grade 12 history civil resistance essay

History Grade 12 Revision Notes booklet and Essay Topics Guide for 2021-2023

On this page, you will find History Grade 12 Revision Notes booklet and Guide for 2021-2023, Paper 1 and paper 2.

Paper 1 History Grade 12 Essay Topics for Exams

Topic 1: The Cold War

• Origins of the Cold War (Source-Based)
• Extension of the Cold War : Case Study: Vietnam (Essay)

Topic 2: Civil Society Protests from the 1950s to the 1970s

• The US Civil Rights Movement (Source-Based) o The Black Power Movement (Essay)

Topic 2: Independent Africa

• Case study: The Congo

What is included in the guide:

• Cognitive Levels of questions
• How to prepare for source-based questions
• Skills in answering source-based questions
• Essay writing skills
• Examination Guidelines (2021 – 2023)
• A mind map to give you the summary of the topic
• A timeline and a list of concepts you must know
• Sources with different levels of questions and answers
• Essays questions and how you should approach it

Paper 2 History Grade 12 Essay Topics for Exams

Topic 1: Civil Resistance in South Africa 1970s to 1980s:

• Internal Resistance (Source-Based Question)
• Challenges to apartheid – BCM (Essay) Topic 2: The end of the Cold War and a new world order
• Globalisation (Source-Based Question)
• the impact of Gorbachev’s reforms on the disintegration of the Soviet Union and the impact on South Africa (Essay) Topic 3: Broad overview of the Coming of Democracy in South Africa and Coming to terms with the past

View all # History- Grade 12 Study Resources

We have compiled great resources for History Grade 12 students in one place. Find all Question Papers, Notes, Previous Tests, Annual Teaching Plans, and CAPS Documents.

More Questions and Answers from Previous Question Papers

What is more useful for a grade 12 learner than actual exam questions and answers from previous question papers? We have collected 100s of grade 12 questions and answers for Grade 12 subjects from all South African Provinces: Limpopo, Gauteng, Free State, North West, Eastern Cape, Northern Cape, KZN, Western Cape, and Mpumalanga. The questions and answers are for Term 1, Term 2, Term 3, and Term 4, for the following years: 2023, 2022, 2021, 2020, 2019, and 2018. Take a look at the links below , or search for more.

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Lesson Plan: Grade 12 - Civil Resistance in South Africa 1970s to 1980s

This lesson plan and activity links to the Nelson Mandela exhibition in the City Hall.

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Civil Resistance in South Africa 1970’s to 1980’s Lesson Plan – Grade 12

Activity introduction, resources required: lesson plan (downloadable below), extra notes: this lesson plan links to the nelson mandela in cape town legacy exhibition currently in the city hall. to get the full lesson experience, visit the exhibition in person if you can. for more information see https://www.capetown.gov.za/explore%20and%20enjoy/arts-and-culture/find-art-in-the-city/nelson-mandela-in-cape-town-legacy-exhibition, level of teacher facilitation: moderate, curriculum links: social science (history): civil resistance in south africa, 1970s to 1980s, login to view or download resources, reflect on lesson.

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Grade 12 - Topic 3 - Civil Society protests 1950s to 1990s

Topic 3: Civil society protests 1950s to 1970s

Online Resource:

http://learn.mindset.co.za/resources/history/grade-12/civil-society-protests-1950s-1970s [Accessed 25 February 2015]

The above video resource provides useful hints / study tips before embarking on grade 12 History.

Before we begin, and to clear any confusion, we must understand what the term ‘civil society’ means.

“ community  of  citizens  linked by  common   interests  and  collective activity .”

http://www.oxforddictionaries.com/definition/english/civil-society  [ Accessed 25 February 2015]

What forms of civil society protest emerged from the 1960s to 1990?

Background and focus

The Second World War had been fought to attain democracy but it did not deliver lasting peace or a better society.

After the war:

women in growing economies were beginning to do paid work outside the home,

youth were more critical of their parents ‘generation and increasingly became aware of injustices, racism and human rights violations;

a counter culture started to emerge.

The section on women’s identity in South Africa is closely linked with the study of Apartheid in Grade 11 (Topic 5). In this section, learners should analyse the civic action taken in the context of the overall theme of this topic.

The following is to be covered in this topic:

Introduction: Overview of civil society protests

”Women’s liberation and feminist movements in the 1960s and 1970s: a middle class movement in industrialised countries;

http://womenshistory.about.com/od/feminism-second-wave/a/Womens-Liberation.htm [ Accessed 25 February 2015]

”Women’s identity in South Africa from the 1950s to 1970s – black women see themselves first as black, and white women see themselves first as white; trade unionism, women workers, their economic role in the rural areas and in the informal sector; as political anti-pass campaigners, initiatives taken within the liberation struggle, including the middle class Black Sash;

http://www.sahistory.org.za/topic/turbulent-1950s-women-defiant-activists  [ Accessed 25 February 2015]

Women and the anti-pass campaign

The Defiance Campaign is launched and women step forward

The Federation of South African Women ( FSAW or FEDSAW)

Women’s role in the Congress of the Party and the Freedom Charter

The women’s 1955 anti-pass campaign

Preparations for the 1956 Women’s March

Source: http://www.sahistory.org.za/topic/black-sash  [ Accessed 25 February 2015]

“The Black Sash was formed in 1955 and it began as a tea party of six women, Jean Sinclair, Ruth Foley, Elizabeth McLaren, Tertia Pybus, Jean Bosazza and Helen Newton-Thompson. The women were opposed to the Senate Bill which asked for a two thirds majority of both houses of parliament to remove people described as 'coloured' from the common voters’ role. The organisation grew into an avenue for liberal women to oppose government policies by means of marches, convoys, demonstrations and vigils. This was the founding of the Women’s Defence of the Constitution, the symbol of the organisation, a constitution draped in a black sash, showed their mourning of the constitution. The media soon nicknamed the organisation the “Black Sash” referring to the black sashes that members draped over their right shoulder during protest demonstrations.”

Source: http://www.sahistory.org.za/topic/black-sash  [Accessed 25 February 2015]

”the peace movements: disarmament; students and anti-war movements; and

Online Resources:

https://www.marxists.org/glossary/events/p/e.htm  [Accessed 25 February 2015]

http://learn.mindset.co.za/resources/history/grade-12/civil-society-protests-1950s-1970s/learn-xtra-exam-revision-2013/civil-society-protests  [ Accessed 25 February 2015]

Civil rights movements.

Case Study : the US Civil Rights Movement

Source: http://rapaulsen.iweb.bsu.edu/images/large/civilrights.jpg [ Accessed 25 February 2015]

This section includes:

Reasons and origins of the Civil Rights Movement in the USA (background information only);

http://www.answers.com/Q/What_are_the_causes_of_the_civil_right_movements[Accessed [25 February 2015]

http://www.english-online.at/history/civil-rights-movement/civil-rights-movement-history-and-causes.htm [25 February 2015]

http://www.isreview.org/issues/45/civilrights.shtml  [25 February 2015]

The role, impact and influence of Martin Luther King Junior; and the influence of passive resistance (Gandhi) on MartinLuther King;

Gandhi ...influencing Martin Luther King Junior

http://www.michaellewin.org/articles/gandhi/martin-luther-king-jnr/ [25 February 2015]

http://peacemagazine.org/archive/v17n2p21.htm [ Accessed 25 February 2015]

Forms of protest through civil disobedience: Montgomery bus boycott, sit-ins, marches including to Lincoln Memorial,

Source : http://www.socialwelfarehistory.com/wp/wp-content/uploads/2010/12/cincinnati_flyer_march_on_washington.jpg [Accessed 25 February 2015]

http://www.theguardian.com/commentisfree/2012/aug/20/civil-disobedience-sanchez-gordillo [Accessed 25 February 2015]

Montgomery Boycott

http://www.montgomeryboycott.com/overview/ [Accessed 25 February 2015]

http://www.socialwelfarehistory.com/eras/march-on-washington-august-28-1963/ [Accessed 25 February 2015]

www.criticalpast.com/.../65675022808_Historical-o . [Accessed 25 February 2015]

Birmingham campaign and Selma-Montgomery marches;

www.youtube.com/watch?v=ejKhuRZlRQE [ Accessed 25 February 2015]

www.history.com/topics/.../selma-ontgomery-mar ... [ Accessed 25 February 2015]

School desegregation: case study (Little Rock, Arkansas); and

https://www.youtube.com/watch?v=Qk1tTCk2Kks [ Accessed 25 February 2015]

Short-term and long-term gains.

Case Study: the Black Power Movement

Source : http://s3.amazonaws.com/rapgenius/312a_43.jpg [ Accessed 25 February 2015]

Reasons for the movement;

www.teachertube.com/.../roots-of-the-black-power-o .. [ Accessed 25 February 2015]

Black Panther

http://www.historylearningsite.co.uk/black_panthers.htm [ Accessed 25 February 2015]

Roles of Stokely Carmichael and Malcolm X; and

1. http://www.history.com/topics/black-history/stokely-carmichael [ Accessed 25 February 2015]

2. http://www.biography.com/people/malcolm-x-9396195 [ Accessed 25 February 2015]

3. http://www.malcolmx.com/ [ Accessed 25 February 2015]

Source: http://ionenewsone.files.wordpress.com/2014/02/malcolm-x-1.jpg [ Accessed 25 February 2015]

Overview of the progress, if any, that was made towards equality and civil rights by the civil rights and Black Power movements.

While African-American members of the US population have made great strides, recent events in the USA have suggested that unhealthy tension (violent) still exists in the USA today.

It would be useful for educators to divide students into groups to debate this topic. Instead of using such a general approach, perhaps categorise the advancement of people of colour in the USA in different spheres of private and public life.

Constructive debate should be encouraged, as well as a safe environment for learners to ventilate their views, in a respectful manner. This topic is particularly relevant for South Africa. If History is meant to teach us about the further, then we need to pay attention to it.

Exam preparation

http://learn.mindset.co.za/sites/default/files/resourcelib/emshare-show-note-asset/899_fdoc.pdf [ Accessed 25 February 2015]

Collections in the Archives

Know something about this topic.

Towards a people's history

Grade 12 History Topics 2021

Topic 1: the cold war.

• Unit 1: What were the origins of the Cold War? 
• The extension of the Cold War – Case study 1: China
• The extension of the Cold War – Case study 2: Vietnam

Topic 2: Independent Africa

• Unit 1: The ideas that influenced independent African states
• Case study 1: Congo and Tanzania: A comparative case study
• Unit 2: The impact of internal and external factors on Africa
• Unit 3: Africa in the Cold War
• Case study 2: Angola

Topic 3: Civil society protests: 1950s to 1970s

• Unit 1: Overview of civil society protests
• Case study 1: The US Civil Rights Movement
• Case study 2: The Black Power Movement

Topic 4: Civil resistance in South Africa 1970s to 1980

• Unit 1: South Africa in the 1970s and 1980s
• Unit 2: Challenge of Black Consciousness to the apartheid state
• Unit 3: The crisis of apartheid in the 1980s

Topic 5: Democracy in South Africa and remembering the past

• Unit 1: Negotiated settlement and Government of National Unity
• Unit 2: How has South Africa chosen to remember the past?

Topic 6: The end of the Cold War and a new world order

• Unit 1: Events leading to the end of the Cold War
• Unit 2: The End of the Cold War – The events of 1989
• Unit 3: A new world order

Examination hints

• The underpinning context of history in Grade 12 is the politics of the Cold War. This is reflected in the multiple perspectives on the same events that occurred throughout the Cold War (e.g. multiple perspectives on the Cuban Missile Crisis). Keep this in mind when interpreting sources.
• Always refer to the attribution of every source and try to again as much information as you can about the origins of the source, its purpose, when it was made or written.
• Look for clues in all sources and place it in its correct historical context. If there is a date, use it to assist you to place it in context.
• Use the glossary and textboxes in the Learner’s Book to increase your understanding and vocabulary. Use historical terms and concepts confidently and in the correct context.
• Try to identify leaders, symbols, clues, etc. and refer to these when you interpret sources. Ensure that you are able to link factions to the relevant leaders and their ideologies that shaped many Cold War conflicts (e.g. the Angolan Civil War).
• Never assume the examiner, teacher or marker knows what you mean – state your point of view clearly.
• Link sections to past knowledge. Your knowledge on the Cold War period and colonialism will be useful to interpret questions in this section.
• Try to make the content knowledge your own and avoid merely memorising these summaries or sections from the Learner’s Book. Use your own words and make simple summaries to help you with your memorisation.
• The Learner’s Book has many examples of types of questions to practise. By doing this regularly and consolidating daily, you will be successful.

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