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HISTORY T1 W6 Gr. 12: INDEPENDENT AFRICA: THE CONGO

INDEPENDENT AFRICA: THE CONGO

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Independent Africa comparative case study: the Congo and Tanzania Essay

Independent Africa comparative case study: the Congo and Tanzania Essay

Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History.

This page contains an answer guide to the below History Essay Questions (memo):

  • What were the ideas that influence the independent states Congo and Tanzania?
After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks.

Table of Contents

Do you agree with this statement? Use appropriate evidence to support your argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate whether or not they agree with the statement and support their answer with relevant historical evidence. Candidates must specifically look at the economic, social and cultural challenges facing both countries after independence.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should critically discuss the successes and challenges facing Tanzania and the Congo with specific reference to their economic, social and political development after gaining independence from colonial rule.

ELABORATION ECONOMY

  • The Congo and Tanzania inherited a single-product economy from their colonisers.
  • Tanzania followed a socialistic economic model.
  • Congo followed a capitalistic model.
  • Both countries struggled to develop their respective economies.
  • Nyerere adopted an African Socialism model outlined in the Arusha Declaration which led to the nationalisation of industries and land.
  • Its aim was to cut ties with Western countries and create self-sufficiency and self- dependency.
  • Society would be stable and free of economic inequalities.
  • Mobuto initially nationalised industries using the Zairianisation policy – which involved taking farms and businesses from the foreign owners who were replaced by Congolese.
  • When it failed due to lack of skills and poor management he adopted a capitalistic model and returned businesses to foreign owners.
  • Nyerere introduced Villagisation or Ujaama.
  • A rural community with farming/collective labour.
  • Lack of tools, water and management skills led to resistance which the police and military forces could not control.
  • This led to destruction and abandonment of fields.
  • Tanzania remained the poorest and most underdeveloped country.
  • Tanzania reduced corruption of government officials through the “Leadership Code”.
  • Both countries had to accept foreign aid and allow investments which Nyerere initially viewed as neo-colonialism.

SOCIAL CHALLENGES:

  • Both countries inherited a colonial education system that promoted Eurocentric values
  • Both countries were challenged by skills shortages; only a few technicians and engineers were available.
  • Both countries were taught European history and languages, the African content was regarded as inferior and not taught. Tanzania:
  • Promoted Swahili (local language) over English
  • Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981
  • Nyerere produced, ‘Education for Self-Reliance’ (1967) which promoted basic literacy in primary schools in all rural areas. Congo:
  • Inherited only 14 university graduates
  • Expanded its higher education system
  • Increased primary education from 1,6 million to 4,6 million people between 1960 and 1974
  • Unlike Swahili in Tanzania, French remained the language of instruction in Congo. Africanisation:

Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

Zairianisation in Congo replaced experienced Belgian human resources with local people and replaced European names with local names, e.g. Congo to Zaire

POLITICAL ASPECTS

  • Attaining independence through democratic elections (the Congo 1960) J. Kasavubu became President and P. Lumumba became the prime minister
  • After holding multi-party elections at independence, the Congo became a one- party state within the first five years after gaining the independence
  • Mobuto Sese Seko remained as president for life until his death in 2007
  • Mobuto Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain
  • Brought back African values
  • Strong centralised government
  • Political stability (though based on authoritarianism)
  • Any other relevant response
  • Attaining independence through democratic elections (Tanzania 1961: J. Nyerere – amended the constitution to become President (1962)
  • Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity
  • After holding multi-party elections at independence, it became a one-party state
  • Nyerere remained as president between the 1960s and 1970s
  • Nyerere introduced the Leadership Code in the Arusha Declaration which demanded high levels of integrity from public officials
  • African socialism/ Ujamaa was appropriate for inhabitants
  • Establishment of the United Republic of Tanzania (1964)
  • Centralised and unitary state
  • Any other relevant response Conclusion: Candidates should tie up their arguments with relevant conclusions.

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Independent Africa comparative case study: the Congo and Tanzania Essay

essay about congo grade 12

Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History.

This page contains an answer guide to the below History Essay Questions (memo):

  • What were the ideas that influence the independent states Congo and Tanzania?
After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were successes that Mobuto and Nyerere gained in trying to improve the living standards for blacks.

Do you agree with this statement? Use appropriate evidence to support your argument.

[Plan and construct an original argument based on relevant evidence using analytical and interpretative skills.]

Candidates should indicate whether or not they agree with the statement and support their answer with relevant historical evidence. Candidates must specifically look at the economic, social and cultural challenges facing both countries after independence.

MAIN ASPECTS

Candidates should include the following aspects in their response:

Introduction: Candidates should critically discuss the successes and challenges facing Tanzania and the Congo with specific reference to their economic, social and political development after gaining independence from colonial rule.

ELABORATION ECONOMY

  • The Congo and Tanzania inherited a single-product economy from their colonisers.
  • Tanzania followed a socialistic economic model.
  • Congo followed a capitalistic model.
  • Both countries struggled to develop their respective economies.
  • Nyerere adopted an African Socialism model outlined in the Arusha Declaration which led to the nationalisation of industries and land.
  • Its aim was to cut ties with Western countries and create self-sufficiency and self- dependency.
  • Society would be stable and free of economic inequalities.
  • Mobuto initially nationalised industries using the Zairianisation policy – which involved taking farms and businesses from the foreign owners who were replaced by Congolese.
  • When it failed due to lack of skills and poor management he adopted a capitalistic model and returned businesses to foreign owners.
  • Nyerere introduced Villagisation or Ujaama.
  • A rural community with farming/collective labour.
  • Lack of tools, water and management skills led to resistance which the police and military forces could not control.
  • This led to destruction and abandonment of fields.
  • Tanzania remained the poorest and most underdeveloped country.
  • Tanzania reduced corruption of government officials through the “Leadership Code”.
  • Both countries had to accept foreign aid and allow investments which Nyerere initially viewed as neo-colonialism.

SOCIAL CHALLENGES:

  • Both countries inherited a colonial education system that promoted Eurocentric values
  • Both countries were challenged by skills shortages; only a few technicians and engineers were available.
  • Both countries were taught European history and languages, the African content was regarded as inferior and not taught. Tanzania:
  • Promoted Swahili (local language) over English
  • Introduced a massive literacy campaign that saw illiteracy drop drastically (from 80% to 20%) between 1961 and 1981
  • Nyerere produced, ‘Education for Self-Reliance’ (1967) which promoted basic literacy in primary schools in all rural areas. Congo:
  • Inherited only 14 university graduates
  • Expanded its higher education system
  • Increased primary education from 1,6 million to 4,6 million people between 1960 and 1974
  • Unlike Swahili in Tanzania, French remained the language of instruction in Congo. Africanisation:

Villagisation (Ujamaa) in Tanzania embraced traditional community values based on self-reliance

Zairianisation in Congo replaced experienced Belgian human resources with local people and replaced European names with local names, e.g. Congo to Zaire

POLITICAL ASPECTS

  • Attaining independence through democratic elections (the Congo 1960) J. Kasavubu became President and P. Lumumba became the prime minister
  • After holding multi-party elections at independence, the Congo became a one- party state within the first five years after gaining the independence
  • Mobuto Sese Seko remained as president for life until his death in 2007
  • Mobuto Sese Seko created a kleptocracy where a group of appointed public officials abused their position for financial gain
  • Brought back African values
  • Strong centralised government
  • Political stability (though based on authoritarianism)
  • Any other relevant response
  • Attaining independence through democratic elections (Tanzania 1961: J. Nyerere – amended the constitution to become President (1962)
  • Smooth transition (peaceful change/racial harmony/commitment to promotion of human equality and dignity
  • After holding multi-party elections at independence, it became a one-party state
  • Nyerere remained as president between the 1960s and 1970s
  • Nyerere introduced the Leadership Code in the Arusha Declaration which demanded high levels of integrity from public officials
  • African socialism/ Ujamaa was appropriate for inhabitants
  • Establishment of the United Republic of Tanzania (1964)
  • Centralised and unitary state
  • Any other relevant response Conclusion: Candidates should tie up their arguments with relevant conclusions.

Questions and Answers

My Courses has a large Questions and Answers repository for the most popular High School and Tertiary Schools subjects. This comes in handy when doing your revision or preparing for exams, tests, research tasks, and assignments.

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HISTORY PAPER 1 GRADE 12 QUESTIONS - NSC PAST PAPERS AND MEMOS JUNE 2016

HISTORY P1 GRADE 12 JUNE 2016 NATIONAL SENIOR CERTIFICATE INSTRUCTIONS AND INFORMATION

  • This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR QUESTION 2: INDEPENDENT AFRICA: CASE STUDY – ANGOLA QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s – CIVIL RIGHTS MOVEMENT SECTION B: ESSAY QUESTIONS QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE BLACK POWER MOVEMENT
  • SECTION A consists of THREE source-based questions. Source material that is required to answer these questions will be found in the accompanying ADDENDUM of sources.
  • SECTION B consists of THREE essay questions.
  • Answer TWO questions as follows:
  • At least ONE (1) must be a source-based question and at least ONE (1) must be an essay question.
  • Candidates are advised to spend about an hour on each question.
  • When answering questions, candidates should apply their knowledge, skills and insight.
  • Merely rewriting of the sources as answers will be to the disadvantage of candidates.
  • Questions and subsections of questions must be numbered clearly and correctly using the same numbering system used in the question paper.
  • Write neatly and legibly.

SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO from this section. Source material to be used to answer these questions is contained in the ADDENDUM.

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QUESTION 1: HOW DID THE CREATION OF NEW SPHERES OF  INTERESTS INTENSIFY COLD WAR TENSIONS BETWEEN  THE UNION OF SOVIET SOCIALIST REPUBLICS AND THE  UNITED STATES OF AMERICA AFTER 1945? Study Sources 1A, 1B, 1C and 1D to answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1 Using information from the source and your own knowledge, define the concept, communism. (1 x 2) (2) 1.1.2 What, according to Marx, was wrong with capitalism? (1 x 1) (1) 1.1.3 Explain Stalin’s comment towards capitalism in the context of the Cold War in Europe. (2 x 2) (4) 1.1.4 Give TWO reasons from the source, why Stalin asked for sacrifices on the part of the Soviet people. (2 x 1) (2) 1.2 Use Source 1B. 1.2.1 What, according to the source, were the two threats that prompted Churchill to deliver the ‘Iron Curtain’ speech? (2 x 1) (2) 1.2.2 Why, according to Churchill, did Russia want to extend her sphere of involvement in Europe? (1 x 1) (1) 1.2.3 Explain whether you would consider Churchill’s speech biased. (2 x 2) (4) 1.3 Consult Source 1C. 1.3.1 Using the source, mention THREE ways that would serve as solutions for the economic situation of the European countries. (3 x 1) (3) 1.3.2 Why did the USA get involved in Europe during the Cold War? Give TWO reasons for the answer. (2 x 2) (4) 1.3.3 How, according to the source, did the USA intend to fight communism? (3 x 1) (3) 1.4 Refer to Source 1D. 1.4.1 What messages does the cartoon convey regarding Stalin’s attitude towards the Marshall Plan? (2 x 2) (4) 1.4.2 Identify what the sickle and hammer emblem symbolises on the back of Stalin’s shirt. (1 x 2) (2) 1.4.3 Using visual clues in the source and your own knowledge, explain why Stalin had to play this ‘game’ as a defender. (2 x 2) (4) 1.4.4 Use the source and your own knowledge to provide the name of the programme that was used by Stalin to counter the Marshall Plan. (1 x 2) (2) 1.5 Refer to Sources 1C and 1D. Explain how the information in Source 1D differs from Source 1C regarding the conflict between the Soviet Union and the United States of America. (2 x 2) (4) 1.6 Using information from the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the creation of the spheres of interest intensified the Cold War tensions between USSR and USA after the Cold War. (8) [50] QUESTION 2: WHY DID CUBA BECOME INVOLVED IN THE ANGOLAN CIVILWAR? Study Sources 2A, 2B, 2C and 2D and answer the following questions. 2.1 Refer to Source 2A. 2.1.1 What TWO reasons according to the source does Deutschman suggest to explain why Cuba became involved in in the Angolan Civil War? (2 x 1) (2) 2.1.2 Identify any THREE arguments in the source, given by Risquet, to support his claim that Cuba became involved in Angola to support the MPLA government. (3 x 1) (3) 2.1.3 Who, according to the source, was the leader of the Angolan government in 1975? (1 x 1) (1) 2.1.4 How, according to Risquet, have the Soviet Union and Cubans worked together to support the Angolan government? (2 x 2) (4) 2.2 Refer to Source 2B. 2.2.1 What is Casto referring to when he says ‘African blood flows freely through our veins’? (1 x 2) (2) 2.2.2 Against which TWO countries did Cuba defend the MPLA government? (2 x 1) (2) 2.2.3 Explain why Castro believes that it was the duty of Cubans to defend the new (MPLA) government of Angola. (2 x 2) (4) 2.3 Study Source 2C. 2.3.1 What does Kaunda’s description of the Soviet and Cuban involvement in Angola imply about the relationship between these two countries? (2 x 2) (4) 2.3.2 What reason did Vorster give for saying that Angola is NOT an ‘independent black African country’? (1 x 2) (2) 2.3.3 Explain why Vorster believed that the Cuban presence in Angola was a threat to South Africa. Support your answer with evidence from the source. (2 x 2) (4) 2.4 Study Sources 2B and 2C. Explain why these two sources present such different viewpoints with regard to Cuba’s involvement in Angola. Use evidence from both sources in your answer. (2 x 2) (4) 2.5 Refer to Source 2D. 2.5.1 Which two visual clues in this source help us to identify the two foreign countries involved in Angola, as Cuba and the Soviet Union? (2 x 1) (2) 2.5.2 What message does this cartoon convey about the involvement of Cuba and the Soviet Union in Africa? Support your answer with reference to the visual clues. (2 x 2) (4) 2.5.3 Comment on the usefulness of this source for a historian researching the involvement of Cuba in the Angolan Civil War. (2 x 2) (4) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) in which you identify and explain the different reasons given for Cuba’s involvement in the Angolan civil war. (8) [50] QUESTION 3: WHAT WAS THE SIGNIFICANCE OF THE LITTLE ROCK NINE IN THE STRUGGLE FOR THE DESEGREGATION OF SCHOOLS IN THE USA? Study Sources 3A, 3B and 3C to answer the following questions. 3.1 Refer to Source 3A. 3.1.1 Quote evidence from the source which suggests that the African American students were harassed. (2 x 1) (2) 3.1.2 Why do you think the African American students were turned away by the National Guard? (1 x 2) (2) 3.1.3 How, according to the source, did the President react when the students were again turned away by the National Guard? (2 x 1) (2) 3.1.4 Why do you think the white mob attacked the African American journalists? (2 x 2) (4) 3.1.5 What evidence from the source suggests that the National Guard and the police were not in favour of the integration of Central High School? (3 x 1) (3) 3.1.6 Explain whether the actions of the police can be justified. (2 x 2) (4) 3.2 Consult Source 3B. 3.2.1 Define the concept integration in the context of the struggle for civil rights in the USA. (1 x 2) (2) 3.2.2 Why, according to the source, does Martin Luther King praise President Eisenhower? (2 x 1) (2) 3.2.3 What historical event does Martin Luther King respond to in his telegram? (1 x 1) (1) 3.2.4 “The pen of history will record that when the small and confused minority that oppose integration with violence will have to see that your actions has been of great benefit to our nation”. Explain the accuracy of this statement. (2 x 2) (4) 3.2.5 What does King’s telegram tell you about his attitude towards violence? (1 x 2) (2) 3.2.6 Explain the usefulness of this source to a historian studying the events that unfolded at Little Rock Nine Central High School. (2 x 2) (4) 3.3 Compare Sources 3A and 3B. Explain how President Eisenhower and Governor Faubus reacted to the Little Rock Nine incident. (2 x 2) (4) 3.4 Use Source 3C. 3.4.1 What historical incident is shown in the photograph? (1 x 2) (2) 3.4.2 Explain the significance of the Little Rock Nine incident in the struggle for civil rights in the USA. (2 X 2) (4) 3.5 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining the significance of the Little Rock Nine in the struggle for school desegregation. (8) [50] SECTION B: ESSAY QUESTIONS Answer at least ONE question, but not more than TWO questions from this section. Your essay should be about THREE pages long.

QUESTION 4: EXTENTION OF THE COLD WAR: CASE STUDY – VIETNAM 4.1 Explain to what extent was the USA successful in the Vietnam War. Use relevant historical evidence from the period 1965 to 1975 to support your answer. [50] QUESTION 5: INDEPENDENCE IN AFRICA IN THE 1960s AND 1980s: CONGO AND TANZANIA 5.1 Compare and critically discuss the political successes and challenges experienced by Congo and Tanzania after independence. [50] QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s T0 1970s: BLACK POWER MOVEMENT 6.1 “The only way we gonna stop them white men from ‘whuppin’ us is to take over. What we gonna start saying now is Black power!” Assess the validity of this statement by referring to the role and impact of the Black Power Movement in the 1960s. [50]

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essay about congo grade 12

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essay about congo grade 12

IMAGES

  1. International Response to Apartheid in South Africa Essays Grade 12

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  2. (PDF) The Congo's Independence Struggle Viewed Fifty Years Later

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  3. Crisis roots congo

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  4. Poverty and Gender Violence in Congo

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  5. Class 5 Social Studies Chapter 4 Democratic Republic of Congo

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  6. (DOC) The Effect of the Resource Curse on the Democratic Republic of

    essay about congo grade 12

COMMENTS

  1. HISTORY T1 W6 Gr. 12: INDEPENDENT AFRICA: THE CONGO

    Grade R Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 ... NSC Past Papers & Memos NSC Exam Timetable NSC Exam Results FET Exemplars ... HISTORY T1 W6 Gr. 12: INDEPENDENT AFRICA: THE CONGO . Free ...

  2. Essay

    Essay the congo essay question question: how was independence realised in africa in the 1960s and 1970s what were the ideas that influenced the congo? political. ... History FOR Grade 11 Lesson PLAN. Southern African History. Other. 100% (10) 28. 201 2018 2 b-1 - semester 2 feedback. Southern African History. Practice materials. 100% (3) 5.

  3. Congo Essay

    A full essay on Congo, a full guide using the PEEL method, and a model introduction and conclusion. Good preparation for Matric examination 2022 paper essay. ... Universal Essay BCM Grade 12 2023; ROAD TO Democracy Universal Essay; Grade 10 Activities Geography; Vietnam Essay Question 2021 PDF (2)-converted (Autosaved)

  4. Grade 12

    faced in Africa after independence, illustrated by the Congo and Tanzania. The Scramble for Africa (or the Race for Africa) was the proliferation of conflicting European claims to African territory during the New Imperialism period, between the 1880s and the start of World War 1. Figure 1: Africa before Independence Figure 2: Africa Today ( 28 ...

  5. Essay

    The region that is now the Democratic Republic of the Congo was first settled about 80,000 years ago. Bantu migration arrived in the region from Nigeria in the 7th century AD. The Kingdom of Kongo developed between the 14th and the early 19th centuries. Belgian colonization began when King Leopold II founded the Congo Free State, a corporate ...

  6. The Congo

    The Congo - Essay Summary and Key points. Course. History. Institution. 12th Grade. A summary of the grade 12 Congo section of history. This provides an easy way to study and learn the content without it being overwhelming. I got 90% in my grade 12 Mock exam after writing and using this document. Highlights key dates and divides the content up ...

  7. Grade 12

    Case Study: Congo. The sources that appear in the Grade 12 examination are often quite long and difficult. The sources in this task on the Congo are taken from the Supplementary History Paper Two that was written in March 2009. It is good practice for you to try to answer all the questions, and then check your answers.

  8. Independent Africa comparative case study: the Congo and Tanzania Essay

    January 2, 2024 by My Courses Editor. Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History. This page contains an answer guide to the below History Essay Questions (memo): What were the ideas that influence the independent states Congo and Tanzania?

  9. Independence of Congo || History grade 12

    Congo achieved independence from Belgium on 30 June 1960 and was immediately confronted by a series of secessionist movements, which culminated in the seizur...

  10. History Paper 1 Grade 12 Memorandum

    2.1 The essay questions require candidates to: Be able to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they are able to present a reasonable sequence of facts or an effective argument to answer the question posed.

  11. Essay Questions AND Answers FOR Grade 12 History Learners

    Essay questions and answers for Grade 12 History learners essay questions and answers for grade 12 history learners, paper essay questions and answers there. Skip to document. ... The Congo aimed to industrialise the economy and develop a manufacturing base (largely failed); whereas Tanzania built on its agricultural base, villagisation policy ...

  12. Independent Africa comparative case study: the Congo and Tanzania Essay

    Independent Africa comparative case study: the Congo and Tanzania Essay for Grade 12 and Grade 11 History. This page contains an answer guide to the below History Essay Questions (memo): What were the ideas that influence the independent states Congo and Tanzania? After attaining independence Congo and Tanzania were faced with economic, social, and political challenges although there were ...

  13. History Paper 1 Questions

    SECTION A: SOURCE-BASED QUESTIONS. QUESTION 1: EXTENSION OF THE COLD WAR: THE ORIGINS OF COLD WAR. QUESTION 2: INDEPENDENT AFRICA: CASE STUDY - ANGOLA. QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE CIVIL RIGHTS MOVEMENT. SECTION B: ESSAY QUESTIONS. QUESTION 4: THE COLD WAR: CASE STUDY - VIETNAM.

  14. PDF The Cold War

    ESSAYS Question 4 The Cold War: ... Question focus: Successes and challenges faced by the Congo and Tanzania Question 6 Civil society protests from the 1950s to the 1970s: ... Civil rights and Black Power movements . HISTORY Grade 12 Page 2 Exam Questions Question 1 (Adapted from DBE Feb 2013 Paper 1 Question 1) Use Source 1A to answer the ...

  15. Summary History Grade 12 IEB

    Summary History Grade 12 IEB - Independent Africa (Congo and Tanzania) and Angola as a case study. Course; Grade 12 History IEB Paper One - Independent Africa; ... The notes are broken up in a way that is easy to remember for commonly asked essay questions by the IEB. The notes include: The challanges, nature, policies, successes a... [Show more]

  16. PDF NATIONAL SENIOR CERTIFICATE GRADE 12

    2.4 Assessment procedures of the essay 2.4.1 Keep the synopsis in mind when assessing the essay. 2.4.2 During the reading of the essay, ticks need to be awarded for a relevant introduction (which is indicated by a bullet in the marking guideline), the main aspects/body of the essay that sustains/defends the line of argument

  17. History Paper 1 Grade 12 Questions

    QUESTION 1: THE COLD WAR: THE ORIGINS OF THE COLD WAR. QUESTION 2: INDEPENDENT AFRICA: CASE STUDY - ANGOLA. QUESTION 3: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s - CIVIL RIGHTS MOVEMENT. SECTION B: ESSAY QUESTIONS. QUESTION 4: EXTENSION OF THE COLD WAR: CASE STUDY - VIETNAM.

  18. PDF 315 Congo Essay (personal info removed)

    April 28, 2021. beginnings of colonization continues to affect the world's portrayal of black people. It will. primary sources from the colonization of Africa. First, we will give a background of the Congo. the early colonizer's point of view. Here we will note specific vernacular used in describing. black people and the atrocities committed.

  19. PDF NATIONAL SENIOR CERTIFICATE GRADE 12

    2.2 Marking of essay questions Markers must be aware that the content of the answer will be guided by the textbooks in use at the particular centre. Candidates may have any other relevant introduction and/or conclusion than those included in a specific essay marking guideline for a specific essay.

  20. Grade 12 History Exam Preparation

    History Paper 1 and 2 will require students to answer source-based questions and essay questions. The papers are split according to topics. Mark Allocation. Source Analysis. Source Based Questions. ... In this Grade 12 History Exam Revision lesson we consider how the collapse of the Soviet Union contributed to the ending of Apartheid in South ...

  21. 2021 National Recovery ATP: Grade 12 Term 1: HISTORY

    2021 National Recovery ATP: Grade 12 ... Vietnam OR The Congo OR The Black Power Movement (Essay question) Candidates must answer TWO (2) questions, ONE source-based question and ONE Essay question. Marks: 50 x 2 =100 DIAGONISTIC ANALYSIS OF RESULTS Concepts

  22. PDF GRADE 12

    SECTION B consists of THREE essay questions. Answer THREE questions as follows: 4.1 At least ONE must be a sourcebased question and at least ONE - must be an essay. 4.2 The THIRD question can be -based question or an either a source essay question. When answering questions, candidates should apply their knowledge, skills and insight.

  23. PDF Grade 12 History [Essay Notes] . the South African Road to Democracy

    2 | P a g e (k) Negotiation: reaching an agreement by talking to others. (l) Negotiated settlement: an agreement between different sides based upon formal discussion between them. (m)Protest : an action or words that shows that one is angry or disapproving. (n) Referendum: a voting procedure in which the voters are asked to vote in favour of or against a particular proposal.