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Gr. 12 HISTORY T3 W5: PAPER 2 ESSAYS REVISION

PAPER 2 ESSAYS REVISION

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History Grade 12

History grade 12 final exam preparation essay questions and answers paper1 part 1.

THE EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM The military tactics and strategies used by the United States of America against the Vietcong during the Vietnam War (1960–1970s) failed to stop Vietnam from becoming a communist state. Do you agree with the statement? Use relevant evidence to support your line of argument.

Introduction

The military tactics and strategies employed by the United States of America (USA) during the Vietnam War were ultimately unsuccessful in stopping the spread of communism. Despite its military superiority, the USA’s failure to adapt to the guerrilla warfare tactics of the Vietcong, combined with a series of ineffective strategies, led to widespread civilian deaths, anti-war sentiment, and eventually, the withdrawal of U.S. troops. This essay examines specific strategies employed by the USA and how they contributed to its failure to prevent Vietnam from becoming a communist state.

Before the war, Vietnam was divided into North and South, with the North under Ho Chi Minh’s communist government. In response, the South, backed by the USA, faced increasing threats from the Vietcong, a communist guerrilla force in the South. The USA entered the conflict to prevent the spread of communism, subscribing to the domino theory, which predicted that if one nation fell to communism, others in the region would follow. This initial intervention laid the groundwork for a prolonged and costly conflict. Early in the war, the USA sent weapons and military advisors to South Vietnam to support its government against the Vietcong. However, this support was countered by the Vietcong’s access to the Ho Chi Minh Trail, a network used to transport food, weapons, and supplies from the North to the South. This strategic advantage gave the Vietcong a lifeline that the USA struggled to cut off, making their early efforts ineffective.

One of the early strategies adopted by the USA was the ‘Safe Village’ policy, which aimed to isolate the Vietcong by relocating rural populations into fortified villages. This was meant to deprive the Vietcong of supplies and information. However, it backfired, as the Vietcong had already established close ties with local communities. The highly effective use of guerrilla tactics by the Vietcong allowed them to infiltrate these safe villages and maintain their operations. The policy alienated the rural population, which led to increased support for the Vietcong. Guerrilla warfare was effectively used by the Vietcong, supported by Vietminh from the north, employing tactics such as booby traps, underground tunnels, hit-and-run attacks, and sabotage, all of which frustrated American forces. Consequently, the Vietcong increased its support base because of the tactics used against the USA soldiers, further undermining U.S. efforts to isolate the insurgents.

Another strategy that led to American failure was Operation Ranch Hand, a chemical warfare campaign aimed at destroying the dense jungles and agricultural lands that provided cover and resources to the Vietcong. This resulted in large numbers of civilian deaths, which called for more support for the Vietcong among the local population. Although the USA sought to deprive the Vietcong of their hiding places and food supplies, the destruction of the environment also alienated the Vietnamese population. USA atrocities, including the use of chemical defoliants like Agent Orange, and incidents such as the My Lai Massacre in March 1968, turned public opinion against the war. The negative perception of U.S. tactics only served to strengthen the resolve of the Vietcong, who were supported by North Vietnam and received military aid from the USSR and China. This foreign support gave the Vietcong access to modern weapons, which they combined with their guerrilla warfare tactics to resist U.S. forces effectively.

The USA also relied heavily on conventional military tactics, such as deploying large numbers of troops in an effort to overpower the Vietcong through sheer force. However, USA sent young and inexperienced soldiers to Vietnam, who were ill-prepared for the unconventional nature of the conflict. The Vietcong, in contrast, were battle-hardened and well-versed in guerrilla tactics. Search and destroy missions, such as the infamous My Lai massacre, were carried out to eliminate Vietcong strongholds in rural villages. These missions, however, caused significant collateral damage, with numerous civilian deaths. As a result, the USA’s attempts to gain control over Vietcong territories backfired. The massacre and widespread atrocities turned the global public opinion sharply against the USA, leading to increasing anti-war demonstrations at home. The number of USA soldiers killed increased, leading to further anti-war protests, as citizens began to question the morality and purpose of the war.

Another significant U.S. strategy was the large-scale bombing campaign known as Operation Rolling Thunder, which targeted North Vietnamese infrastructure. Despite dropping millions of tons of bombs, the Vietcong and North Vietnamese forces remained resilient. The North continued to receive military support from the USSR and China, allowing them to rebuild and resist. In 1968, the Vietcong launched the Tet Offensive, a massive and coordinated attack on U.S. and South Vietnamese forces across the country. Although the USA eventually repelled the offensive, it exposed the vulnerability of American forces and shattered the illusion that the war was nearing a successful conclusion. The Vietnamese were united in the defense of their country, and the offensive demonstrated the USA’s inability to weaken the resolve of the Vietcong. The Tet Offensive marked a turning point, leading to increased domestic opposition to the war and making it clear that the U.S. military strategy had failed.

As public opposition to the war grew and the USA struggled to maintain control, President Nixon introduced the policy of Vietnamisation, also known as WHAM (Winning the Hearts and Minds). This strategy aimed to gradually reduce American involvement by transferring military responsibilities to the South Vietnamese forces while withdrawing U.S. troops. Vietnamisation signaled the failure of the USA to stop Vietnam from becoming a communist state. Although the policy was intended to strengthen the South Vietnamese army, it ultimately failed as these forces lacked the capabilities to combat the Vietcong effectively. USA withdrew all troops by 1973, following the signing of the Paris Peace Accords on 27 January 1973, which ended U.S. involvement in the Vietnam War. The withdrawal of U.S. troops marked the collapse of U.S. military efforts in Vietnam.

After the withdrawal of American forces, North Vietnam continued its offensive, and in 1975, North Vietnamese forces captured Saigon, effectively ending the war. The fall of Saigon marked the failure of U.S. military strategies and the unification of Vietnam under communist control. Vietnam was united under communist control, as the USA’s attempts to stop the spread of communism had failed. Despite the vast military resources and strategies deployed by the USA, they could not overcome the Vietcong’s effective use of guerrilla warfare, the support from the North, and the resilience of the Vietnamese people.

The military tactics and strategies employed by the United States during the Vietnam War ultimately led to their failure to prevent Vietnam from becoming a communist state. From the ineffective ‘Safe Village’ policy to the disastrous consequences of Operation Ranch Hand and the strategic bombing campaign, each of the USA’s strategies failed to neutralize the Vietcong’s guerrilla tactics. The public opposition to the war, especially following events like the My Lai Massacre and the Tet Offensive, further eroded support for U.S. military involvement. The policy of Vietnamisation and the eventual withdrawal of U.S. troops confirmed the failure of America’s intervention, and by 1975, North Vietnam had taken control, uniting the country under communist rule.

QUESTION 5: INDEPENDENT AFRICA: CASE STUDY – THE CONGO Mobutu Sese Seko demonstrated good leadership qualities after the attainment of independence from colonial rule in the 1960s. Critically discuss this statement with reference to the political, economic, social and cultural policies of the Congo from the 1960s to the 1970s.

Mobutu Sese Seko’s rule in the Congo following its independence on June 30, 1960, is a subject of considerable debate regarding leadership effectiveness. The transition from Belgian colonial rule, marked by paternalism and exploitation, left the Congolese ill-prepared for self-governance. The absence of responsibility in administration or representation was evident, as Belgium did not facilitate a proper leadership takeover. This essay critically examines whether Mobutu demonstrated good leadership qualities through his political, economic, social, and cultural policies during this turbulent period. While he did make efforts toward political stability and cultural revival, his authoritarianism and economic mismanagement ultimately reveal significant deficiencies in his leadership.

The Democratic Republic of the Congo (DRC), formerly known as Zaire, emerged from colonial rule on June 30, 1960, grappling with a tumultuous legacy left by Belgium. This colonial legacy was marked by paternalism, where Congolese citizens were treated as children, devoid of agency in governance, resulting in inadequate preparation for self-rule

In the immediate aftermath of independence, the Congo faced considerable political instability. The nation was led by Joseph Kasavubu as President and Patrice Lumumba as Prime Minister, with conflicting visions for governance. Kasavubu favored a federal state, while Lumumba sought a strong centralized national government, leading to a power struggle exacerbated by Moise Tshombe’s push for the secession of Katanga. Mobutu seized power from Kasavubu through a coup d’état in 1965, reflecting his ambition but initiating an era of authoritarianism. Although he managed to bring some form of political stability, it was achieved through suppression of opposition and the establishment of a one-party state under the Popular Movement for the Revolution (MPR) in 1967. This authoritarian governance, which included the development of a personality cult known as Mobutuism, demonstrated poor leadership qualities, as it disregarded democratic principles and marginalized alternative voices.

Mobutu’s governance was characterized by a strong centralized government that controlled all appointments, promotions, and the allocation of government revenue. His authoritarian approach effectively eradicated political pluralism within the first five years of independence. By introducing Mobutuism, he positioned himself as a military dictator, further entrenching autocracy in the Congo. His alignment with the United States as an anti-communist ally reinforced his power but also highlighted a lack of commitment to democratic ideals. This consolidation of power showcased Mobutu’s poor leadership, as he prioritized personal authority over fostering a collaborative political environment.

Economically, Mobutu inherited a capitalist system heavily influenced by colonial legacies of exploitation. The prosperity of Belgium was built upon the exploitation of the Congo’s resources, including cotton, rubber, and minerals like copper and diamonds. At independence, while the Congo was rich in natural resources, economic wealth remained in foreign hands. Initially, Mobutu left the economy largely under the control of white settlers and foreigners, limiting the potential for national self-sufficiency. However, he later nationalized the copper mining industry, aiming to utilize profits for his 10-year industrialization plan. This shift marked a positive aspect of his leadership, as it aimed to reverse paternalism and empower local nationals.

Mobutu’s policy of Zaireanisation replaced skilled foreigners in strategic management positions with unskilled locals. While this move aimed to empower Congolese citizens and promote local leadership, it ultimately resulted in maladministration and mismanagement. By prioritizing loyalty over competence, Mobutu fostered a system characterized by nepotism and elitism, creating a substantial gap between the elite and ordinary citizens. Furthermore, his nationalization efforts often resulted in corruption, as government officials abused their positions for personal gain, leading to a kleptocracy that further illustrated poor leadership.

The weak economic policies implemented by Mobutu led to the decline of essential infrastructure, including roads and schools, which were crucial for national development. As corruption proliferated, Mobutu was forced to introduce Retrocession, allowing some foreign owners to return to manage their businesses, highlighting the ineffectiveness of Zaireanisation. The Congolese economy ultimately collapsed, resulting in increased dependency on foreign aid and investment, particularly from the World Bank. This dependency reflected poor leadership, as it indicated a failure to create a sustainable economic model that could support the nation independently.

Socially, Mobutu recognized the pressing need for education, which had been neglected under colonial rule. The legacy of elitism and a poor education system, which favored a small educated elite over the masses, was a significant challenge. At independence, the Congo had only 14 university graduates among a population of 14 million people. Mobutu’s attempts to improve educational access were marked by an increase in primary school enrollment, from 1.6 million in 1960 to 4.6 million in 1974. This expansion demonstrated some positive aspects of leadership, as it aimed to empower citizens. However, the withdrawal of state funding led to a decline in quality, and many teachers went unpaid for months due to poor economic and political practices, showcasing a lack of foresight and ineffective governance.

Mobutu implemented the policy of Authenticité to promote indigenous customs and beliefs while eradicating colonial influence. This initiative aimed to unify Zairians and foster pride in their culture. He replaced colonial names with African names, such as renaming the Congo to Zaire in 1971 and changing his own name to Mobutu Sese Seko, which symbolized a commitment to decolonization. His decree outlawing Western-style suits in favor of traditional ‘abacos’ was a significant cultural shift. However, despite these efforts, Mobutu regarded democracy as a foreign ideology and ruled in a traditional African chief style, which further entrenched his authoritarian rule. This contradiction between cultural revival and authoritarian governance exemplified poor leadership.

While Mobutu’s cultural policies initially appeared beneficial, the education system continued to favor the urban elite, as French remained the language of instruction. The disconnect between Mobutu’s vision for national pride and the realities of systemic inequality hindered the empowerment of the broader population. Although primary education saw some initial success, the lack of sustained support led to decline and frustration among families, who were forced to shoulder the financial burden of education. This inconsistency reflected a failure to uphold his leadership promises and further illustrated the shortcomings of his governance.

In conclusion, Mobutu Sese Seko’s leadership from the 1960s to the 1970s demonstrated both ambition and significant failures. His initial attempts at stabilizing the political landscape, promoting cultural identity, and expanding education reflected potential leadership qualities. However, the authoritarian nature of his rule, economic mismanagement, and failure to address social inequalities ultimately undermined the progress he sought. Mobutu’s leadership can thus be characterized as lacking in the essential qualities of integrity, foresight, and inclusivity necessary for effective governance. The complexities of his rule illustrate the enduring challenges faced by post-colonial African leaders grappling with the legacies of colonialism while striving for national development.

QUESTION: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE BLACK POWER MOVEMENT: Explain to what extent the Black Power philosophy succeeded in organising African Americans to challenge discrimination and segregation in the United States of America in the 1960s. Use relevant evidence to support your line of argument.

The Black Power philosophy emerged as a powerful movement in the 1960s, significantly influencing the organization of African Americans to challenge systemic discrimination and segregation in the United States. While the Civil Rights Movement primarily focused on nonviolent protest and integration, the Black Power movement advocated for a more assertive and radical approach. This essay argues that the Black Power philosophy succeeded to a considerable extent in mobilizing African Americans, fostering a sense of pride and identity, and leading to tangible changes in social, political, and economic conditions for the Black community.

During the 1960s, African Americans faced significant challenges rooted in historical injustices and systemic discrimination. The Jim Crow laws enforced racial segregation and economically crippled the African American population, resulting in poor living conditions in ghettos and slum areas. The lack of economic opportunities and political power contributed to a diminished sense of pride among African Americans. Many became increasingly impatient with the slow pace of change and disillusioned by the Civil Rights Movement’s methods, especially in light of persistent police brutality and social injustices. This environment of frustration and anger gave rise to the Black Power movement, which emphasized assertiveness, self-reliance, and pride in Black identity.

Key figures like Malcolm X articulated the need for a more militant approach. He argued that bloodshed was necessary for revolution (black nationalism) and advocated self-respect and self-discipline among African Americans. Malcolm X promoted the concept of “Black Pride,” encouraging individuals to develop self-esteem, self-respect, and a commitment to self-help. He called for African Americans to stand up against white American authorities in pursuit of freedom, justice, and equality by whatever means possible. His philosophy supported the use of violence as a means of self-defense against those who attacked African Americans, recognizing that extreme measures were often necessary in the face of ongoing oppression.

Stokely Carmichael, another prominent leader of the Black Power movement, expressed skepticism toward the effectiveness of nonviolent strategies, believing that they failed to address the ongoing violence against African Americans. He advocated for the exclusion of white liberals from the movement, arguing that their involvement diluted the urgency of Black liberation. Carmichael also promoted the radical idea of splitting the United States into separate black and white countries, envisioning a society where African Americans could govern themselves without white interference. His stance extended to opposition against the United States’ involvement in the Vietnam War, viewing it as a distraction from the struggles faced by Black Americans at home.

The impact of the Black Power philosophy was evident in the successes achieved by movements like the Black Panther Party (BPP), founded in 1966 by Bobby Seale and Huey Newton. The BPP advocated for self-defence against police brutality and promoted community programs to uplift the African American community. The party adopted a Ten Point Plan covering its social, political, and economic goals, which included demands for decent housing, education, and an end to police brutality. Their initiatives ran feeding schemes, childcare, and literacy projects in Black communities, which helped eradicate hunger among the youth and improved learning conditions in schools. Additionally, the BPP demanded that Black history must be taught in Black schools, emphasizing the importance of cultural education in combating inferiority complexes.

The overall impact of the Black Power movement during the 1960s led to significant changes in American society. Many of the most obvious forms of racial discrimination ended, contributing to a decline in racial violence and tension. As a result, African Americans began to gain representation in public offices, leading to improved housing and facilities. Literacy among African Americans improved, and their dependence on state grants decreased due to increased access to education and employment opportunities. Furthermore, affirmative action policies for federal employment were implemented, aiming to address the historical inequalities faced by the Black community.

In conclusion, the Black Power philosophy succeeded in organizing African Americans to challenge discrimination and segregation in the United States during the 1960s to a significant extent. Through assertive leadership, community organization, and a focus on self-empowerment, the movement fostered a sense of pride and identity among African Americans. Although the struggle for equality continues, the legacy of the Black Power movement remains evident in the advancements made during this period, reshaping the landscape of civil rights and laying the groundwork for future generations to continue the fight against racial injustice.

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History Paper 2 Questions - Grade 12 June 2021 Exemplars

INSTRUCTIONS AND INFORMATION

• This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s QUESTION 2: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST SECTION B: ESSAY QUESTIONS QUESTION 3: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU QUESTION 5: THE END OF THE COLD WAR AND A NEW WORLD ORDER: THE EVENTS OF 1989
• SECTION A consists of TWO source-based questions. Source material that is required to answer these questions will be found in the ADDENDUM.
• SECTION B consists of THREE essay questions.
• Answer TWO questions as follows: At least ONE must be a source-based question and at least ONE must be an essay.
• When answering questions, you should apply your knowledge, skills and insight.
• You will be disadvantaged by merely rewriting the sources as answers.
• Number the answers correctly according to the numbering system used in this question paper.
• Write neatly and legibly.

SECTION A: SOURCE-BASED QUESTIONS Answer ONE question from this section. Source material to be used to answer these questions is in the ADDENDUM. QUESTION 1: HOW DID SOUTH AFRICANS REACT TO P.W. BOTHA’S REFORMS IN THE 1980s? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer Source 1A. 1.1.1 How, according to the source, did the new Botha administration begin transform apartheid? (2 x 1) (2) 1.1.2 Comment on what is meant by the following statement: ‘The government hoped that this class of black people would have too much to lose to help the struggle for liberation.’ (1 x 2) (2) 1.1.3 Name TWO methods used by the government to encourage Soweto residents to buy homes. (2 x 1) (2) 1.2 Study to Source 1B. 1.2.1 Why do you think a political vacuum was created in the townships?  (2 x 2) (4) 1.2.2 Name any TWO persons who came together to launch a new broad anti-apartheid organisation. (2 x 1) (2) 1.2.3 What, according to the source, was the goal of the UDF? (1 x 2) (2) 1.2.4 Why do you think the ANC met with the UDF? (2 x 2) (4) 1.2.5 How useful will this source be for a historian researching the contribution made by the UDF towards the demise of apartheid? (2 x 2) (4) 1.3 Consult Source 1C. 1.3.1 What message is conveyed in this poster regarding the reaction to the reforms implemented by P.W. Botha? (2 x 2) (4) 1.3.2 Name the campaign the UDF launched against the tri-cameral parliament elections. (Use the visual clue in the poster to answer the question.) (1 x 2) (2) 1.3.3 Explain what is meant by the slogan, ‘Forward to Freedom’ on the poster. (2 x 2) (4) 1.4 Compare Sources 1B and 1C. Show how the information in Source 1B supports the evidence in Source 1C regarding the role of the UDF against apartheid. (2 x 2) (4) 1.5 Refer to Source 1D. 1.5.1 Explain what is meant by the concept, ‘People’s Power’. (1 x 2) (2) 1.5.2 Name TWO types of boycotts that civil society embarked on. (2 x 1) (2) 1.5.3 Why do you think the civic organisations went on rent boycotts? (1 x 2) (2) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how South Africans reacted to P.W. Botha’s reforms in the 1980s. (8) [50]

QUESTION 2: HOW SUCCESSFUL WAS THE TRUTH AND RECONCILIATION COMMISSION (TRC) IN DEALING WITH THE DEATH OF ACTIVIST LENNY NAIDU? Study Sources 2A, 2B, 2C and 2D to answer the following questions. 2.1 Refer to Source 2A. 2.1.1 Name the underground organisation that Lenny Naidu was a member of. (1 x 2) (2) 2.1.2 What, according to the source, did Lenny Naidu dedicate his life to? (3 x 1) (3) 2.1.3 Why, do you think, Lenny Naidu was forced into exile? (2 x 2) (4) 2.1.4 Use the source and your own knowledge to explain why Lenny Naidu was awaiting orders to return home. (1 x 2) (2) 2.2 Read Source 2B. 2.2.1 How, according to the information in the source, would Lenny Naidu be arrested according to the law in those days? (2 x 1) (2) 2.2.2 Who, according to the source, had applied for amnesty? (2 x 1) (2) 2.2.3 Using the information in the source and your own knowledge, explain whether the Naidu’s got closure from the TRC hearings. (1 x 2) (2) 2.2.4 According to the source, what type of charge was laid against De Kock? (1 x 2) (2) 2.2.5 Explain the reliability of the source in explaining the death of Lenny Naidu and others. Use evidence from the source to support your answer. (2 x 2) (4) 2.3 Consult Source 2C. 2.3.1 Why, according to the source, did De Kock appear before the TRC at the Durban Christian Centre? (1 x 2) (2) 2.3.2 Comment on why you think Umkhonto we Sizwe cadres left South Africa and sought refuge in Swaziland. (2 x 2) (4) 2.3.3 Name THREE political activists, besides Lenny Naidu, that were killed by the South African security police. (3 x 1) (3) 2.4 Study Source 2D. 2.4.1 Explain the message that is conveyed in the cartoon. Use the visual clues in the cartoon to support your answer. (2 x 2) (4) 2.4.2 Comment on what you think was implied by the words, ‘AH, MR. DE KOCK ... HAVE YOU LISTED THE CRIMES …’ (1 x 2) (2) 2.5 Refer to Sources 2C and 2D. Explain how the information in Source 2C supports the evidence in Source 2D regarding De Kock’s appearance before the TRC. (2 x 2) (4) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how successful the Truth and Reconciliation Commission (TRC) was in dealing with the death of activist Lenny Naidu. (8) [50]

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SECTION B: ESSAY QUESTIONS Answer ONE question from this section. QUESTION 3: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA Critically discuss the role and impact of the Black Consciousness Movement under Steve Biko on black South Africans in the 1970s. [50]

QUESTION 4: THE COMING OF DEMOCRACY TO SOUTH AFRICA AND COMING TO TERMS WITH THE PAST: NEGOTIATED SETTLEMENT AND THE GNU ‘The commitment and leadership displayed by both Nelson Mandela and FW de Klerk ensured that South Africa became a democratic state in 1994.’ Do you agree with the above statement? Use relevant evidence to support your line of argument. [50]

QUESTION 5: THE COLLAPSE OF COMMUNISM AND A NEW WORLD ORDER: THE EVENTS OF 1989 Explain to what extent the collapse of the Soviet Union in 1989 served as a major catalyst (spark) for the political transformation that occurred in South Africa. Substantiate your line of argument by referring to relevant evidence.  [50]

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