From the syllabus weighting and how the papers are usually set. The papers below follow it.
The Cold War17%Paper 1 sets one source-based question and one essay per topic; the Cuban Missile Crisis and the Vietnam or China case study rotate between the two.
Independent Africa17%Angola in the Cold War usually takes the source-based slot, with the Congo and Tanzania compared in the essay.
Civil society protests17%The US Civil Rights Movement and Black Power alternate between source-based question and essay in the DBE guidelines.
Civil resistance in South Africa17%Black Consciousness and 1976 are the classic source-based focus; the crisis of apartheid in the 1980s is the usual essay.
Paper 1
3 h · 150 marks · No calculator
180:00
This question paper consists of SECTION A (source-based questions) and SECTION B (essay questions), on the prescribed content framework in the CAPS.
Answer THREE questions: at least ONE source-based question from Section A and at least ONE essay question from Section B. The third question may come from either section. This practice paper is set out as TWO source-based questions and ONE essay.
Each question carries 50 marks.
Use the sources in the addendum (shown with each question) when answering Section A. Do not simply copy from the sources; answer in your own words unless asked to quote.
The paragraph question at the end of each source-based question needs about EIGHT lines (about 80 words).
Each essay should be about THREE pages long, with an introduction that states your line of argument, a body that develops it with evidence, and a conclusion.
Every source in this paper was written for practice from historical accounts; none is quoted from a real document.
Answer or mark a question and your score adds up here.
Section A: Source-based questions100 marks
Answer any 2 of the 3 questions.
Answer at least ONE question from this section (this practice paper is set for TWO). Use the sources given for each question and your own knowledge.
Source 1A: written for this practice paper from historical accounts of the Cuban Revolution and the Bay of Pigs invasion
In January 1959 Fidel Castro and his guerrilla army took power in Cuba after driving out the dictator Fulgencio Batista, who had been on friendly terms with the United States. Castro's new government took over land and businesses, many of them owned by American companies, without paying what their owners demanded. Washington answered by cutting the amount of Cuban sugar it bought and later by placing a trade embargo on the island. As relations with the United States collapsed, Castro turned to the Soviet Union, which agreed to buy Cuban sugar and to supply oil and weapons.
In April 1961 about 1 400 Cuban exiles, trained and armed by the American Central Intelligence Agency (CIA), landed at the Bay of Pigs on Cuba's southern coast, hoping to spark an uprising against Castro. No uprising came, and within three days the invaders had been killed or captured. The failure embarrassed the new American president, John F. Kennedy, and convinced Castro and the Soviet leader, Nikita Khrushchev, that the United States would try again. That year Castro declared that the Cuban revolution was socialist.
150 marks
QUESTION 1: HOW DID THE CUBAN MISSILE CRISIS OF 1962 BRING THE USA AND THE USSR TO THE BRINK OF NUCLEAR WAR, AND HOW WAS IT RESOLVED? Use Sources 1A, 1B, 1C and 1D.
(1.1.1)Refer to Source 1A. Name the dictator whom Fidel Castro drove from power in January 1959. (1 x 2)[2]
(1.1.2)Refer to Source 1A. Quote TWO steps that the United States took against Castro's government. (2 x 1)[2]
(1.1.3)Explain the term 'socialist' in the context of Cuba after 1959. (1 x 2)[2]
(1.1.4)Refer to Source 1A. Comment on why the failure of the Bay of Pigs invasion made a confrontation between the superpowers more likely. (2 x 2)[4]
(1.2.1)Refer to Source 1B. How did the United States discover the missile sites in Cuba? (1 x 2)[2]
(1.2.2)Refer to Source 1B. Identify TWO courses of action, other than a quarantine, that Kennedy's military advisers urged. (2 x 1)[2]
(1.2.3)Refer to Source 1B. Explain why Kennedy called his action a 'quarantine' rather than a 'blockade'. (2 x 2)[4]
(1.2.4)Refer to Source 1B. Explain why an American air strike on Cuba might have led to a crisis in Berlin. (1 x 2)[2]
(1.3.1)Refer to Source 1C. List the TWO aims that Khrushchev gave for placing missiles in Cuba. (2 x 1)[2]
(1.3.2)Refer to Source 1C. Explain why the Jupiter missiles in Turkey were important to the Soviet case. (1 x 2)[2]
(1.3.3)Refer to Source 1C. Explain why missiles in Cuba would narrow the gap in nuclear strength between the superpowers. (1 x 2)[2]
(1.3.4)Explain the usefulness of Source 1C to a historian researching why the Soviet Union placed missiles in Cuba. (2 x 2)[4]
(1.4)Compare Sources 1B and 1C. Explain how the information in Source 1B differs from that in Source 1C regarding the deployment of missiles in Cuba. (2 x 2)[4]
(1.5.1)Refer to Source 1D. What did the United States promise publicly in return for the removal of the missiles? (1 x 2)[2]
(1.5.2)Refer to Source 1D. Explain why the agreement to remove the Jupiter missiles from Turkey was kept secret. (2 x 2)[4]
(1.5.3)Refer to Source 1D. Comment on what the setting up of the 'hotline' suggests about the lessons the superpowers learned from the crisis. (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 the USA and the USSR brought the world to the brink of nuclear war in 1962 and how the crisis was resolved.[8]
Source 2A: written for this practice paper from historical accounts of the struggle for Angola's independence
Angola was a Portuguese colony for centuries, and from 1961 Angolans fought a war for independence led by three rival movements. The Popular Movement for the Liberation of Angola (MPLA), led by Agostinho Neto, drew its support from the capital, Luanda, and the Mbundu-speaking regions around it, and followed Marxist ideas. The National Front for the Liberation of Angola (FNLA), led by Holden Roberto, was strongest in the north among the Bakongo and was backed by Mobutu's Zaire. The National Union for the Total Independence of Angola (UNITA), founded by Jonas Savimbi in 1966, drew its support from the Ovimbundu of the central highlands.
In April 1974 a military coup in Lisbon, the Carnation Revolution, overthrew Portugal's dictatorship, and the new government decided to give up its African colonies. In January 1975 the Alvor Agreement set up a transitional government of all three movements and fixed independence for 11 November 1975. Within months the agreement had broken down, and the movements were fighting one another for control of Luanda.
250 marks
QUESTION 2: HOW DID THE COLD WAR TURN ANGOLA'S INDEPENDENCE INTO AN INTERNATIONAL CONFLICT BETWEEN 1975 AND 1988? Use Sources 2A, 2B, 2C and 2D.
(2.1.1)Refer to Source 2A. Name the leader of the MPLA. (1 x 2)[2]
(2.1.2)Refer to Source 2A. Identify the TWO other movements that fought for Angola's independence. (2 x 1)[2]
(2.1.3)Explain the term 'decolonisation' in the context of Angola in the 1970s. (1 x 2)[2]
(2.1.4)Refer to Source 2A. Explain why the Carnation Revolution in Portugal was a turning point for Angola. (2 x 2)[4]
(2.2.1)Refer to Source 2B. What name was given to South Africa's military intervention in Angola in 1975? (1 x 2)[2]
(2.2.2)Refer to Source 2B. Give TWO reasons why Pretoria feared an MPLA government in Angola. (2 x 1)[2]
(2.2.3)Refer to Source 2B. Explain why the arrival of Cuban troops was significant for the MPLA. (2 x 2)[4]
(2.2.4)Refer to Source 2B. Comment on why Angola in 1975 can be described as a Cold War 'hot spot'. (1 x 2)[2]
(2.3.1)Refer to Source 2C. Why, according to the source, did Kissinger believe the United States had to act in Angola? (1 x 2)[2]
(2.3.2)Refer to Source 2C. Explain why the end of the Vietnam War influenced Congress's view of Angola. (1 x 2)[2]
(2.3.3)Explain the limitations of Source 2C for a historian studying the role of the Soviet Union in Angola. (2 x 2)[4]
(2.3.4)Refer to Source 2C. What does the lifting of the Clark Amendment in 1985 suggest about American policy under President Reagan? (1 x 2)[2]
(2.4)Compare Sources 2B and 2C. Explain how the information in Source 2B supports the evidence in Source 2C regarding American involvement in Angola. (2 x 2)[4]
(2.5.1)Refer to Source 2D. What did Cuba agree to under the New York Accords? (1 x 2)[2]
(2.5.2)Refer to Source 2D. Explain why the battles around Cuito Cuanavale pushed the parties towards negotiations. (2 x 2)[4]
(2.5.3)Refer to Source 2D. Comment on why the New York Accords were significant for Namibia. (1 x 2)[2]
(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 the Cold War turned Angola's independence into an international conflict between 1975 and 1988.[8]
Source 3A: written for this practice paper from historical accounts of the Montgomery bus boycott
In the 1950s segregation laws, known as Jim Crow laws, kept black and white Americans apart in schools, buses, restaurants and parks across the South. In 1954, in the case Brown v. Board of Education of Topeka, the Supreme Court ruled that segregated public schools were unconstitutional, but most Southern states resisted the ruling.
On 1 December 1955 Rosa Parks, a seamstress and secretary of the Montgomery branch of the National Association for the Advancement of Colored People (NAACP), was arrested in Montgomery, Alabama, for refusing to give up her bus seat to a white passenger. Local leaders formed the Montgomery Improvement Association and chose a 26-year-old minister, Dr Martin Luther King Jr, as its president. For 381 days most of the city's black residents refused to ride the buses, walking or sharing cars instead, and the bus company lost a large part of its income. Leaders' homes were bombed and many boycotters were arrested, but the boycott held. In November 1956 the Supreme Court upheld a ruling that segregation on Alabama's buses was unconstitutional, and the boycott ended in December 1956.
350 marks
QUESTION 3: HOW SUCCESSFUL WAS THE CIVIL RIGHTS MOVEMENT'S NON-VIOLENT CAMPAIGN IN ENDING SEGREGATION IN THE UNITED STATES? Use Sources 3A, 3B, 3C and 3D.
(3.1.1)Refer to Source 3A. What did the Supreme Court rule in Brown v. Board of Education of Topeka (1954)? (1 x 2)[2]
(3.1.2)Refer to Source 3A. Identify TWO ways in which the boycotters were punished or attacked. (2 x 1)[2]
(3.1.3)Explain the term 'boycott' in the context of the Montgomery bus protest. (1 x 2)[2]
(3.1.4)Refer to Source 3A. Explain why the Montgomery bus boycott was successful. (2 x 2)[4]
(3.2.1)Refer to Source 3B. Where did the first sit-in described in the source take place? (1 x 2)[2]
(3.2.2)Refer to Source 3B. Quote TWO instructions that protesters were trained to follow. (2 x 1)[2]
(3.2.3)Refer to Source 3B. Explain why the protesters were trained not to fight back. (2 x 2)[4]
(3.2.4)Refer to Source 3B. Comment on the significance of the formation of SNCC in 1960. (1 x 2)[2]
(3.3.1)Refer to Source 3C. Who ordered the police to use dogs and fire hoses against the marchers? (1 x 2)[2]
(3.3.2)Refer to Source 3C. Explain why the leaders of the Birmingham campaign allowed schoolchildren to join the marches. (1 x 2)[2]
(3.3.3)Explain the usefulness of Source 3C to a historian studying the role of the media in the Civil Rights Movement. (2 x 2)[4]
(3.3.4)Refer to Source 3C. What did Birmingham's business leaders agree to? Give TWO points. (2 x 1)[2]
(3.4)Compare Sources 3B and 3C. Explain how the information in Source 3B supports the evidence in Source 3C regarding the methods of the Civil Rights Movement. (2 x 2)[4]
(3.5.1)Refer to Source 3D. Name TWO things the Civil Rights Act of 1964 outlawed. (2 x 1)[2]
(3.5.2)Refer to Source 3D. Explain why many young African Americans in the North felt that non-violent protest had changed little. (2 x 2)[4]
(3.5.3)Refer to Source 3D. Explain why a Voting Rights Act was still needed after the Civil Rights Act of 1964. (1 x 2)[2]
(3.6)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 Civil Rights Movement's non-violent campaign was in ending segregation in the United States.[8]
ABCD
ABCD
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