grade 11 history essay term 3

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

Other Grade 11 Subjects

• Accounting Grade 11
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• Tshivenda Home Language Grade 11  
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• Geography Grade 11  

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Gr. 11 History T3 Revision 2023

Grade 11 History Term 3 Revision 2023

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Most of the exam papers are available in English and Afrikaans

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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Grade 11 History

Download Grade 11 History Past Papers, Model Papers, Grade 11 History Term Test Papers, school syllabus, teachers’ guide, activity sheets, and Grade 11 History notes, Short notes in Sinhala, English, and Tamil Medium.

Subject –    Grade 11  History

Notes/Short Notes

• Karmika Viplawaya | Lesson 01
• Sri Lankawe Brithanya Palanaya | Lesson 02
• Sri Lankawe Jathika Punarudaya | Lesson 03
• Brithanyan Yatathe Sri Lankawe Deshapalana Wenasvim | Lesson 04
• Brithanyan Yatathe Sri Lankawe Samaja Pariwarthanaya  | Lesson 05
• Sri Lankawata Nidahasa Lebima  | Lesson 06
• Lokaye Kepi Penena Viplawa  | Lesson 07
• Loka Maha Sangrama | Lesson 08

Study Packs

• Study Pack – History 01
• Study Pack – History 02
• Study Pack – History 03
• Picture Analysis Questions
• Grade 11 History | Maps
• O/L History Map Marking – Rivers | World map | History maps
• Empty Asia Europe Map for Practice G.C.E O/L
• Empty World Map for Practice G.C.E O/L
• Grade 11 History | Maps  Sri Lanka
• Grade 11 History | Learning Shortcuts
• Map marking – Live Worksheet 01
• Rivers Names – Live Worksheet 03
• History Sellipi – Short Note
• O/L History Short Note

Term Test Papers

1st term papers.

• 2023 paper – Jaffna Hindu College | Tamil Medium 
• 2020 paper with answers – North western Province | Sinhala Medium 
• 2020 paper with answers – Southern province | Sinhala Medium

2nd Term Papers

• 2019 paper with answers – Northwestern province | Sinhala Medium 
• 2019 paper with answers – Southern Province | Sinhala Medium 

3rd Term Papers

• 2022(2023) Paper with answers – Central  Province | Sinhala Medium
• 2022 Paper with answers – Southern Province | Sinhala Medium
• 2021 paper with answers – Southern province | Sinhala Medium  
• 2020 paper with answers – Southern province | Sinhala Medium  
• 2020 paper with answers – North western province | Sinhala Medium 
• 2020 paper with answers – Western province | Sinhala Medium
• 2019 paper with answers – North western province | Sinhala Medium  
• 2020 paper with answers – Western province | Tamil Medium

Western Province Papers

1. First Term Test Papers

2. Second Term Test Papers

3. Third Term Test Papers

• 2022 (2023) Paper

Unit Test Papers

• Sinhala Medium Unit Test Papers
• O/L History Lesson wise Past Papers
• Workbook with Unit Test Papers(Sinhala Medium)

Buy O/L Past Paper Book

• Sinhala Medium O/L History Past Paper Book
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• Grade 11 History Textbook in Tamil Medium – New Syllabus
• Grade 11 History Textbook in Sinhala Medium – New Syllabus

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Last Update:   2022.01.08

Hmm… Perfect.. In future you’ll be able to upload O/L papers before the day before each subjects. 😜

Can I get english medium history papers also

How to download it

thank you so much

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History Grade 11 - Topic 1 Source-based Questions

General Tips when answering Source-based Questions:

• When approaching a source-based question, look at the MARK ALLOCATION of the question.  It will indicate how many facts/pieces of information you should use, as well as how many marks you will receive per ‘fact’.  For example, a question that indicates (3x1) means that you should list 3 facts and that each correct fact will give you 1 mark.  Therefore, if you answer the question correctly, you will receive THREE marks in total.
• When mark allocation indicates that you will receive 2 marks per fact (e.g., 3x2), it means that your answers should be a bit longer.  For example, you can list your fact, but you should also give a short and correct explanation.  Refer to some questions below as an example.
• Always identify what your question is asking of you to do.  For example, the word ‘list” indicates that you may use bullet-points to answer your question.  The word quote means that you MUST directly quote (“”) the correct answer for the source that is provided to you.
• Visit our website’s “ History Classroom Technical Skills ”  resource pack for more useful tips to ace your assignments and examinations.

1.  Why, according to the source, was Russia ill-equipped for the war?  (3x1) (3)

• They lacked weapons
• They lacked ammunition
• The lacked boots

2.  Use the source and your own knowledge to explain the outcome of Russia’s participation in the First World War.  (2x2) (4)

Russia’s participation in the war led to severe food shortages in Russia.  This in turn led to many Riots against the Tsar in Russia.

Russia’s participation in the war led to many people criticising their government.  Eventually, this meant that the Tsar was forced to abdicate.

3.  Define the following words: (2x2)

• Revolution:  A complete overthrow of the existing dominant system by the working class for a new alternative system. 
• Stalinism:  The policies adopted by Stalin in the pursuit of communism largely based on totalitarianism and centralisation.

4.   Who encouraged working women to join the strike in Petrograd?  (1x1) (1)

The Petrograd Bolsheviks

5.   Who/What were the Bolsheviks?  (3x1) (3)

The Bolsheviks were a far-left faction formed in 1912.  The Bolsheviks were founded by Vladimir Lenin and Alexander Bogdanov.  This faction played an extremely role in the Russian revolution of 1917. 

6.  In a paragraph of about SIX line (about 60 words), explain the causes of the Russian Revolution of 1917. (6)

During the early 20th century (1900’s), the Russian workers felt exploited and were dissatisfied with capitalist exploitation.  Although this dissatisfaction was relatively clear, the Tsar refused to listen to the Russian workers and ordered soldiers to shoot at them. Bloody Sunday was one of the first signs of the Revolution.  Russian defeat in the First World War led to significant dissatisfaction under the Russian population.  These defeats also led to a large food shortage throughout Russia.  Russian soldiers refused to suppress the marches against famine and even decided to join these marches.

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

[1] National Senior Certificate.:  “Grade 11 November 2018 History Paper 1 Addendum,” National Senior Certificate, November 2018.

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