grade 11 history paper 2 essays 2019

History Grade 11 Paper 2 Term 4 November 2019 Exam Question Paper and Memorandum

Download History Grade 1 1 Paper 2 Term 4 November 2019 Exam Question Paper and Memorandum for your exam and tests revisions. The papers are for CAPS curriculum and are supplied by the Department of Education of South Africa. Grade 11 November Exams are the final exams of the year, where the learners who pass move to Grade 12.  Find all Grade 11 November exam papers and memos for 2019.

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History Grade 11 - Topic 2 Source-based Questions

The source below describes the impact of the Great Depression on men in the USA.

The stress of financial strain took a psychological toll- especially on men who were suddenly unable to provide for their families. The national suicide rate rose to an all- time high in 1933.

Marriages became strained, though many couples could not afford to separate. Divorce rates dropped during the 1930s though abandonments increased. Some men deserted their families out of embarrassment or frustration. This was sometimes called a ‘poor man’s divorce’.

It is estimated that more than two million men and women became travelling hobos. Many of these were teens who felt they had become a burden on their families and left home in search of work. It was worse with men as head of the families because they could not put something on the table.

Riding the rails – illegally hopping on freight trains – became a common, yet dangerous way to travel. Those travelling the country in search of work often camped in ‘Hoovervilles’, shantytowns named after Herbert Hoover, president during the early years of the Great Depression.

[From www.history.com/ Accessed on 10 April 2021]

2.1.1 What is your understanding of the concept Great Depression?  (1x2)(2)

• Refers to the consequences of the stock market crash in America; or
• Period of economic decline and poverty due to the stock market crash of 1929; or
• Any other relevant answer

2.1.2 Quote evidence from the source that suggests that men killed themselves because of their inability to provide for their families.(1x2)(2)

• The national suicide rate rose to an all-round high in 1933

2.1.3 Why, according to the source, did men desert their families?  (1x2)(2)

• Because of embarrassment or frustration

2.1.4 Use the information in the source and your own knowledge to explain why two million men and women became travelling hobos.                (2x2)            (4)

• Many men and women were unemployed, and they went to search for jobs elsewhere; or
• Many men and women lost their homes and were looking for shelter elsewhere; or
• They were looking for food and other relevant materials; or

2.1.5 Explain how the Great Depression led to the formation of Hooverville.  (2x2)    (4)

• Many families lost their homes; or
• Banks took down homes and many families became homeless; or
• People built warehouses from waste materials; or
• President Hoover failed to provide the people with proper housing and infrastructure; or

2.2 Refer to source 2B

The source below is an extract from an interview with Maya Angelou, conducted by Blackside, Inc. on April 11, 1992. Maya Angelou (historian and civil rights leader) describes the impact of the Great Depression on Black communities in the USA.

... They said in the South that “the Depression had been going on for ten years before black people even knew about it,” even knew it existed, and that was true particularly in the South, in villages, and small hamlets, and small towns because the people lived at a subsistence level for the most part. Many were sharecroppers ... they owed their lives to the company store. So because they hadn’t been able to get education, they were vulnerable to the greed and evil of the farm owners. So at the end of the year the farmer found himself in debt. So, the Depression had gone on long before the crash of ‘29 took place. One of the ways it affected the black community was that the white hobos (travellers) would come to the black area to ask for food. Now, partly out of pride, and maybe the other part out of an ability to identify, to empathise with the hobo, black people always gave food. Now they had beans, maybe, with a little piece of smoked meat or dried meat, cured meat, they had cornbread, and black people would give beans and cornbread to black hobos.

[From http://digital.wustl.edu Accessed on 10 April 2021.]

2.2.1 Quote evidence from the source that suggests that Black Americans were unaware of the Great Depression.   (1x2)(2)

• ‘… the Depression had gone on long before the crash of ‘29 took place’

2.2.2 What type of work, according to the source, were Black Americans doing in the South?             (1x2)(2)

• Sharecropping or subsistence farming

2.2.3 Explain what Angelou meant with the statement, ‘The Depression had gone on long before the crash of 29 took place’.            (1x2)(2)

• Black people lived in poverty before the outbreak of the Depression; or
• The effect of the Great Depression on White Americans has long been experienced by Black Americans; or

2.2.4Use the information in the source and your own knowledge to explain how Black Americans reacted towards white hobos who entered their area. (2x2)          (4)

• They accepted the Whites; or
• They were sympathetic to white hobos; or
• They provided White hobos with food; or

2.2.5 Explain the usefulness of this source for historians researching the effect of the Great Depression on Black people in America in the 1930s.       (1x2)(2)

• This is an excerpt from an interview – first-hand information; or
• Angelou was a Civil Rights Leader who understood the struggles of Black people; or
• Angelou, herself was black and has experienced poverty; or
• Angelou’s experiences gives an informed version of the subject; or
• The source shows that Black people have lived in poverty and misery for a long time before the Depression broke out; or

2.3 Consult Source 2C

The source below is a letter from a delegation of the Unemployed Councils of Alabama, to Governor Benjamin Miller and the state legislature (1931) representing all the cities. It describes the living conditions of the people and it gives a list of demands for unemployment relief.

At the same time that the state legislature (parliament) is in a special session, there exists widespread unemployment and great misery amongst the people of Alabama. The relief being afforded by the Red Cross is entirely inadequate and is nothing but a slow process of starvation. The various self-help schemes in the cities are plans to keep the unemployed on a permanent pauper (bankrupt) level. The conditions of the unemployed is getting worse, unemployment is increasing and the question of immediate relief is the foremost issue confronting the thousands of the unemployed and their families. The special session is not attempting to meet this need... All the so called economy measures are attempts to lower the living standard of the people. In answer to these conditions, we have been elected as a delegation to present the following demands for immediate unemployment relief which we believe should take precedence over all questions before the legislature. $3 cash weekly relief for the average family... Free utilities**(gas, light, water) and rent for all unemployed and part-time workers earning less than $7 a week. Adequate care for homeless, young and single workers Provision for opening of all schools, payment of salaries to teachers and free lunches and books for school children Right to vote for all unemployed without payment of poll tax. [From https://digital.archives.alabama.gov Accessed on 11 April 2021]

2.3.1 Name the organisation that brought relief to the people of Alabama. (1x1)   (1)

2.3.2 What conclusion can be drawn about the Alabama legislature’s attitude towards the needs of their people?  (1x2)(2)

• They did not care for their subjects; or
• The legislature’s plans were out of touch with the needs of their people; or
• The legislature did not consult the people regarding the lighting programs

2.3.3 Write down THREE demands which were suggested by the delegation to better the lives of the citizens of Alabama. (3 x 1) (3)

• $3 cash weekly relief for the average family...
• Free utilities**(gas, light, water) and rent for all unemployed and part-time workers earning less than $7 a week.
• Adequate care for homeless, young and single workers

2.3.4 Combining the evidence and information from the source together with your knowledge, explain the effects that the Great Depression had on education in Alabama. (2 x 2) (4)

• Schools were closed down
• Teachers were not getting paid their salaries

2.3.5 How reliable is the source for historians researching the effect of the Great Depression on the citizens of Alabama. (1 x 2) (2)

• The source is reliable as it shows both the economic and social impacts of the Great Depression on the citizens of Alabama.

2.4 Consult Source 2D.

2.4.1 What can be learnt about the impact of the Great Depression on the people of the US? Make use of visual clues from the source to back your answer. (2 x 2) (4)

• There were many jobs lost
• Men in particular were affected by the lack of jobs and felt helpless.

2.4.2 Using this source with your own knowledge, explain how an American without a job would have felt after viewing this picture. (1 x 2) (2)

• They would feel hopeless.

2.5 Combining your own knowledge with the relevant sources, write a paragraph of approximately SIX lines (+-60 words) explaining the impact of the Great Depression on the lives of US citizens in the 1930s.  (6)

Americans lost their jobs during the great depression. Teachers were not getting paid and school closed down during the Great Depression. As a result of the Great Depression and the psychological strain of it, suicide rated increased while marriages were broken as a result of men abandoning their families out of shame of being unable to provide. Hopping on freight trains illegally became a norm despite how dangerous it was.

This content was originally produced for the SAHO classroom by Sebastian Moronell, Ayabulela Ntwakumba, Simone van der Colff & Thandile Xesi.

• National Senior Certificate. “Grade 11 November 2019 Paper 2 Addendum”, National Senior Certificate, November 2019. 

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Summaries for Gr 11 History

No June Exams was written due to covid

“You need [webcam] setup. You could point the webcam away from you but still see the screen. That is what I would change for the next session.”

Clarity of instruction

Instructors commented on the need for clear and concise teaching instructions when leading the break-out group practicals; they could not rely on tactile feedback and non-verbal communication, which would have occurred during a face-to-face session.

“I felt that I had to make sure that my instructions were a lot clearer because there wasn’t the ability to use tactile cues to assist the students.”

Two instructors suggested capping the instructor-to-student ratio (to four students) in each breakout room and to reconvene with the same instructor for each practice to build relationships with students and gain a better understanding of their learning needs in order to better support them. Instructors also reported a relationship between student motivation and student acquisition of skills.

“If you have the same group you build up a bit more rapport and [students] get to know you.”

“[Acquisition of skills] depended on how motivated each candidate was. Some were very motivated and got on with the activity and acquired the skills but some were maybe not motivated enough or maybe feeling frustrated that they were not getting it, and it was difficult for me to motivate them virtually.”

Accessibility and individualized learning

Students were able to attend and engage in the session remotely, even those who were not based in the UK. An important feature of online learning is that the view of the demonstration is the same for all students, which is not always possible in face-to-face teaching.

“Because we created videos for them to watch, and as they can ‘pin’ my video when I’m doing live demonstrations, the view is much more equitable for everyone.”

“It meant that fewer students were left out…we were able to have a global reach with many of the [students] taking the module outside of the UK.”

“[Students] were provided with equipment and resources to keep at home and so they have the opportunity for more hours of practice.”

Individualized learning describes an instructor’s ability to respond to an individual student’s learning needs. This was achieved with the use of the ‘pin video’ function on Zoom® to enlarge the view, and observe and instruct students one at a time. A student’s individual concerns and identified learning needs were more easily addressed in small group breakout practical sessions.

“Having breakout room facility [was comparable to face-to-face instruction] to help students on a more individual basis, and to help them acquire the skills.”

The UCL Ophthalmology Masters curriculum was transferred to predominantly online teaching in response to the COVID-19 outbreak. Lecture-based teaching was easily transferable for online delivery however, virtual teaching of clinical and surgical skills sessions required significant pedagogical consideration and planning. A recent editorial stressed the importance of in-person ophthalmic simulation training for the maintenance of surgical skills and competence [ 10 ]. Here we discuss the findings from our virtual ophthalmic surgical skills session and the purposeful steps taken to ensure successful online delivery to a diverse interprofessional student group. We note that these steps can also be utilized to teach generic surgical skills and are not exclusive to ophthalmic surgical skills training. General tips for course preparation and delivery are outlined in Table  2 .

Overall, students rated the session 8.85 (±1.19) out of a scale from 0 to 10 (10 being most satisfied). Student perceptions of their ability to interact with tutors, level of supervision, and view of demonstrations positively changed following the teaching session, as did their confidence in instrument handling, knot tying, and suturing. In addition, students could continue to practice the skills after their session, as they had the surgical kit with them at home.

95% of our students were ‘very satisfied’ or ‘satisfied’ with the Zoom® platform used to deliver the teaching session. Other medical educators have also successfully used this platform to deliver surgical skills teaching [ 11 ,  12 ]. For our session, the Zoom® platform was used to deliver presentations, play instructional videos, as well as watching students perform the skills via breakout rooms. However, any online platform with similar capabilities would suffice.

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History Grade 11 2020 Past Papers and Memos pdf downloads

History Grade 11 2020 Past Papers and Memos pdf downloads:

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List of History Grade 11 2020 Past Papers and Memos pdf downloads

Hello Grade 11 Learners. Modern Classroom has everything for you needed to pass your exams, tests, assessments, research tasks and assignments under CAPS Curriculum . Feel free to explore all resources for grade 11, such as Study Guides, DBE Past Exam Papers with Memos , and Speech Topics. That’s if you want to know how to pass grade 11 with distinctions in South Africa Modern Classroom

Why passing Grade 11 is very important

Grade 11 ultimately prepares you for Grade 12. You regard Grade 11 as your last trial run for your Matric year because most of the work covered in the syllabus will prepare you for Matric anyway. Passing your Grade 11 very well, is usually a sign that you may pass very well in Matric.

What can you do with your Grade 11 marks in South Africa?

• You can apply at a South African University using your Grade 11 marks
• You can already apply for university bursaries using your Grade 11 marks

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NSC NOV 2019 HISTORY PAPER 2 MEMORANDUM

This file contains the History Paper 2 Memorandum for the National Senior Certificate of November 2019. Grade 12 learners will benefit greatly when using the memorandum with the question paper as part of their examination preparation.

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