, TABLE OF CONTENTS
1. INTRODUCTION 3
2. HOW TO USE THIS SELF-STUDY GUIDE 4
2.1 STRUCTURE OF THE STUDY-GUIDE 4
3. EXAMINATION GUIDELINES 5
4. EXAMINATION REQUIREMENTS 8
5. COGNITIVE LEVELS OF QUESTIONS: 9
6. HOW TO PREPARE FOR SOURCE-BASED QUESTIONS 10
6.1 HOW TO ANSWER SOURCE-BASED QUESTIONS 11
6.2 MARK ALLOCATION 12
6.3 SKILLS IN ANSWERING SOURCE-BASED QUESTIONS 12
7. HOW TO PREPARE FOR ESSAY QUESTIONS 16
7.1 HINTS IN ESSAY WRITING 16
7.2 HISTORY ESSAY WRITING FRAME 17
7.3 DIFFERENT TYPES OF ESSAY QUESTIONS 18
7.4 DON’TS IN ESSAY WRITING 18
8. QUESTION FOCUS: THE ORIGINS OF THE COLD WAR 19
8.1 MIND MAP 19
8.2 TIMELINE 20
8.3 KEY CONCEPTS 20
8.4 CONTENT 21
8.5 ACTIVITY 1 28
9. QUESTION FOCUS: THE VIETNAM WAR 35
9.1 MIND MAP 35
9.2 TIMELINE 36
9.3 KEY CONCEPTS 36
9.4 CONTENT 37
9.5 ACTIVITY 2: QUESTIONS AND RESPONSES 41
10. QUESTION FOCUS: THE CIVIL RIGHTS MOVEMENT 47
1
, 10.1 MIND MAP 47
10.2 TIMELINE 48
10.3 KEY CONCEPTS 48
10.4 CONTENT 49
10.5 ACTIVITY 3 58
10.6 RESPONSES TO ACTIVITY 3 62
11. QUESTION FOCUS: THE BLACK POWER MOVEMENT 65
11.1 MIND MAP 65
11.2 TIME LINE 65
11.3 KEY CONCEPTS 66
11.4. CONTENT 66
11.5 ACTIVITY 4 69
12. HOW WAS THE INDEPENDENCE REALISED IN AFRICA IN THE 1960’S AND
73
1970’S:
12.1 THE LEGACIES OF COLONIALISM 73
12.2 POLITICAL SUCCESSES AND CHALLENGES 74
12.3 ECONOMIC SUCCESSES AND CHALLENGES 74
12.4 SOCIAL AND CULTURAL SUCCESSES AND CHALLENGES 75
12.5 EDUCATION 76
13. ACKNOWLEDGEMENT 77
14. REFERENCES 78
2
, 1. INTRODUCTION
The declaration of COVID-19 as a global pandemic by the World Health
Organisation led to the disruption of effective teaching and learning in many
schools in South Africa. The majority of learners in various grades spent less
time in class due to the phased-in approach and rotational/ alternate
attendance system that was implemented by various provinces.
Consequently, the majority of schools were not able to complete all the
relevant content designed for specific grades in accordance with the
Curriculum and Assessment Policy Statements in most subjects.
As part of mitigating against the impact of COVID-19 on the current Grade
12, the Department of Basic Education (DBE) worked in collaboration with
subject specialists from various Provincial Education Departments (PEDs)
developed this Self-Study Guide. The Study Guide covers those topics, skills
and concepts that are located in Grade 12, that are critical to lay the
foundation for Grade 12. The main aim is to close the pre-existing content
gaps in order to strengthen the mastery of subject knowledge in Grade 12.
More importantly, the Study Guide will engender the attitudes in the learners
to learning independently while mastering the core cross-cutting concepts.
3
1. INTRODUCTION 3
2. HOW TO USE THIS SELF-STUDY GUIDE 4
2.1 STRUCTURE OF THE STUDY-GUIDE 4
3. EXAMINATION GUIDELINES 5
4. EXAMINATION REQUIREMENTS 8
5. COGNITIVE LEVELS OF QUESTIONS: 9
6. HOW TO PREPARE FOR SOURCE-BASED QUESTIONS 10
6.1 HOW TO ANSWER SOURCE-BASED QUESTIONS 11
6.2 MARK ALLOCATION 12
6.3 SKILLS IN ANSWERING SOURCE-BASED QUESTIONS 12
7. HOW TO PREPARE FOR ESSAY QUESTIONS 16
7.1 HINTS IN ESSAY WRITING 16
7.2 HISTORY ESSAY WRITING FRAME 17
7.3 DIFFERENT TYPES OF ESSAY QUESTIONS 18
7.4 DON’TS IN ESSAY WRITING 18
8. QUESTION FOCUS: THE ORIGINS OF THE COLD WAR 19
8.1 MIND MAP 19
8.2 TIMELINE 20
8.3 KEY CONCEPTS 20
8.4 CONTENT 21
8.5 ACTIVITY 1 28
9. QUESTION FOCUS: THE VIETNAM WAR 35
9.1 MIND MAP 35
9.2 TIMELINE 36
9.3 KEY CONCEPTS 36
9.4 CONTENT 37
9.5 ACTIVITY 2: QUESTIONS AND RESPONSES 41
10. QUESTION FOCUS: THE CIVIL RIGHTS MOVEMENT 47
1
, 10.1 MIND MAP 47
10.2 TIMELINE 48
10.3 KEY CONCEPTS 48
10.4 CONTENT 49
10.5 ACTIVITY 3 58
10.6 RESPONSES TO ACTIVITY 3 62
11. QUESTION FOCUS: THE BLACK POWER MOVEMENT 65
11.1 MIND MAP 65
11.2 TIME LINE 65
11.3 KEY CONCEPTS 66
11.4. CONTENT 66
11.5 ACTIVITY 4 69
12. HOW WAS THE INDEPENDENCE REALISED IN AFRICA IN THE 1960’S AND
73
1970’S:
12.1 THE LEGACIES OF COLONIALISM 73
12.2 POLITICAL SUCCESSES AND CHALLENGES 74
12.3 ECONOMIC SUCCESSES AND CHALLENGES 74
12.4 SOCIAL AND CULTURAL SUCCESSES AND CHALLENGES 75
12.5 EDUCATION 76
13. ACKNOWLEDGEMENT 77
14. REFERENCES 78
2
, 1. INTRODUCTION
The declaration of COVID-19 as a global pandemic by the World Health
Organisation led to the disruption of effective teaching and learning in many
schools in South Africa. The majority of learners in various grades spent less
time in class due to the phased-in approach and rotational/ alternate
attendance system that was implemented by various provinces.
Consequently, the majority of schools were not able to complete all the
relevant content designed for specific grades in accordance with the
Curriculum and Assessment Policy Statements in most subjects.
As part of mitigating against the impact of COVID-19 on the current Grade
12, the Department of Basic Education (DBE) worked in collaboration with
subject specialists from various Provincial Education Departments (PEDs)
developed this Self-Study Guide. The Study Guide covers those topics, skills
and concepts that are located in Grade 12, that are critical to lay the
foundation for Grade 12. The main aim is to close the pre-existing content
gaps in order to strengthen the mastery of subject knowledge in Grade 12.
More importantly, the Study Guide will engender the attitudes in the learners
to learning independently while mastering the core cross-cutting concepts.
3
