history grade 12 essay of congo

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

INDEPENDENT AFRICA: THE CONGO

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A short history of instability in the Congo...

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 state run solely by him. Reports of widespread murder and torture in the rubber plantations led the Belgian government to seize the Congo from Leopold II and establish the Belgian Congo. Under Belgian rule, the colony was run with the presence of numerous Christian organizations that wanted to Westernize the Congolese people.

After an uprising by the Congolese people, Belgium surrendered to the independence of the Congo in 1960. However, the Congo was left unstable because tribal leaders had more power than the central government. Prime Minister Patrice Lumumba tried to restore order with the aid of the Soviet Union as part of the Cold War, causing the United States to support a coup led by Colonel Joseph Mobutu in 1965. Mobutu quickly seized complete power of the Congo and renamed the country Zaire. He sought to Africanize the country, changing his own name to Mobutu Sese Seko, and demanded that African citizens change their Western names to traditional African names. Mobutu sought to repress any opposition to his rule, and retained his position for 32 years through several sham elections, as well as through brutal force. However, with his regime weakened in the early 1990s, Mobutu was forced to agree to a power-sharing government with the opposition party. Mobutu remained the head of state and promised elections for the next two years that never happened.

In the First Congo War, Rwanda invaded Zaire, which overthrew Mobutu during the process. Laurent-Desire Kabila later took power and renamed the Democratic Republic of the Congo. After a disappointing rule under Kabila, the Second Congo War broke out, resulting in a regional war with many different African nations taking part. Kabila was assassinated by his bodyguard in 2001, and his son, Joseph, succeeded him and was later elected president by the Congolese government in 2006. In October 2002, the new president was successful in negotiating the withdrawal of Rwandan forces occupying the eastern DRC; two months later, the Pretoria Accord was signed by all remaining warring parties to end the fighting and establish a government of national unity.

A transitional government was set up in July 2003; it held a successful constitutional referendum in December 2005 and elections for the presidency, National Assembly, and provincial legislatures took place in 2006. In 2009, following a resurgence of conflict in the eastern DRC, the government signed a peace agreement with the National Congress for the Defense of the People (CNDP), a primarily Tutsi rebel group. An attempt to integrate CNDP members into the Congolese military failed, prompting their defection in 2012 and the formation of the M23 armed group - named after the 23 March 2009 peace agreements.

Renewed conflict led to large population displacements and significant human rights abuses before the M23 was pushed out of DRC to Uganda and Rwanda in late 2013 by a joint DRC and UN offensive. In addition, the DRC continues to experience violence committed by other armed groups including the Democratic Forces for the Liberation of Rwanda, the Allied Democratic Forces, and assorted Mai Mai militias. In the most recent national elections, held in November 2011, disputed results allowed Joseph Kabila to be reelected to the presidency. The DRC Constitution bars President Kabila from running for a third term, but the DRC Government has delayed national elections originally slated for November 2016. The failure to hold elections as scheduled has fueled sporadic street protests by Kabila’s opponents. In late December 2016, government officials and opposition leaders struck a last-minute deal that will require Kabila to step down after elections to be held by the end of 2017. Today, the Congo remains dangerously unstable.  

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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.

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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History Grade 12 Revision Notes booklet and Essay Topics Guide for 2021-2023

On this page, you will find History Grade 12 Revision Notes booklet and Guide for 2021-2023, Paper 1 and paper 2.

Table of Contents

Paper 1 History Grade 12 Essay Topics for Exams

Topic 1: The Cold War

• Origins of the Cold War (Source-Based)
• Extension of the Cold War : Case Study: Vietnam (Essay)

Topic 2: Civil Society Protests from the 1950s to the 1970s

• The US Civil Rights Movement (Source-Based) o The Black Power Movement (Essay)

Topic 2: Independent Africa

• Case study: The Congo

What is included in the guide:

• Cognitive Levels of questions
• How to prepare for source-based questions
• Skills in answering source-based questions
• Essay writing skills
• Examination Guidelines (2021 – 2023)
• A mind map to give you the summary of the topic
• A timeline and a list of concepts you must know
• Sources with different levels of questions and answers
• Essays questions and how you should approach it

Paper 2 History Grade 12 Essay Topics for Exams

Topic 1: Civil Resistance in South Africa 1970s to 1980s:

• Internal Resistance (Source-Based Question)
• Challenges to apartheid – BCM (Essay) Topic 2: The end of the Cold War and a new world order
• Globalisation (Source-Based Question)
• the impact of Gorbachev’s reforms on the disintegration of the Soviet Union and the impact on South Africa (Essay) Topic 3: Broad overview of the Coming of Democracy in South Africa and Coming to terms with the past

View all # History-Grade 12 Study Resources

We have compiled great resources for History Grade 12 students in one place. Find all Question Papers, Notes, Previous Tests, Annual Teaching Plans, and CAPS Documents.

More Questions and Answers from Previous Question Papers

What is more useful for a grade 12 learner than actual exam questions and answers from previous question papers? We have collected 100s of grade 12 questions and answers for Grade 12 subjects from all South African Provinces: Limpopo, Gauteng, Free State, North West, Eastern Cape, Northern Cape, KZN, Western Cape, and Mpumalanga. The questions and answers are for Term 1, Term 2, Term 3, and Term 4, for the following years: 2023, 2022, 2021, 2020, 2019, and 2018. Take a look at the links below , or search for more.

HISTORY GRADE 12 - EXAMINATION GUIDELINES 2021

HISTORY EXAMINATION GUIDELINES GRADE 12 2021

1. INTRODUCTION The Curriculum and Assessment Policy Statement (CAPS) for Engineering Graphics and Design outlines the nature and purpose of the subject Engineering Graphics and Design. This guides the philosophy underlying the teaching and assessment of the subject in Grade 12. The purpose of these Examination Guidelines is to:

• Provide clarity on the depth and scope of the content to be assessed in the Grade 12 National Senior Certificate (NSC) Examination in Engineering Graphics and Design.
• Assist teachers to adequately prepare learners for the NSC examinations.

This document deals with the final Grade 12 external examinations. It does not deal in any depth with the School-based Assessment (SBA), Performance Assessment Tasks (PATs) or final external practical examinations as these are clarified in a separate PAT document which is updated annually. These Examination Guidelines should be read in conjunction with:

• The National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS): Engineering Graphics and Design
• The National Protocol of Assessment: An addendum to the policy document, the National Senior Certificate: A qualification at Level 4 on the National Qualifications Framework (NQF), regarding the National Protocol for Assessment (Grades R–12)
• The national policy pertaining to the programme and promotion requirements of the National Curriculum Statement, Grades R–12

2. ASSESSMENT IN GRADE 12 Assessment in the FET phase comprises of essay and source-based questions. The structure of the examination papers is follows:

• In the September examination (preparatory) and final external examinations, Grade 12 learners will be required to write TWO question papers of 3 hours each. Both question papers will consist of SECTION A and SECTION B.
• SECTION A consists of THREE (3) source-based questions. Candidates will be required to answer at least ONE SOURCE-BASED question in each question paper.
• SECTION B consists of THREE (3) essay questions. Candidates will be required to answer at least ONE ESSAY question in each question paper.
• ONE(1) source-based question
• ONE(1) essay question
• The THIRD question can be either a source-based question or an essay question Essay and source-based questions carry 50 marks each.
• The total mark for each question paper is 150.

The prescribed topics for 2021 to 2023 will be assessed as follows:

3. ASSESSING SOURCE-BASED QUESTIONS In the assessing of learners' ability to work with historical sources, the cognitive levels, the associated historical skills and the weighting of questions across grades must be taken into account. An elaboration is contained in the following table.

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In the assessment of source-based questions, the following must be taken into account with regard to the cognitive levels and the wording of typical questions:

• All Level 1 type questions require learners to extract information from sources and define historical concepts. These questions will carry a maximum of 2 marks. Question verbs that will be used to phrase these source-based questions include, among others, list, quote, identify, name. Typical questions may be phrased for example: What information in the source tells you about ...? Quote FOUR reasons why ... What do you understand by the term ...?
• All Level 2 questions require learners to interpret, analyse and engage with evidence from the sources. These questions will carry a maximum of between 4 to 6 marks. Question verbs that may be used to phrase these source-based questions include amongst others: explain, comment, describe and organise information logically from the sources. Typical questions may be phrased, for example: What message does the cartoonist convey about ...? Explain in your own words ... Why do you think ...?
• All Level 3 questions require learners to explain, for example, the different perspectives in sources (compare/contrast), draw conclusions about the reliability and usefulness of sources, etc. These questions will carry a maximum of between 4 to 8 marks and may be assessed using an analytical/holistic rubric. Question verbs that will be used to phrase these source-based questions include, among others: compare or contrast, evaluate, assess, explain to what extent you would agree/disagree, comment on the reliability of the evidence in a source, explain the usefulness, comment on the consequences, explain the limitations, justify, etc. Typical questions may be phrased for example: Explain to what extent ... Compare the evidence in both Sources 1A and 1B and explain how you would account for the differences ... Comment on whether ...
• Using the information from the relevant sources and your own knowledge, write a paragraph explaining the impact/significance of ...
• Explain why a historian would consider the information in both Sources 1A and 1B useful when studying the consequences of ...
• In what ways is the cartoonist's view (Source 2C) supported by the evidence presented in the other two sources ...
• Compare the evidence in Sources 3A and 3B and explain how the information in both sources differ regarding the ...
• Explain why a historian might question the reliability of the evidence in Source 3C ...
• Comment on the limitations of Source 3D for a historian studying …

4.ASSESSING ESSAY QUESTIONS In the writing of essays, learners must 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. It is essential that an essay has an introduction, a coherent and balanced body of evidence and a conclusion. In responding to essay questions learners should be able to:

• Plan and structure an essay
• Demonstrate a thorough knowledge and understanding of the topic
• Select and use relevant information from their own knowledge to answer the question
• Develop and sustain a relevant line of argument
• Write logically and coherently

Typical questions may be phrased using the following descriptors, e.g. 'Critically discuss', 'Explain to what extent …', 'Comment on…', 'Evaluate …', 'Assess …'. Keep the PEEL structure in mind when assessing an essay.

GLOBAL ASSESSMENT OF ESSAYS: TOTAL MARKS: 50

* Guidelines for allocating a mark for Level 1

• Question not addressed at all/totally irrelevant content; no attempt to structure essay = 0
• Question includes basic and generally irrelevant information; no attempt to structure the essay = 1–6
• Question inadequately addressed and vague; no attempt to structure the essay = 7–13

5. CONCLUSION This Examination Guidelines document is meant to articulate the assessment aspirations contained in the CAPS document. It is therefore not a substitute for the CAPS document which educators should teach to. Qualitative curriculum coverage as enunciated in the CAPS cannot be overemphasised.

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Grade 12 History Exam Preparation

This page has resources that will assist Grade 12 History students to prepare for their final exams. By this point, students should know the curriculum content. Students can use this section to revise and practice applying what they have studied.

History Classroom Technical Skills

These packs go through mark allocation, how to analyse sources, how to answer source-based questions and how to structure essays. The following packs should be consulted before attempting to answer past exam papers.

History Paper 1 and 2 will require students to answer source-based questions and essay questions. The papers are split according to topics.

History - Focus on Paper 1 (Live)

In this Grade 12 History Exam Revision live show we take a close look at questions and concepts relating to History Paper 1.

Download the Show Notes: [ http://www.mindset.co.za/learn/sites/...

Impact of the Cold War

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to the Impact of the Cold War.

Download the Show Notes: http://www.mindset.co.za/learn/sites/...

Truth & Reconciliation Commission

In this Grade 12 History Exam Revision lesson we consider how the Truth and Reconciliation Commission (TRC) dealt with South Africa's past.

South Africa Emerging as a Democracy

In this Grade 12 History Exam Revision lesson we consider what were the various obstacles that South Africa faced on the road to democracy.

Impact of Collapse of USSR on SA

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 Africa in 1989.

Civil Society Protests

In this Grade 12 History Exam Revision lesson we take a close look at questions and concepts relating to Civil Society Protests in South Africa.

Civil Resistance in South Africa

In this Exam Revision lesson we take a close look at Gr 12 History questions and answers relating to Civil Resistance in South Africa.

Gr 12 History: Exam Questions (Paper 1)

In this live Gr 12 History show we take a look at various Exam Questions. In this lesson we work through questions from the Feb/Mar 2013 Paper 1 as preparation for the exams..

Gr 12 History: Exam Questions (Paper 2) 

In this live Gr 12 History show we take a close look at Paper 2 Exam Questions. In this lesson we work through various questions from the Feb/Mar 2013 Paper 2 as preparation for the exams.

Past Papers

Past papers can be used to practice answering questions. It is highly advised to practice writing exam papers before your exam.

Click here for more past papers.