15. Bestudeer die foto’s en skryf die korrekte antwoord in die oop spasies. (2)         Om die foto’s te sien, klik op die onderstaande BLOU KNOPPIE. Die prente gaan dan in ‘n nuwe tab oopmaak. Moenie hieride vraestel toemaak nie. Beweeg versigtig tussen die tabs indien nodig.           Benoem die leiers: Aan die regterkant (→), is die leier , en aan die linkerkant (←), is die leier .  

6. Kies die korrekte antwoord vir elk van die volgende bronne. (1)   Bronne waarna ons kan luister om inligting te versamel:  

8. Kies die korrekte antwoord vir elk van die volgende bronne. (1)   Bronne wat ons kan lees om inligting te versamel:  

10. Kies die korrekte antwoord. (1)   Wat noem ons ‘n plek waar voorwerpe vanuit die verlede in vertoonkaste gesit word?  

AFDELING A: PLAASLIKE GESKIEDENIS

2. Daar is vier maniere van hoe ons inligting oor ons plaaslike gebied kan versamel. Voltooi die sinne deur die regte antwoord in te skryf. (4)         1. ‘n Gesprek waar daar spesifieke vrae gevra word, word ‘n genoem.     2. ‘n is iets wat ek kan bestudeer deur daaraan te raak.     3. van die outyd is gewoonlik swart en wit wanneer ons dit met vandag s’n vergelyk.     4. Koerante, tydskrifte en dagboekinskrywings is voorbeelde van .  

1. Verduidelik wat die woord plaaslik beteken. (1)

2. Explain TWO causes of the development of Penicillin in the years 1928 and 1948. (8)           The following rubric will be used to assess your answer.   Mark Descriptor   0 No rewardable content 1 1-2 ·       Simple comment is offered about cause/s ·       Generalised Information about the topic is included, showing limited knowledge and understanding of the period. 2 3-5 ·       Features of the period are analysed to explain causes. ·       Specific information about the topic is added to support the explanation ·       Maximum 4 marks for an answer dealing with only one cause. 3 6-8 ·       Features of the period are analysed to explain causes and to show how they led to the outcome. ·       Accurate and relevant information is included to support the explanation, showing good knowledge and understanding of the required features or characteristics of the period studied.      

1. Explain TWO ways in which Public Health in 1848 was similar / different to Public Health in the early 20th century. (6)             The following rubric will be used to assess your answer. Level Mark Descriptor   0 No rewardable content 1 1-2 ·       Simple comment is offered about similarities/differences ·       Generalised Information about the topic I included, showing limited knowledge and understanding of the period. 2 3-4 ·       Similarities/differences are explained ·       Specific information about the topic is added to support the explanation ·       Maximum 3 marks for an answer dealing with only one similarity/difference 3 5-6 ·       Similarities/differences are explained, making explicit comparisons ·       Specific information about both periods is added to support the comparison  

3.1 Refer to source A for the following question:    How useful is source A in understanding the experience of nurses on the Frontline during World War 2. Use your own knowledge to justify your answers.   (Remember to consider the source’s content, origin, nature and purpose when answering the question)         Mark Descriptor   0 No rewardable content 1 1-2 ·       A simple judgement on utility is given, and supported by undeveloped comment on the content of the sources and/or their provenance. ·       Simple comprehension of the source material is shown by the extraction or paraphrase of some content. ·       Limited contextual knowledge is deployed with links to the sources 2 3-4 ·       Judgements on source utility for the specified enquiry are given, using valid criteria. ·       Judgements are supported by developed comment related to the content of the sources and/or their provenance ·       Comprehension and some analysis of the sources is shown by the selection and use of material to support comments on their utility ·       Contextual knowledge is used directly to support comments on the usefulness of the content of the sources and/or their provenance 3 5-6 ·       Judgements on source utility for the specified enquiry are given, applying valid criteria with developed reasoning which takes into account how the provenance affects the usefulness of the source content. ·       Sources are analysed to support reasoning about their utility ·       Contextual knowledge is used in the process of interpreting the sources and applying criteria for judgements on their utility.