grade 11 essays history

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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How to write an introduction for a history essay

Every essay needs to begin with an introductory paragraph. It needs to be the first paragraph the marker reads.

While your introduction paragraph might be the first of the paragraphs you write, this is not the only way to do it.

You can choose to write your introduction after you have written the rest of your essay.

This way, you will know what you have argued, and this might make writing the introduction easier.

Either approach is fine. If you do write your introduction first, ensure that you go back and refine it once you have completed your essay. 

What is an ‘introduction paragraph’?

An introductory paragraph is a single paragraph at the start of your essay that prepares your reader for the argument you are going to make in your body paragraphs .

It should provide all of the necessary historical information about your topic and clearly state your argument so that by the end of the paragraph, the marker knows how you are going to structure the rest of your essay.

In general, you should never use quotes from sources in your introduction.

Introduction paragraph structure

While your introduction paragraph does not have to be as long as your body paragraphs , it does have a specific purpose, which you must fulfil.

A well-written introduction paragraph has the following four-part structure (summarised by the acronym BHES).

B – Background sentences

H – Hypothesis

E – Elaboration sentences

S - Signpost sentence

Each of these elements are explained in further detail, with examples, below:

1. Background sentences

The first two or three sentences of your introduction should provide a general introduction to the historical topic which your essay is about. This is done so that when you state your hypothesis , your reader understands the specific point you are arguing about.

Background sentences explain the important historical period, dates, people, places, events and concepts that will be mentioned later in your essay. This information should be drawn from your background research . 

Example background sentences:

Middle Ages (Year 8 Level)

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15 th and 16 th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges.

WWI (Year 9 Level)

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe.

Civil Rights (Year 10 Level)

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success.

Ancient Rome (Year 11/12 Level)  

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times.

2. Hypothesis

Once you have provided historical context for your essay in your background sentences, you need to state your hypothesis .

A hypothesis is a single sentence that clearly states the argument that your essay will be proving in your body paragraphs .

A good hypothesis contains both the argument and the reasons in support of your argument. 

Example hypotheses:

Medieval castles were designed with features that nullified the superior numbers of besieging armies but were ultimately made obsolete by the development of gunpowder artillery.

Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare.

The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders.

Gaius Marius was the most one of the most significant personalities in the 1 st century BC due to his effect on the political, military and social structures of the Roman state.

3. Elaboration sentences

Once you have stated your argument in your hypothesis , you need to provide particular information about how you’re going to prove your argument.

Your elaboration sentences should be one or two sentences that provide specific details about how you’re going to cover the argument in your three body paragraphs.

You might also briefly summarise two or three of your main points.

Finally, explain any important key words, phrases or concepts that you’ve used in your hypothesis, you’ll need to do this in your elaboration sentences.

Example elaboration sentences:

By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period.

Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined.

The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results.

While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period.

4. Signpost sentence

The final sentence of your introduction should prepare the reader for the topic of your first body paragraph. The main purpose of this sentence is to provide cohesion between your introductory paragraph and you first body paragraph .

Therefore, a signpost sentence indicates where you will begin proving the argument that you set out in your hypothesis and usually states the importance of the first point that you’re about to make. 

Example signpost sentences:

The early development of castles is best understood when examining their military purpose.

The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20 th century.

The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

Putting it all together

Once you have written all four parts of the BHES structure, you should have a completed introduction paragraph. In the examples above, we have shown each part separately. Below you will see the completed paragraphs so that you can appreciate what an introduction should look like.

Example introduction paragraphs: 

Castles were an important component of Medieval Britain from the time of the Norman conquest in 1066 until they were phased out in the 15th and 16th centuries. Initially introduced as wooden motte and bailey structures on geographical strongpoints, they were rapidly replaced by stone fortresses which incorporated sophisticated defensive designs to improve the defenders’ chances of surviving prolonged sieges. Medieval castles were designed with features that nullified the superior numbers of besieging armies, but were ultimately made obsolete by the development of gunpowder artillery. By the height of the Middle Ages, feudal lords were investing significant sums of money by incorporating concentric walls and guard towers to maximise their defensive potential. These developments were so successful that many medieval armies avoided sieges in the late period. The early development of castles is best understood when examining their military purpose.

The First World War began in 1914 following the assassination of Archduke Franz Ferdinand. The subsequent declarations of war from most of Europe drew other countries into the conflict, including Australia. The Australian Imperial Force joined the war as part of Britain’s armed forces and were dispatched to locations in the Middle East and Western Europe. Australian soldiers’ opinion of the First World War changed from naïve enthusiasm to pessimistic realism as a result of the harsh realities of modern industrial warfare. Following Britain's official declaration of war on Germany, young Australian men voluntarily enlisted into the army, which was further encouraged by government propaganda about the moral justifications for the conflict. However, following the initial engagements on the Gallipoli peninsula, enthusiasm declined. The naïve attitudes of those who volunteered in 1914 can be clearly seen in the personal letters and diaries that they themselves wrote.

The 1967 Referendum sought to amend the Australian Constitution in order to change the legal standing of the indigenous people in Australia. The fact that 90% of Australians voted in favour of the proposed amendments has been attributed to a series of significant events and people who were dedicated to the referendum’s success. The success of the 1967 Referendum was a direct result of the efforts of First Nations leaders such as Charles Perkins, Faith Bandler and the Federal Council for the Advancement of Aborigines and Torres Strait Islanders. The political activity of key indigenous figures and the formation of activism organisations focused on indigenous resulted in a wider spread of messages to the general Australian public. The generation of powerful images and speeches has been frequently cited by modern historians as crucial to the referendum results. The significance of these people is evident when examining the lack of political representation the indigenous people experience in the early half of the 20th century.

In the late second century BC, the Roman novus homo Gaius Marius became one of the most influential men in the Roman Republic. Marius gained this authority through his victory in the Jugurthine War, with his defeat of Jugurtha in 106 BC, and his triumph over the invading Germanic tribes in 101 BC, when he crushed the Teutones at the Battle of Aquae Sextiae (102 BC) and the Cimbri at the Battle of Vercellae (101 BC). Marius also gained great fame through his election to the consulship seven times. Gaius Marius was the most one of the most significant personalities in the 1st century BC due to his effect on the political, military and social structures of the Roman state. While Marius is best known for his military reforms, it is the subsequent impacts of this reform on the way other Romans approached the attainment of magistracies and how public expectations of military leaders changed that had the longest impacts on the late republican period. The origin of Marius’ later achievements was his military reform in 107 BC, which occurred when he was first elected as consul.

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History Grade 11 Exam past papers and revision notes 2023, 2022,2021, 2020

[vc_row][vc_column][vc_column_text]History Grade 11 Exam past papers and revision notes. Download Free Latest History  Grade 11  Past Papers, Memos, and Study Guides (pdf). Essays Topics are also available for some subjects. Learning materials provided on this page are for all South African Provinces, such as Gauteng , Limpopo , Western Cape , Eastern Cape , Northern Cape , Kwazulu Natal , Mpumalanga , Free State , and North West Province.

There are also some History Grade 11 Free Textbooks, Study Guides, and Revision Notes available for you to download. Past Papers and Memos date from 2021, 2020, 2019,2018, to 2017.

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History Grade 11 2020 Past Papers and Memos pdf downloads

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Table of Contents

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

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Understanding the Crusades in World History

This essay is about the Crusades, a series of religious and military campaigns by European Christians between the 11th and 15th centuries aimed at reclaiming Jerusalem from Muslim control. It explores the origins, motivations, and impacts of the Crusades, including the establishment of Crusader states, cultural exchanges, and economic growth. The essay also addresses the negative consequences, such as entrenched religious animosities and the sacking of Constantinople. It highlights the long-term effects on European and Islamic societies, including political centralization in Europe and resistance movements in the Islamic world. The essay underscores the importance of the Crusades in shaping historical and contemporary global relationships and conflicts.

How it works

The Crusades unfolded as a succession of spiritual and martial expeditions spanning the span of the 11th to the 15th centuries. These ventures, spearheaded by European adherents of Christianity, were primarily fixated on reclaiming Jerusalem and other sacred sites from Muslim dominion. The Crusades wrought profound and enduring ramifications upon both Europe and the Near East, fashioning the trajectory of history in myriad facets.

The genesis of the Crusades can be retraced to the twilight of the 11th century, when the Seljuk Turks, adherents of Islam, wrested control of Jerusalem.

This development sent ripples of consternation through the Byzantine Empire, a bastion of Christianity situated in the eastern expanse of erstwhile Roman dominion. Byzantine Emperor Alexios I Komnenos, perturbed by these encroachments, beseeched the Pope for succor in shielding his realm from the Turks. Pope Urban II, stirred by this entreaty, delivered an impassioned address at the Council of Clermont in 1095, exhorting Christians to bear arms and embark on a sacred crusade to wrest Jerusalem from its usurpers. His exhortation struck a resounding chord across Europe, eliciting fervent responses from scores of knights, nobles, and commoners, who pledged their allegiance to the cause under the emblem of the cross.

The inaugural Crusade unfurled in 1096, heralding a resplendent triumph for its proponents. Following an arduous and protracted odyssey, they laid siege to Jerusalem in 1099, establishing several bastions of Christendom in the Levant. This conquest was hailed as a miraculous vindication of Christian devotion and kindled the fires of subsequent Crusades. The Second Crusade, launched in 1147, culminated in failure as Crusaders faltered in their bid to recapture pivotal territories ceded to Muslim adversaries. The Third Crusade, waged between 1189 and 1192, marshaled luminaries such as Richard the Lionheart of England, Philip II of France, and Emperor Frederick Barbarossa of Germany. Despite wresting some territories, this endeavor fell short of its ultimate goal of reclaiming Jerusalem.

The Fourth Crusade, launched in 1202, veered into an unforeseen and contentious trajectory. Instead of converging directly upon the Holy Land, Crusaders veered off course, laying siege to Constantinople, a bastion of Christianity, in 1204. This debacle strained relations between Western and Eastern Christendom and represented a marked departure from the Crusades’ original purview. Subsequent centuries witnessed sporadic Crusades, yet none replicated the resounding success of the inaugural endeavor.

The impetus behind the Crusades was intricate and multifaceted. At its core lay religious fervor and a quest to reclaim the Holy Land for Christendom. For myriad participants, the Crusades epitomized an act of contrition, promising spiritual recompense in the form of indulgences, which assured absolution of transgressions. The imprimatur of the Church lent divine sanction to these undertakings, heightening their allure. Moreover, the Crusades proffered prospects for material gain and territorial acquisition, appealing to nobles and knights coveting fortune and prestige. The movement further mirrored the ascendant political clout of the papacy, which sought to assert its sway over temporal and spiritual realms.

The repercussions of the Crusades were manifold and intricate. In the immediate aftermath, they engendered the establishment of Crusader enclaves in the Middle East, fostering cultural and mercantile interchange between Europe and the Islamic sphere. These interchanges served as conduits for disseminating erudition in fields like science, medicine, and philosophy, kindling an intellectual renaissance in Europe. Concurrently, the Crusades galvanized commerce, catalyzing urban expansion and invigorating economic dynamics.

However, the Crusades also exacted a toll fraught with deleterious implications. They entrenched sectarian animosities and stoked tensions between adherents of Christianity and Islam, bequeathing a legacy of distrust and strife. The sack of Constantinople during the Fourth Crusade precipitated grave repercussions for the Byzantine Empire, enfeebling it vis-à-vis future threats and hastening its capitulation to Ottoman Turks in 1453. Moreover, the Crusades fomented persecution of Jewish communities in Europe, as Crusaders frequently assailed them, erroneously attributing culpability for Christ’s demise and branding them adversaries of the faith.

The legacy of the Crusades casts a long shadow into contemporary times, informing perceptions and interactions between Western and Islamic civilizations. The notion of a sacrosanct war, propelled by religious conviction and sanctified by ecclesiastical authorities, reverberates through historical annals in varied manifestations. Comprehending the Crusades mandates acknowledgment of their variegated tapestry, encompassing religious, economic, and political facets, and recognition of their convoluted ramifications.

In addition to their proximate repercussions, the Crusades imparted enduring imprints upon European society. They fostered centralization of political authority, burnishing the stature and dominion of monarchs who participated in these expeditions. The exigencies of financing the Crusades further spurred evolution of sophisticated financial apparatuses and conventions, laying the groundwork for modern banking systems. Furthermore, the Crusades nurtured a sense of pan-European identity and solidarity, as denizens hailing from disparate realms and backgrounds coalesced in pursuit of a shared objective.

The Crusades also exerted palpable sway upon the Islamic domain. They were perceived as a sequence of incursions by extraneous forces, fomenting a sentiment of resistance and unity among Muslim communities. Leaders like Saladin emerged as vanguard figures in the resistance against Crusader onslaughts, their legacies enduring and revered in the Islamic realm. The Crusades further sculpted the geopolitical landscape of the Middle East, contributing to rise and fall of diverse dynasties and shaping the annals of the region for epochs to come.

In summation, the Crusades unfurled as a continuum of profoundly transformative enterprises that sculpted the medieval milieu and inscribed an indelible imprint upon history. Driven by a confluence of religious zeal, commercial interests, and political imperatives, they engendered both cross-cultural exchanges and lasting antipathies. The reverberations of the Crusades across Europe and the Near East underscore the imperative of scrutinizing this epoch to apprehend historical antecedents of contemporary global dynamics and conflicts. The labyrinthine legacy of the Crusades, enshrining both propitious and detrimental facets, persists as a potent reminder of enduring potency of religious and cultural disparities in shaping historical trajectories.

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History Classroom Grade 11

Introduction.

The Grade 11 CAPS curriculum focuses on developing students’ practical skills, rather than reiterating historical facts taught in class. Students must be able to critically analyze historical sources, events and figures. This online study guide aims to teach students how to apply and improve practical skills, while giving background information on topics, and example questions and answers in exams.