trade with the Dutch. This resulted in the Dutch using rival Khoikhoi clans to raid the Cochoqua herds between 1673 and 1677. This was the second Khoi-Khoi Dutch War which sprout out of the colonisation process at the Cape. [11] The nomadic Khoikhoi, who moved around the Cape according to the different seasons and in search of good grazing ground, often came into conflict with settlers the more they moved inland. Settlers would take the Khoikhoi’s livestock by force or if they did trade with the Khoikhoi they would pay far less than what the items were valued. [12] The Khoikhoi retaliated by poising the water holes of the Dutch and entered two wars with the Dutch settlers. By the eighteenth century the Khoikhoi living within the borders of the Cape Colony were forced to become servants of the Dutch settlers. [13]

Thirdly, the colonisation process at the Cape exposed indigenous societies to European diseases, which they were not accustomed to. In 1713 the Khoikhoi and San were exposed to the smallpox after a Dutch ship infected with the disease landed at the Cape. [14] This wiped out nearly 90% of the indigenous populations as they had not yet encountered this disease. [15]

In conclusion, the colonization process and slave trade at the Cape had a vast impact on the indigenous societies. Colonization led to the loss of land and livestock of indigenous societies, while exposure to diseases cost the lives of 90% of the indigenous population. Colonization and the use of slave labour also reinforced the idea of a racial hierarchy at the Cape Colony, which resulted in the unequal treatment amongst different races. Slaves were also exposed to abuse as they were viewed as inferior to Dutch settlers. Finally, colonization also entailed the loss of the indigenous societies and slaves’ cultural identity as they became assimilated into a Western culture.

Tips & Notes:

• Check out our Essay Writing Skills  for more tips on writing essays.
• Remember, this is just an example essay.  You still need to use the work provided by your teacher or learned in class.
• It is important to check in with your teacher and make sure this meets his/her requirements.  For example, they might prefer that you do not use headings in your essay.

This content was originally produced for the SAHO classroom by Ilse Brookes, Amber Fox-Martin & Simone van der Colff

[1] Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal

[5] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

[6] Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal

[9] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

[10] Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal

[12] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

[13] The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

• Author Unknown, “Africa, Portugal”, South African History Online, (Uploaded: 9 November 2011), (Accessed: 31 July 2020), Available at: https://www.sahistory.org.za/article/africa-portugal
• The Department of Basic Education South Africa, “National Senior Certificate: Grade 10 History Exemplar 2012 Memorandum”, (Uploaded: November 2012), (Accessed: 31 July 2020), Available at: https://www.mycomlink.co.za/exams/History%20GR%2010%20Exemplar%202012%20Memo%20Eng.pdf

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History Grade 10 Sba Tasks 2020

HISTORY GRADE 10 SBA TASKS 2020

TABLE OF CONTENTS

1. GRADE 10 PROGRAMME OF ASSESSMENT 3

2. REPORTING AND RECORDING SBA MARKS 5

3. MODERATION OF SBA 7

4. DIAGNOSTIC AND STATISTICAL ANALYSIS 8-10

5. GRADE 10 FRAMEWORK

6. EXAMINATION GUIDELINES

7. ASSESSMENT METHOD FOR SOURCE-BASED QUESTIONS

8. ASSESSMENT OF ESSAYS

9. SBA TASK 1 (SOURCE-BASED AND /OR ESSAY TASK)

10. SBA TASK 2 (CONTROLLED TEST 1 (to be requested to the DSA in term1)

11. SBA TASKS 3 – HERITAGE INVESTIGATION

12. SBA TASK 5 (SOURCE – BASED AND /OR ESSAY TASK)

13. SBA TASK 6 (to be requested from the DSA in term 3)

14. LEARNER DECLARATION

15. TEMPLATE FOR PRE-MODERATION TOOL

16. SCHOOL MODERATION TOOL

1. GRADE 10 PROGRAMME OF ASSESSMENT FOR HISTORY

In Grade 10, the Programme of Assessment consists of tasks undertaken during the school year and counts 25% of the final Grade 10 mark. The other 75% is made up of end of the year examination. The learner SBA portfolio is concerned with the 25% internal assessment of tasks.

NUMBER AND FORMS OF ASSESSMENT REQUIRED FOR THE PROGRAMME OF ASSESSMENT (SBA) FOR HISTORY GRADE 10

The Programme of Assessment for History comprises seven tasks which are internally assessed. The following table presents the annual assessment plan for Grade 10.

TABLE 1: THE GRADE 10 ANNUAL ASSESSMENT PLAN TERM 1 TERM 2 TERM 3 TERM 4

2 tasks 2 tasks 2 tasks

Source-Based OR Heritage investigation Source-based OR essay End-of year essay task. (50 marks) 20% task. examination.

(50 marks each) (50 marks for each task (150 marks ) 10% ) 10% Midyear examination Standardised test Standardised test which which includes a ( 100 marks ) 20% includes a source- based source-based and an essay question. question and an (100 marks) 20% essay. (100 marks) 20% 25% of total year mark = 100 marks 75% of total exam mark = 150 marks

From the table it is clear that the Programme of Assessment for History in Grade 10 comprises seven tasks which are internally assessed. Of the seven tasks, two are examinations and two are tests. The remaining three tasks comprise;

• Heritage Investigation task – (Uncontrolled conditions) • Two source based and essays writing tasks ( controlled conditions)

The following table illustrates and enhances this understanding further.

TABLE 2: THE SEVEN ASSESSMENT TASKS

PROGRAMME OF ASSESSMENT

REQUIREMENTS TERM TERM TERM TERM

Two (2) Standardised tests written under controlled conditions 1 1

Source-based or essay: under controlled conditions. 1

One investigation research 1 project : Heritage project (Compulsory)

Source-based or essay task 1 OR essay under controlled conditions.

MID-YEAR EXAMINATION 1

END-OF YEAR 1 EXAMINATION

The weightings of the assessment tasks for Grade 10 as follows

TABLE 3: THE WEIGHTINGS OF THE ASSESSMENT TASKS

ASSESSMENT ACTIVITY REDUCED MARK Midyear: 100 reduced to 20 TWO hours paper.

Two Standardised tests under controlled conditions 2 x 20 reduced to…

Heritage investigation 20

Source-based or essay: under controlled conditions. 10

Total for assessment tasks undertaken during the year 100

End-of-year examination: 150 75

………..( 1 Paper out of 150)

One three hour paper.

2. REPORTING AND RECORDING ON THE PROGRAMME OF ASSESSMENT (SBA)

The marks achieved in each assessment task in the formal Programme of Assessment must be recorded and included in formal reports to parents and School Management Teams. These marks will be submitted as the internal school based assessment (SBA) mark.

NB! As per NPPPPR of NCS, we record in marks, but we report in percentages.

The Programme of Assessment should be recorded in the teacher’s SBA file of assessment. The following should be included in the teacher’s SBA file:

• A contents page; • The formal Programme of Assessment; 5

• The requirements of each of the assessment tasks; • The tools used for assessment for each task; and • Working mark sheets for each class.

Teachers must report regularly and timeously to learners and parents on the progress of learners. Schools will determine the reporting mechanism but it could include written reports, parent-teacher interviews and parents meeting. Schools are required to provide written reports to parents once per term on the Programme of Assessment using a formal reporting tool. This report must indicate the percentage achieved per subject and include the following seven-point scale.

RATING RATING MARKS CODE %

7 Outstanding achievement 80 – 100

6 Meritorious achievement 70 –79

5 Substantial achievement 60 – 69

4 Adequate achievement 50 – 59

3 Moderate achievement 40 – 49

2 Elementary achievement 30 – 39

1 Not achieved 0 – 29

3. MODERATION OF THE ASSESSMENT TASKS IN THE PROGRAMME OF

All schools should have an internal assessment moderation policy in place, which has guidelines for the internal moderation of all significant pieces of assessment. There should also be scheduled dates for the internal moderation of teachers’ SBA file and evidence of learner performance.

The subject head and the School Management Team are responsible for drawing up the moderation plan and for ensuring that school-based moderation happens on a regular basis.

The teacher SBA file required for moderation for promotion requirements should include:

• Planning (School moderation management plan) • Forms of moderation Pre moderation Post moderation • Copies of tasks, tests and exams administered • Assessment criteria and marking guidelines for the above • Working Mark sheets • Diagnostic and statistical analysis • Attendance report

Moderation of the assessment tasks should take place at the three levels tabulated below.

LEVEL MODERATION REQUIREMENTS

School The Programme of Assessment should be submitted to the subject head and School Management Team before the start of the academic year for moderation purposes.

Each task which is to be used as part of the Programme of Assessment should be submitted to the subject head for moderation before learners attempt the task.

Teacher SBA files and evidence of learner performance should be moderated by the head of the subject or her/his delegate before moderation at a cluster/district level.

District/ region Teacher SBA files and a sample of evidence of learner performance must be moderated during the first three terms.

Provincial/ Teacher SBA files and a sample of evidence of learner performance National must be moderated once a year.

4. DIAGNOSTIC ANALYSIS

HISTORY DIAGNOSTIC ANALYSIS OF TESTS and EXAMS

NAME OF TASK TERM SCHOOL

Total number

80% 70% 79% 60% 69% 50% 59% 40% 49% 30% 39% 29%

Grade wrote pass Fail average

LEARNER PERFORMANCE IN SPECIFIC HISTORICAL SKILLS PER GRADE

NB: The educator should indicate how the learners have performed with regards to the skill and the cognitive level that is assessed.

COGNITIVE HISTORICAL LEARNER RECOMMENDATIONS/REMEDIAL LEVELS SKILLS PERFORMANCE FOR IMPROVEMENT OF THE SKILL (Indicate if few or most learners were competent or not in the skill/question) LEVEL 1 Extract information from sources Selection and organisation of relevant information from the source Define historical concepts LEVEL 2 Interpretation of evidence from sources Explain information gathered from sources Analyse evidence from sources

Explain concepts in

context LEVEL 3 Interpret and evaluate evidence from sources Engage with sources to determine its usefulness, reliability, bias and limitations Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions. LEVEL 3 Paragraph question: Usage of sources and own knowledge. No copying of sources. Making reference to sources LEVEL 3 Essay question: Stance taken in the introduction PEEL used appropriately. LOA adhered to. No ne content in the conclusion

HISTORY QUESTION PAPER ANALYSIS Remedial measures / suggestions for improvement (State what is going to be done to remedy weaknesses, common errors, misconceptions, etc)

______Subject teacher Signature Date

______HOD Signature Date

SCHOOL STAMP

5. GRADE 10 EXAMINATION FRAMEWORK:

• One 2 hrs paper • The question paper will consist of FOUR questions • TWO questions to be answered • All questions will be set out of 50 • Total=100

GRADE 10 OCT/NOV EXAMINATION: Total= 150

• One 3 hours paper • The question paper will consist of SIX questions • THREE questions to be answered • All questions will be set out of 50

6. GRADE 10 EXAMINATION GUIDELINE

The prescribed topics will be assessed as follows:

JUNE COMMON EXAMINATIONS SECTION A: SOURCE-BASED SECTION B: ESSAY QUESTIONS QUESTIONS ( One question per topic will be set) ( One question per topic will be set)

1.THE WORLD AROUND 1600 1. THE WORLD AROUND 1600

Question focus: Question focus: European societies: Songhai: An African empire in the • Feudal societies 15th and 16th centuries: • Renaissance • Government and society • Change in feudalism • Travel and trade • Learning and culture

2. EUROPEAN EXPANSION AND 2. EUROPEAN EXPANSION AND CONQUEST CONQUEST • Africa: The process of Dutch • The impact of slave trading conquest and on societies. • Colonialism at the Cape.

3. THE FRENCH REVOLUTION 3. THE FRENCH REVOLUTION

Question focus: Question focus; • The social causes of the revolution Causes of the French Revolution • The course of the revolution • Economic causes • Political causes

NOVEMBER COMMON EXAMINATIONS

SECTION A: SOURCE-BASED SECTION B: ESSAY QUESTIONS QUESTIONS ( One question per topic will be set) (One question per topic will be set)

1.TRANSFORMATIONS IN SOUTHERN 1. TRANSFORMATIONS IN AFRICA AFTER 1750 SOUTHERN AFRICA AFTER 1750

Question focus: Question focus: The political revolution 1820 - 1835 The emergence of the Sotho • The rise of the Zulu kingdom kingdom • The consolidation of the Zulu • The Sotho kingdom under kingdom Moshoeshoe • His relationship with his neighbours 2. COLONIAL EXPANSION 1750 2. COLONIAL EXPANSION 1750

Question focus: Question focus: Britain at the Cape Cooperation and conflict on the • Changing labour patterns Highveld • Boer response to the British control • The Boer Republic north of the • Xhosa response to cooperation and Vaal conflict • The Boer Republic between the Orange and Vaal

3.THE SOUTH AFRICAN WAR AND 3. THE SOUTH AFRICAN WAR UNION AND UNION Question focus: Question focus: The South African War 1899 - 1902 The Native Land Act of 1913 • The role and experience of woman in • The social and economic the war impact of the Land Act • The role and experience of the black • Reactions to the Land Act South Africans in the war • The foundation of the system of • The experience of Afrikaners in the apartheid British concentration camps

7. SOURCE-BASED QUESTIONS ASSESSMENT

7.1 The following cognitive levels were used to develop source-based questions:

Cognitive Weighting of Historical skills Levels questions • Extract evidence from sources 40% LEVEL 1 • Selection and organisation of relevant information from sources (20) • Define historical concepts/terms • Interpretation of evidence from sources 40% LEVEL 2 • Explain information gathered from sources (20) • Analyse evidence from sources • Interpret and evaluate evidence from sources • Engage with sources to determine its usefulness, reliability, bias and limitations 20% LEVEL 3 • Compare and contrast interpretations and (10) perspectives presented in sources and draw independent conclusions

7.2 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 other relevant answers. • Learners are expected to take a stance when answering ‘to what extent’ questions in order for any marks to be awarded.

7.3 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.

8. ESSAY QUESTIONS

8.1 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.

8.2 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.

8.3 Global assessment of the essay The essay will be assessed holistically (globally). This approach requires the teacher to assess the essay as a whole, rather than assessing the main points of the essay separately. This approach encourages the learner to write an original argument by using relevant evidence to support the line of argument. The learner will not be required to simply regurgitate content (facts) in order to achieve a level 7 (high mark). This approach discourages learners from preparing essays and reproducing them without taking the specific requirements of the question into account. Holistic marking of the essay credits learners' opinions that are supported by evidence. Holistic assessment, unlike content- based marking, does not penalise language inadequacies as the emphasis is on the following: • The learner's interpretation of the question • The appropriate selection of factual evidence (relevant content selection) • The construction of an argument (planned, structured and has an independent line of argument)

8.4 Assessment procedures of the essay

8.4.1 Keep the synopsis in mind when assessing the essay.

8.4.2 During the reading of the essay, ticks need to be awarded for a relevant introduction (which is indicated by a bullet in the marking guideline), the main aspects/body of the essay that sustains/defends the line of argument (which is indicated by bullets in the marking guideline) and a relevant conclusion (which is indicated by a bullet in the marking guideline). For example in an essay where there are five (5) main points there could be about seven (7) ticks.

8.4.3 Keep the PEEL structure in mind in assessing an essay.

P Point: The candidate introduces the essay by taking a line of 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. E Explanation: The candidate should explain in more detail what the main point is about and how it relates to the question posed (line of argument). E Example: Candidates should answer the question by 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 and is written coherently.

8.4.4 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

8.5 The matrix

8.5.1 Using 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 the essay will be to determine to what extent the main aspects have been covered and to allocate the content level (on the matrix).

(b) The second reading of the essay 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 }26– P LEVEL 3 27

MARKING MATRIX FOR ESSAY: TOTAL: 50

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

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

Task 1: Source-based OR essay

QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?

The source below is a description of the feudal system in Europe during the Middle Ages.

Feudalism was a hierarchical system of land use and patronage that dominated Europe between the ninth and 14th centuries. Under Feudalism, a monarch's kingdom was divided and subdivided into agricultural estates called manors. The nobles who controlled these manors oversaw agricultural production and swore loyalty to the king. Despite the social inequality it produced, Feudalism helped stabilize European society. But in the 14th century, Feudalism waned. The underlying reasons for this included warfare, disease and political change. And when feudalism finally came to an end, so too did the Middle Ages.

[From: https://classroom.synonym.com/caused-downfall-feudalism-16285.html .Acessed on 15 Febryary 2019.]

The following source focuses on the impact of the Plague on Europe.

The disease (the Plague or Black Death) existed in two varieties, one contracted by insect bite and another airborne. In both cases, victims rarely lasted more than three to four days between initial infection and death, a period of intense fever and vomiting during which their lymph nodes swelled uncontrollably and finally burst. The plague bacteria had lain dormant for hundreds of years before incubating again in the 1320s in the Gobi Desert of Asia, from which it spread quickly in all directions in the blood of fleas that travelled with rodent hosts. Following very precisely the medieval trade routes from China, through Central Asia and Turkey, the plague finally reached Italy in 1347 aboard a merchant ship whose crew had all already died or been infected by the time it reached port. Densely populated Europe, which had seen a recent growth in the population of its cities, was a tinderbox for the disease. The Black Death ravaged the continent for three years before it continued on into Russia, killing one-third to one-half of the entire population in ghastly (terrible) fashion. The plague killed indiscriminately – young and old, rich and poor – but especially in the cities and among groups who had close contact with the sick. Entire monasteries filled with friars were wiped out and Europe lost most of its doctors. In the countryside, whole villages were abandoned. The disease reached even the isolated outposts of Greenland and Iceland, leaving only wild cattle roaming free without any farmers, according to chroniclers who visited years later.

[From: https://www.livescience.com/2497-black-death-changed-world.htm. Accessed on 15 February 2019.]

The source below is a painting called The Triumph of Death by artist Pieter Breugel in 1562 was inspired by the Black Death.

The following source is an extract from Daily History explains how the Plague gave rise to the Renaissance.

In the aftermath of the Black Death, the economy of Italy benefited greatly from trade and thus some areas became industrialized such as Florence. In this city, there was a large class of weavers who wove cloth for home consumption and export. The wealth of Italy increased because of trade but it also changed people’s outlook, who gradually adopted a more rational approach to the world. Italian society had evolved very differently from the rest of Europe. Northern Italy in particular, was much more urbanised than the rest of Europe. Many of the largest cities in Europe were located in Northern Europe such as Florence and Milan. Urban societies are widely believed to be more dynamic than agrarian societies. In towns and cities' people come together and converse and debate. Urban societies are also more open to new ideas as immigrants and traders settled in them. The plazas and taverns of Florence and other cities were often filled with people, many of them outsiders discussing new ideas and exchanging copies of manuscripts. This was a milieu that was beneficial to creative and intellectual endeavours. [From: https://dailyhistory.org/. Accessed on 15 February 2019.]

SECTION A: SOURCE-BASED QUESTIONS

1.1 Refer to Source 1A.

1.1.1. Explain the term feudalism. (1 x 2) (2)

1.1.2. What, according to the source, were the responsibilities of the nobles under the feudal system? (2 x 1)(2)

1.1.3. Comment on why it was said that feudalism created ‘social inequality’. (1 x 2)(2) 1.1.4. List THREE reasons for the decline of feudalism in the 14th century. (3 x 1)(3)

1.2 Refer to Source 1B.

1.2.1 In what area did the Plague originate? (1 x 1)(1) 1.2.2 How did the Plague reach Italy by 1357? (1 x 1)(1) 1.2.3 Explain why Europe was a ‘tinderbox’ for the disease. (1 x 2) (2)

1.2.4 Why, in your opinion, were friars and doctors some of the main casualties of the disease? (2 x 2) (4) 1.2.5 QUOTE evidence that shows the enormous destruction of the Plague. (1 x 2) (2) 1.2.6 Explain the usefulness of Source 1B to a historian researching the impact of the Plague on Europe. (2 x 2) (4)

1.3 Study Source 1C.

1.3.1 What message did the artist want to convey about the Plague? (1 x 2) (2)

1.3.2 Give TWO visual clues from the painting that indicate the level Of destruction of the Plague. (2 x 2) (4)

1.3.3 How does Source 1C support the ideas in Source 1B? Use evidence to support your answer. (2 x 2) (4)

1.4 Refer to Source 1D.

1.4.1 List THREE benefits of the Plague for Italy. (3 x 1) (3)

1.4.2 Using Source 1D and your own knowledge, explain why the Renaissance , rebirth of culture and thought, began in Italy (2x2) (4)

1.4.3 How was it possible for the people of Florence to ‘exchange copies of manuscripts’? (1 x 2) (2)

1.5 Using the relevant sources and your own knowledge, write a paragraph (80- 100 words) in which you discuss the impact of feudalism on Europe 8)

TOTAL [50] OR

SECTION B: ESSAYQUESTION

QUESTION 2: SONGHAI EMPIRE

Before its decline, the Songhai Empire was a powerful and prosperous state.

Critically discuss the reasons for Songhai power and prosperity until the 15th century. [50]

MEMORANDUM: GRADE 10 SBA TASK 1 TERM 1

QUESTION 1: THE WORLD AROUND 1600 1.1. QUESTION 1: WHAT WAS THE IMPACT OF FEUDALISM ON EUROPE?

Refer to Source 1A. 1.1.1 [Explaining historical concepts from Source 1A – L1] A Feudal system – a social system in which the king gave land to the nobleman in return for their military support and peasants lived the land. (1x2) (2)

B Fief – a piece of land given by the king to the Lords and Nobles. (1x2) (2) 1.1.2 [Extract relevant evidence from Source 1A – L1] • Land was used as a means of payment • Only people who were close to the king such as the knights and nobles owned land as they had received it from the king as a form of payment for the protection and loyalty they provided the king. (Any 1) (1x1) (1) 1.1.3 [Explain information gathered from Source 1A – L1] • Land was a form of payment that made the feudal system to be successful. • Without land the feudal system was not going to be successful. • The king paid the knights and nobles with land and in return they gave him protection. • Land gave the first and estate power over the third estate. (2x2) (4)

1.1.4 [Explain and analyse information gathered from Source 1A – L2] • The first and second estate benefitted from the system. • They had the land and could get the third estate to work on their land and pay them taxes for occupying their land. • The third estate was disadvantaged they were heavily taxed. • They carried the burden of the first and second estate, which was too much for them. (2x2) (4)

1.2. Refer to source 1B

1.2.1 [Extract relevant evidence from Source 1B – L1] Three reasons for the decline of feudalism: • Warfare • Disease • Political change (3x1) (3)

1.2.2 [Extract relevant evidence from Source 1B – L1] Nobles were to: • Oversee agricultural production • Swear loyalty to the king (2x1) (2)

1.2.3 [Comment on the information gathered from Source 1B – L2] • Feudalism was strict with no mobility between classes. • The king and nobles were rich while the serfs struggled. (Use discretion) (2x2) (4)

1.3. Study Source 1C.

1.3.1. [Extract relevant evidence from Source 1C – L1] • Loyalty • Land (2x1) (2) 1.3.2. [Explain and analyse information gathered from Source 1C – L2] • In a feudal system the king is at top, the king gives land to the barons and the barons give land to the knights and the peasants work on the land. • The knights swore an oath to the barons and will fight for the king while barons will swear an allegiance to the king. • Any other relevant response. (2x2) (4) 1.3.3. [Explain and analyse information gathered from Source 1C – L2] Useful because : • The source provides a visual illustration of how the feudal system worked the king is on top and the peasant are at the bottom of this triangle. • It provides us written information on how the feudal system works by explaining how the knights are fighting for the king and the barons swear allegiance to the king. • Any other relevant response. (2x2) (4)

1.4. Refer to Source 1D

1.4.1. [Extract relevant evidence from Source 1D – L1] • Trade meant lead to the growth of towns • Demand for urban workers grew (2x1) (2) 1.4.2. [Explain and analyse information gathered from Source 1D – L2]

• The was labour shortage in the rural in the rural areas • Some people in the rural areas died due to the black death • Due to labour shortage it meant that power would be shifted as they had to treat the little labour that was still available to them with care or else they were going to leave also. (Any 2) (2x2) (4)

1.4.3. [Explain and analyse information gathered from Source 1D – L2] • Europe became peaceful • The king did not have a need to call the nobles to fight for him. • Due to the lack of war it meant that the nobles were weakened and their power was consolidated back to the king. (Any 2) (2x2) (4) [10]

1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • The system of feudalism. • Peasants had no rights. • Trade developed – new economic and political system developed in Europe. • Removed social and economic barriers of feudalism • Workers were free to work for themselves • This inspired new ideas in Art, writers and sculptors. • Trading goods improved as the world opened up • Any other relevant response (8)

Use the following rubric to allocate marks:

• Uses evidence in an elementary manner e.g. shows no or little understanding of the Level 1 impact of feudalism on Europe. Marks • Uses evidence partially or cannot write a 0-2 paragraph.

• Evidence is mostly relevant and relates to the topic e.g. shows some understanding of the impact of feudalism on Europe. Level 2 Marks • Uses evidence in a basic manner to write a 3-5 paragraph.

• Uses relevant evidence e.g. demonstrates a thorough understanding of the impact of

feudalism on Europe. • Uses evidence very effectively in an Marks

organised paragraph that shows an 6-8 Level 3 understanding of the topic.

QUESTION 2: ESSAY SONGHAI EMPIRE

Synopsis: Learner must discuss the factors leading to the power and prosperity of the Songhai Empire. Issues such as leadership, trade, learning and culture.

Introduction: Learner must give brief examples of the reasons for Songhai’s power and prosperity during the 15th and 16th centuries.

Main points: • Strategic position of Songhai in West Africa • Role of Sonni Ali and Askia Mohammed • Reorganisation of the army • Establishment of provinces with own governors • Religious tolerance under Ali • New taxation system • Encouragement of learning: Timbuktu • Trade: gold, salt and travel: camel caravans • Any other relevant point

Conclusion: Learner must tie up argument reaffirming the reasons for Songhai’s power and prosperity. [50]

TERM 2: HERITAGE ASSIGNMENT

Grade 10 SBA Task 3

This Heritage assignment consist of 03 pages and a rubric

HOW HAS SOUTH AFRICA CHOSEN TO CELEBRATE THEIR HERITAGE?

Historical context

Since the dawn of democracy in 1994 the South African government has chosen to remember the past by celebrating unity in diversity. What has been the painful past has been changed to a form of celebration, thus bringing in reconciliation and unity in South Africa.

In the context of the above statement, do a research on this public holiday:

HERITAGE DAY

1. The scope of Research: • The brief history linked to the day. • Explain the changes that were made to this public holiday. • Explain how the day is celebrated in schools, families, work places and other institutions like churches etc. • How does the celebration of the holiday bring unity and close the gaps of the past? • Explain how the celebration of the day enforces the application of the constitution of South Africa. • Visual sources should be used within the discussion to reinforce and explain the written information. 2. Instructions for research 1. The learners should have THREE weeks to gather evidence and contextualise it to the research topic. 2. The learners’ response should be in the form of an essay with introduction, body and conclusion. 3. No subheadings, point form and cut and paste in the content. 4. Avoid putting visual sources on separate and isolated page. Visual sources should be given captions that relate to the discussion in the research discussion. 5. The length of Heritage assignment should be about SEVEN (7) pages long: • Cover page • Table of contents page • 3 to 4 pages of both written and visual content • Bibliography page • Rubric page ( provided by the teacher) 6. A mere rewriting of evidence as answers will disadvantage learners. 7. Credit will be given for analysis and interpretation of evidence according to the topic. 8. Plagiarism will be penalised 9. Write an essay in your own words and acknowledge all quotations and sources in the bibliography. 10. Quote from article/ book using in-text reference Example: “Heritage is a nation’s historic buildings, monuments and past events which are regarded as worthy of preservation” (Oxford dictionary, 1996:411) Own words with in -text reference Example: Heritage is part of our past that we choose to commemorate ( Bottaro J, 2011:198) 11. Sources of reference: Internet, media centres and public libraries. 12. Bibliography must be done alphabetically according to the author’s name or the website. 13. Examples of bibliography: 31

• The 1805 Constitution of Haiti: http/ www.webster.edu [accessed on 07 June 2015] • McKay,J.1988, A History Of The World Societies (Houghton Mifflin Company, Boston)

SBA TASK 3. GRADE 10. TERM 2 HERITAGE RUBRIC: TOTAL MARKS-50

SURNAME AND NAME: ______

NAME OF THE SCHOOL: ______

CRITERIA Level 1 Level 2 Level 3 Level 4 Marks Not achieved Partially achieved Achieved Excellent Explain the changes Shows no or little Shows a partial Shows an Shows an to the Heritage day understanding of understanding of adequate excellent and the brief changes to the changes to the understanding understanding background of the day, the day, the of changes to of changes to day. background of the background of the the day, the the day, the heritage day and heritage day and background of background of how it is how it is the heritage day the heritage celebrated in celebrated in and how it is day and how it South Africa. South Africa. celebrated in is celebrated in (0-3) (4-6) South Africa. South Africa. . (7-9) (10-12) Presentation, logic Information has no Information has Information Information and coherence of or little logic and some logic and shows logic and presented in an collected information. coherence. coherence. coherent flow of excellent, ideas. logical, (0-2) (3-4) coherent (5-6) manner that shows insight. (7-8) Understanding of Has shown little or Has shown partial Shows Shows an heritage issues and no understanding understanding of adequate excellent whether this change of the heritage the heritage understanding understanding issues and impact issues and impact of the heritage of the heritage has built national of change in of change in issues and issues and unity and identity in South Africa. South Africa. impact of impact of South Africa. change in South change in (0-2) (3-4) Africa. South Africa. (5-6) (7-8) Ability to select Shows little or no Basic information Selected and Excellent relevant information little ability to and visuals applied relevant selection and and visual sources. select and apply selection and information and application of relevant application. relevant visual information and Ability to use and information and sources visual sources. apply the selected use of illustrations (7-8) information and (0-1) (2-4) (5-6) visual sources. Structure of the No or basic essay Attempt at Essay Excellent essay, referencing, structure and structuring the adequately structure with bibliography and acknowledgement essay and little structured and sources plagiarism of sources used. acknowledgement sources used acknowledged Plagiarised of sources used. acknowledged. in an excellent content Some plagiarism No plagiarism in manner. (0-2) in content. content. (7- 8) (3-4) (5-6) How the Shows no or little Shows some Shows relevant Excellent celebration of the understanding of understanding on understanding understanding how the day how the day on how the day on how the day day enforces the enforces the enforces the enforces the enforces the application of the constitution of constitution South constitution constitution constitution of the South Africa. Africa South Africa. South Africa. South Africa. (0-1) (2-3) (4-5) (6)

Term 3 SBA TASK 5

Source-based or essay ADDENDUM

QUESTION 1:HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA ?

Source 1A: The following source focuses on the rise of the Zulu Kingdom under Shaka.

In 1819 the Zulus attacked the Ndwandwe, destroyed Zwide’s capital and broke up his kingdom. It is now believed that internal divisions also helped to break up the Ndwandwe kingdom. There was disagreement among the Ndwandwe about whether it was better to fight the Zulu or they should focus instead on trading with the north. Some members of the Zwide’s ruling group disagreed with his warlike ideas and moved away to the Delagoa Bay……….

Shaka used the amabutho to expand his power and control by sending them on raids into neighbouring chiefdoms. Older versions of history used to claim that these raids were violent and bloodthirsty, and that Shaka controlled over 50 000 armed men who killed almost a million people. However, historians now believe that is not accurate, and that it was not simply force and warfare that led to the rise of the Zulu state under Shaka. They think that peaceful diplomacy played an equally important role in persuading other chiefdoms to join the Zulu state. Although Shaka tried to break up or drive away chiefdoms that he thought could threaten his own power, he allowed others to remain as they were, provided they did not threaten him. He offered them protection in return. [From In Search Of History Grade 10 page 112] Source 1B: The source below describes the structure of the Zulu Kingdom.

Source 1B: The source below describes the structure of the Zulu Kingdom.

The Zulu state under Shaka certainly became more militarised. Shaka also created amabutho of young women and controlled marriages between them and the male amabutho soldiers. Zulu society under Shaka consisted of three levels. At the top was the king and an aristocracy or inkundla consisting of Zulu royal family and leaders of chiefdoms that had become part of the Zulu state. The second level was the population of the central parts of the kingdom, making up the amabutho and

their families. At the bottom were people of low status who were not members of amabutho and who did the daily tasks of work, such as herding the cattle. [From In Search Of History Grade 10 page 112]

Source 1C: The following photograph shows how trade helped the Zulu Kingdom to rise.

[From South Africa History Online]

Source 1D: The extract below shows how guns helped Shaka to conquer other Kingdoms.

Trade also helped the Zulu kingdom to become powerful. They traded in ivory and cattle with the Portuguese at Delagoa Bay in return for manufactured goods like cloth and guns. After 1824 they also traded with the small settlement of British traders at Port Natal (later to be called Durban). The Zulu bought manufactured goods and firearms from them.

It may have been because Shaka had access to guns and help from the Port Natal traders that he attacked the Ndwandwe kingdom again in 1826. The Ndwandwe was now ruled by Zwide’s son Sikhunyana. Several of the Port Natal traders joined Shaka’s forces in the attack. The Ndwandwe were defeated at the Izindolwane hills, and many were killed and their cattle seized. As a result of this defeat, the Ndwandwe kingdom collapsed. Many Ndwandwe joined the Zulu and promised loyalty to Shaka, while others fled. [From In Search Of History Grade 10 page 113]

QUESTION 1: HOW DID THE ZULU KINGDOM EMERGE UNDER SHAKA?

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

1.1 Refer to source 1A.

1.1.1 How, according to the source did Shaka expand his power? (1 x 2) (2) 1.1.2 Quote TWO words from the source that suggests that Shaka used force to gain power. (2 x 1) (2) 1.1.3 What do you understand by the term diplomacy? (1 x 2) (2) 1.1.4 What evidence in the source suggests that Shaka did not only use force to grow his Kingdom. (1 x 2) (2) 1.1.5 Comment on the usefulness of the source to a historian studying the rise of Shaka. (2 x 2) (4)

1.2 Study source 1B.

1.2.1 Explain why Shaka favoured young women as ambutho. (1 x 2) (2) 1.2.2 How, according to the source was the Zulu society divided under Shaka’s rule? (3 x 1) (3) 1.2.3 Explain the significance of the militarisation to the rise of the Zulu Kingdom. (2 x 2) (4)

1.3 Study source 1C

1.3.1 What messages is conveyed in the picture regarding the Zulu Kingdom? (2 x 2) (4) 1.3.2 Using the information in the source and your own knowledge, explain how trade helped the Zulu kingdom to be powerful. (2 x 2) (4)

1.4 Refer to source 1D

1.4.1 Name the two countries that traded with Zulus. (2 x 1) (2) 1.4.2 What according source helped Shaka to attack the Ndwandwe kingdom? (1 x 2) (2) 1.4.3 Where according to the source was the Ndwandwe kingdom defeated by the Zulus? (1 x 1) (1) 1.4.4 Comment on why the Ndwandwes promised loyalty to Shaka? (2 x 2) (4)

1.5 Compare source 1C and 1D. Explain how information in 1D supports evidence in source 1C with regarding the trade with foreigners. (1 x 2) (2)

1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (80 words) explaining how the Zulu kingdom emerge under Shaka. (8)

QUESTION 2:ESSAY QUESTION

Critically discuss the emergence and consolidation of the Basotho kingdom under Moshoeshoe. [50]

1.1 SOURCE 1A

1.1.1 [Extraction of evidence from source 1A – L1]

• He used amabutho to attack his enemies. (1 x 2) (2)

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

• violent • bloodthirsty (2 x 1) (2)

1.1.3 [Definition of historical concept from source 1A L2]

• Diplomacy: making peaceful agreement. • Any other relevant answer. (2 x 2) (4)

1.1.4 [Extraction of evidence from source 1A – L1]

• “… peaceful diplomacy played an equally important role in Persuading other chiefdoms to join the Zulu state” (1 x 2) (2)

1.1.5 [Ascertaining the usefulness of source 1A – L3]

Useful: • Peaceful diplomacy played an important role. • He used amabutho • Any other relevant answer (2 x 2) (4)

1.2 Source 1B

1.2.1 [Analysis of evidence from source 1B - L1]

• Young women don’t have family commitments. • Any other relevant answer (1 x 2) (2)

1.2.2 [Analysis of evidence from source 1B - L1]

• top level: king and inkundla consisting of Zulu royal family and leaders of chiefdoms • second level: the population of the central parts of the kingdom making up amabutho and their families. • bottom level: people of low status who were not members of amabutho. (3 x 1) (3)

1.2.3 [Analysis of evidence from source 1B - L1]

• helped the Zulu Kingdom to be strong • also helped them to be more feared • any other relevant answer (2 x 2) (4) 1.3 Source 1C

1.3.1 [Interpretation of evidence in source 1C – L2 ]

• Trading between the Zulus and foreigners. • They made contact with the foreigners. • Any other relevant answer. (2 x 2) (4)

1.3.2 [Interpretation of evidence in source 1C – L2 ]

• Helped the Zulus to have guns to protect themselves. • to protect themselves (2 x 2) (4)

1.4 Source 1D

1.4.1 [Extraction of evidence from source 1D – L1]

• Portugal and Britain (2 x 1) (2)

1.4.2 [Extraction of evidence from source 1D – L1]

• the guns. (1 x 2) (2)

1.4.3 [Extraction of evidence from source 1D – L1]

• Izindolwane Hills (1 x 2) (2)

1.4.4 [Interpretation of evidence in source 1 – L2 ]

• Wanted protection. • They feared Shaka. • Any other relevant answer. (2 x 2) (4)

1.5 [Comparison of evidence in source 1C and 1D - L3]

• Both sources explain about the Zulu trading. • Source 1C show the Zulu man holding an ivory with some other Men and in 1D it is explained that the Zulu were trading with ivory in exchange for guns and cloth. (2 x 2) (4)

1.5 [Interpretation, evaluation and synthesis of evidence from relevant sources - L3] • Shaka used amabutho to expand his power (Source 1A) • Shaka persuaded other chiefdoms to join the Zulu state (Source 1A) • He was also trade with other counties for guns. (Source 1D)

Use the following rubric to allocate a mark: 39

• Uses evidence in an elementary manner e.g. shows no or little • understanding of the rise and consolidation of the Zulu Kingdom. Uses evidence partially to report on topic or cannot report on topic.

MARKS LEVEL 1 0–2

• Evidence is mostly relevant and relates to a great extent to the topic e.g. • shows some understanding of the rise and consolidation of the Zulu

Kingdom. MARKS LEVEL 2 Uses evidence in a very basic manner. 3–5

• Uses relevant evidence e.g. demonstrates a thorough understanding • the rise and consolidation of the Zulu Kingdom. Uses evidence very effectively in an organised paragraph that shows an MARKS LEVEL 3 understanding of the topic. 6–8

QUESTION 2: ESSAY QUESTION

The emergence of the Basotho Kingdom under Moshoeshoe and his relationship with his neighbours.

[Plan, construct and discuss an argument based on evidence using analytical and interpretation skills]

SYNOPSIS Learners should indicate how the Basotho Kingdom emerged under Moshoeshoe.

MAIN ASPECTS Candidates should include the following aspects in their response:

Introduction: Learners must go about assessing the emergence of the Basotho Kingdom under Moshoeshoe

ELABORATION: Learners should include the following aspects in their response:

Critically discuss the emergence of the Basotho kingdom under Moshoeshoe and his relationship with his neighbours.

• The Caledon Valley was badly affected by Boer, Kora and Griqua Raiders. • Moshoeshoe of the Bamokotedi (Sotho-speaking) offered people protection and cattle in return for support. • They lived on a mountain, Thaba Bosiu, which was easy to defend. • At first Moshoeshoe raided other groups, especially the Tembu.

• Then he established god relationships with his neighbours. • Many refugees and whole chiefdoms joined him for protection. • He used the mafisa system, giving cattle in return for loyalty. • The Sotho kingdom was not a centralised states – smaller chiefdoms could run their own affairs. • Moshoeshoe could not confront more powerful states – he got Zulu support in return for gifts to Shaka. • He bought horses and guns from traders in the Cape Colony. • He welcomed missionaries to his kingdom. • He established good contact with colonial authorities in the Cape.

LEARNER DECLARATION FORM

SCHOOL :______

NAME OF LEARNER :______

EDUCATOR’S NAME ______

I hereby declare that all pieces of writing in this portfolio are my own, original work and that if I have made used of any sources, I have acknowledged this.

I agree that if it is determined by competent authorities that I have engaged in any fraudulent activities whatsoever in connection with my SBA mark then I shall forfeit completely the marks gained for this assessment.

CANDIDATES SIGNATURE DATE

EDUCATOR’S SIGNATURE DATE

14. SUGGESTED PRE- MODERATION TOOL

NAME OF THE SCHOOL: SUBJECT NAME OF EDUCATOR (S) GRADE NAME OF HOD DISTRICT DATES MARKS DURATION TASK DESCRIPTION CRITERIA FOR MODERATION YES NO REMARKS 1. SUBMISSION Was the question paper, addendum and memo submitted on time? 2.QUESTION PAPER 2.1 Is there a cover page with relevant information? 2.2 Are the instructions clear? 2.3 Are the pages numbered correctly? 2.4 Is the key question the same in the question paper, addendum and memo? 2.5 Are the questions numbered correctly? 2.6 Is the language used appropriate to the grade level? 2.7 Are all cognitive levels addressed? 2.8 Are all questions allocated appropriate marks in question paper and memo? 2.9 Are total marks calculated correctly in the question paper and memo? 2.10 Is the proper format of the followed: Source-based, Paragraph, Essay writing 3. ADDENDUM 3.1 Are chosen sources relevant to the key questions? 3.2 Are sources properly contextualised and acknowledged? 3.3 Are sources numbered correctly and visual sources clearly labelled? 3.4 Is the length of the sources acceptable? 3.5 Did the source clarify difficult words? 3.6 Is variety in sources considered? 4. MEMORANDUM 4.1 Do answers correspond with the questions? 4.2 Are all alternative and relevant responses provided in the memo? 4.3 Does the mark allocation indicated on the memo correspond with the marks on the question paper? 4.4 Is there evidence of the symbols used in marking of paragraphs and essays? 4.5 Are rubric / matrix for paragraphs and essays included? 4.6 Is the analysis grid included?

DISTRICT OFFICE: SUBJECT GRADE NAME OF SCHOOL NAME OF EDUCATOR (S) NAME OF HOD DATES

1. MARKING YES NO COMMENTS

1.1 Is the task marked according to the memo?

1.2 Are all questions in the task properly marked?

1.3 Are all alternative responses considered in the marking process? 1.4 Are the marks correctly added?

1.6 Did the marker submit all learner scripts for moderation ?

1.7 Did the HOD/ Subject Head moderate 10% of learners’ scripts?

1.8 Was the marking fair, consistent and acceptable?

1.9 Are the marks approved for recording?

2.ASSESSMENT TOOLS YES NO COMMENTS 2.1 Did the Teacher use Paragraph rubric to mark the paragraph question?

2.2 Is there evidence of comment at the end of the paragraph?

2.3 Did the Teacher use Essay matrix to mark the essay?

2.4 Is there evidence of comment at the end of the essay? 2.5 Is there evidence of totalling for both source-based and/or Essay questions? 3.RECORDING YES NO COMMENTS Is there evidence of task being recorded after moderation? Are the learners’ marks corresponding with the marks in the mark sheet? Are the marks correctly converted according to the CAPS document? Is there moderation feedback? Where Time Frames on marking and moderation of the task adhered to?

SBA MODERATION

NAME OF SCHOOL DISTRICT MODERATOR

PART 1: TEACHER’S FILE

Quality Indicators Y N Comment

1.1 Is the teacher’s file submitted?

1.2 The teacher’s file is neat, organised and accessible, and contains all the required

documents. ( PoA, mark sheets, moderation reports (school, district), tasks, memos)

1.3 Is there a diagnostic analysis of all task

1.4 School moderation reports: Are they effective?

1.5 Moderation reports: Was feedback given to the

1.6 Moderation reports: Were recommended changes

actioned by the school from previous moderation

Working mark sheets/Marklists/ sasams records

1.7 Was there correct transfer of marks from the

learners’ evidence to the working mark sheet?

1.8 Was there evidence of extended opportunities to learners who did not submit tasks with valid reason reason?

PART 2: LEARNER EVIDENCE OF WORK

4. CRITERION 1 - QUALITY OF MARKING

Quality Indicators Y N Comments

1.1 Is marking consistent with and adheres to the

marking guideline?

1.2 Were all tasks dated and signed by the educator? State your observations in this regard.

1.3 Are the totalling of marks and transfer of marks to

the mark sheet accurate?

5. CRITERION 2 - INTERNAL MODERATION

2.1 Is there evidence that the learners’ work has been moderated at the following levels?

2.1.1 School: Pre and Post

2.1.2 District

2.2 Is there evidence of feedback from moderator?

CRITERION 3- DAIGNOSTIC REPORTS

3.1 Is there evidence of diagnostic reports in the

file? 3.2 Is there breakdown of learner performance

per level? 3.3 Is there narrative feedback and intervention

3.4 Any room for improvement from diagnostic report

CRITERION 4- MODERATOR’S FEEDBACK

Good Practice: ______

Challenges: ______Recommendations: ______

______Signature Date

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