# History Grade 12 Paper 1 NSC June 2012 Memo

> Grade 12 History Paper 1 memorandum from the NSC June 2012, 21 pages. Read online or get the free PDF download, question paper linked when available.

- Page: https://www.hlayiso.com/library/history-p1-sg-june-2012-memo/50539f05-53d9-43ed-9913-e7824eb0e12d
- Updated: 2026-09-27
- Subject: History
- Grade: Grade 12
- Document type: Memorandum
- Year: 2012
- Exam period: NSC June
- Paper: 1
- Curriculum: CAPS
- Pages: 21

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## About this document

History · Grade 12 · NSC June · 2012. Memorandum, 21 pages. Read online or download the PDF.

Read it free online on the page above; download the PDF from there.

## Document text

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1 DBE/2012

History/SG/P1
SCE - Memorandum

basic education

Department:

Basic Education
REPUBLIC OF SOUTH AFRICA

SENIOR CERTIFICATE EXAMINATION

HISTORY P1
a STANDARD GRADE
2012
EMORANDUM

BE

MARKS: 150

L.E-P. SHARE
LANTERN AL MIOBERATS R.

U Joe/z oz.

Copyright reserved

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Global assessment of essays

The essays will be assessed holistically (globally). This approach requires the
educator to score the overall product as a whole, without scoring the component parts
separately. This approach encourages the learner to offer an individual opinion
through using selected factual evidence to support an argument .The learner will not
be required to simply regurgitate "facts" in order to achieve a high mark. It will also
discourage learners to prepare "model" answers and reproduce them without taking
into account the specific requirements of the question. Holistic essay marking credits
learners’ opinions. Holistic assessment, unlike content based marking, does not
penalise language inadequacies as the emphasis is on the following:

« the discussion/explanation;

e the appropriate selection of factual evidence to support such argument.

Assessment procedures of an essay

i Keep the synopsis in mind when assessing the essay.

2. During the first reading of the essay ticks need to be awarded for a relevant
introduction (indicated by a bullet in marking guideline/memorandum) each of
the main points/aspects that is properly contextualised (also indicated by
bullets in marking guideline/memorandum) a relevant conclusion (indicated by
a bullet in marking guideline/memorandum) e.g. in an answer where there are
5 main points there will be 7 ticks.

3. The following additional symbols can also be used:

e introduction, main aspects and conclusion not properly contextualised
e wrong statement

e irrelevant statement

« repetition R
e analysis AV
interpretation 4

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4. The first reading of an essay will also be to determine to what extent the main
aspects have been covered and to allocate the content level (on the matrix).

[c LEVEL 3
[
o The second reading of an essay will relate to the level (on the matrix) of
presentation.
iui LEVEL3 |
P | CLC
6. Allocate an overall symbol and mark with the use of the matrix.
Cc LEVEL 3 B+
P LEVEL 14 39
The matrix

The criteria according to which the essay will be assessed are organised within a matrix
and the matrix will be used to allocate a symbol to an essay. Both the content and
presentation axes are divided into seven competency levels. Each with criteria that will
be used to assess an essay.

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PRESENTATION TEVEL7 LEVELZ LEVELS LEVELS EVEL S EVEL € TEVELT

Has employed Has employed Has attempted Has attempted Applied analysis | Applied analysis No analysis andj
analysis and analysis and analysis and analysis and and historical and historical historical
Aistorical historical historical historical ‘explanation to a explanation ‘explanation, No
explanation, Weil | explanation. Well | explanation. Wel | explanation. Essay | certain extent. ‘occasionally ornot | structure. logical
planned and planned and planned and planned and Attempted 3 at ail. No clear (oa certain
structured essay. | structuredessay | structured essay structured toa structure. structure. extent,

certain extent.

CONTENT
‘LEVEL 1 AD

‘Question has been fully

answered. Content Aan)

selection fully relevant to

line of argument

7120 - 160

106-119

90-104

TEVELZ
Question has been
answered, Contant
selection relevant. E 80-74

75-89

a S088 |

A
4346 40-42
38-39 45-49

38-44

GG: 30-37

H 0-29

LEVEL 3
Question answered to a Be B. ce
great extent. Content 9037
adequately covered and 38-39 38 33-34
relevant

EVEL
Question posed is ce c D+
recognisable in answer.
Slightly incomplete and 33-34 31-32 28-28
mostly relevant,

TEVELS
Facts do relate to the
question but do not answer
it, Omissions in coverage
(with occasional 30 26-27 23-24
lrrelevance).

LEVEL 6

Facts do relate tc the
question, but do not answer é
it Sparse content 20
{with occasional 25 21~22
irrelevance).

EVELT
Question inadequately
addressed or not at ai e
‘Sparse of inadequate Cole
content. Irrelevant to a 5
great extenttolally # 00-06
Irrelevant

F 13-19

red
co]
4
eS
“3
ro]
Hl
on
rey

PRIVATE BASS % 110
PRETORIA 0004 i
1 ares nase |

cil

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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 GUIDELINES

IN ASSESSING THE OPEN ENDED SOURCE-BASED
QUESTIONS CANDIDATES SHOULD BE GIVEN CREDIT FOR
ANY OTHER RELEVANT RESPONSE

PRIV:

| Hi
§ 7
{ 7
i 2012 08-12 i

E

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SECTION A: ESSAY QUESTIONS
QUESTION 1A: THE PERIOD 1924 TO 1948

Discuss the steps taken by General JBM Hertzog from 1926 to 1934 to secure South
Africa's constitutional independence from Britain.

SYNOPSIS
Candidates need to indicate the various steps that Hertzog took to secure South
Africa's constitutional independence from Britain1926 and 1934.

NOTE: The main aspects (bullets) must be used to address the requirements of the
question and the given line of argument. A mere stating of ‘facts’ is inadequate.

MAIN ASPECTS

Introduction: Candidates should outline Hertzog's desire to secure South Africa's
sovereign independence.

ELABORATION

The position of Dominions when Hertzog assumed office (legally they were

subordinate to Britain)

¢ The Imperial Conference of 1926 (Hertzog wanted to clarify the status of SA and
dominions)

e The Balfour Declaration of 1926 (Defined the status of SA and other dominions)

« The Department of Foreign Affairs (The establishment of this Department
demonstrated SA's independence)

e The Statute of Westminster, 1931 (Put into law the principles of the Balfour
Declaration)

e The Status and Seals Acts, 1934 (These protected South Africa's independence by

writing into South African law the Statute of Westminster)

e Conclusion: Candidates must tie up their argument by indicating that Hertzog was
an integral part of the move towards sovereign independence by 1934.

[50]

ll

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QUESTION 1B: THE PERIOD 1924 TO 1948

Explain the factors since 1929 which contributed to a coalition and fusion of
government in South Africa in 1934.

SYNOPSIS

Candidates should discuss the various factors that led to the fusion and coalition in
South Africa in 1934.

NB: The main aspects (bullets) must be used to address the requirements of the
question and the given line of argument. A mere stating of ‘facts' is inadequate.

MAIN ASPECTS

e Introduction: Candidates need to outline the various reasons for the fusion and
Coalition in South Africa in 1934.

ELABORATION

e Brief background to the factors leading to a coalition government i.e ( role of
Tielman Roos and Great Depression)

e Hertzog's government started to lose support as a result of 1929 Great Depression
e Hertzog believed political re alignment will solve South Africa's problems

e Formation of the coalition

e Fusion was considered best option as whites will still dominate the politics of South
Africa

Reasons for and the subsequent effects of fusion (formation of splinter groups)

¢ Political realignment (link to personality clashes; Afrikaner vs. English)

e Conclusion: Candidates should tie up their arguments by indicating how the various
factors led to the coalition and fusion in South Africa in 1934.

[50]

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QUESTION 2A: THE PERIOD 1948 TO 1976

Explain the successes of the passive resistance campaigns in the struggle against the
apartheid government between 1948 and 1958.

SYNOPSIS
Candidates should explain the success of the various passive resistance campaigns in
resisting the apartheid government between 1948 to 1958.

NOTE: The main aspects (bullets) must be used to address the requirements of

thequestion and to develop a relevant line of argument. A mere stating of ‘fact' is

inadequate.

MAIN ASPECTS

e Introduction: Candidates should highlight the successes of the passive resistance
campaigns against the apartheid government between 1948 and 1958.

ELABORATION

Launch of Programme of Action - 1949

The Defiance Campaign — 1952

[Education boycott — 1954]

Congress Alliance and The Freedom Charter — 1955

The Treason Trial from 1956

The Anti - Pass Campaign by Women to the Union Buildings — 1956

The Alexandra bus boycotts ~ e.g. 1957

Some might mention other actions after 1956 e.g. continuing protests against
the extension of the pass laws, SACTU pound-a-day campaign 1957 — 1958

Any other relevant point

Conclusion: Candidates should tie up their argument by explaining the successes of
the passive resistance campaigns.

202 -08- 4

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QUESTION 2B: THE PERIOD 1948 TO 1976

Discuss how the extra-parliamentary organizations intensified resistance against the
apartheid government in South Africa from 1960 — 1976.

SYNOPSIS

Candidates need to highlight how resistance against the apartheid government
intensified from 1960 Sharpeville Massacre to the 1976 Soweto uprising.

NOTE: The main aspects (bullets) must be used to address the requirements of the
question and the given line of argument. A mere stating of ‘facts' is inadequate.

MAIN ASPECTS

Introduction — Candidates need to focus on how resistance intensified against the
apartheid government between 1960 and 1976.

ELABORATION

eeeeeve

The Sharpeville massacre (1960) and its aftermath

The banning of resistance movements and detentions

The formation of Umkhonto we Sizwe and POQO

Lilliesteaf Farm and the Rivonia Trial

Bombings of government buildings and installations

The role of the African Resistance Movement (ARM), the Black Consciousness
Movement (BCM), the South African Students’ Organisation (SASO), etc.

1973 strikes e.g Corobrick strike

1976 Soweto uprising

Conclusion: Candidates must tie up their argument by highlighting how resistance
was intensified from 1960 to 1976. [50]

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QUESTION 3A: THE PERIOD 1976 TO 1994

Explain how the Constitution of 1983 increased the resistance against the apartheid
government in the 1980s.

SYNOPSIS

Candidates should focus on the 1983 constitution and explain how it intensified
resistance against the apartheid government.

NB.The main aspects (bullets) must be used to address the requirements of the

question and to develop a given line of argument. A mere stating of ‘facts’ is
inadequate.

MAIN ASPECTS

e Introduction: Candidates should introduce the topic by describing events that led to
introduction of the new constitution.

ELABORATION

e Repression and reform (1983 constitution) as setting the scene for resistance
within the country

« Resistance ~ the formation and role of the UDF and rolling mass action in resisting
PW Botha's government

Call for consumer boycotts and disinvestments in South Africa

Rent boycotts, demands of living wages campaigns

Ungovernability of townships

Mass mobilization by MDM

The imposition of states of emergency

Reaction of the UDF to the states of emergency

« Conclusion: Candidates should tie up their argument, indicating how the
introduction of the 1983 constitution accelerated the programme of resistance
against the apartheid government.

[50]

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QUESTION 3B: THE PERIOD 1976 TO 1994

Describe the important political events between 1990 and 1994, which led to South
Africa's peaceful transition to democracy.

SYNOPSIS

Candidates should describe the important political events between 1990 and 1994 that
led to peaceful transition in South Africa.

NB: The main aspects (bullets) must be used to address the requirements of the
question and the given line of argument. A mere stating of facts’ is inadequate.

MAIN ASPECTS

¢ Introduction: It should focus on the political events that led to South Africa’s
peaceful transition to democracy between 1990 and 1994.

ELABORATION

e The decision for negotiations (why negotiations) — background

e The unbanning of political organisations

e The release of Mandela and other political prisoners

e The process of negotiations, e.g. Grootte Schuur Minute, the Pretoria Minute,

CODESA | & Il, the emergence of COSAG

e Violence in various parts of South Africa e.g Boipatong, Natal, Bhisho and
elsewhere, right wing activities, the role of APLA etc.

e Strengthening of negotiations, compromise and commitment

e The first democratic election of April 1994 and the birth of a new nation.

e Conclusion: Candidates must tie up their arguments by indicating how the process
of negotiations made possible the new order in South Africa.

[50]

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SECTION B: SOURCE-BASED QUESTIONS

MARKING SOURCE-BASED QUESTIONS

* In marking all source-based questions credit needs to be given to any other
valid and relevant viewpoints, arguments, evidence or examples.

e In the allocation of marks emphasis should be placed on addressing the
requirements of the question.

e Inthese marking guidelines the requirements of the question (skills that need
to be addressed) as well as the level of the question are indicated in italics.

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QUESTION 4: THE PERIOD 1924 TO 1948

41

WHY DID THE CO-OPERATION BETWEEN GENERAL JC SMUTS AND
GENERAL JBM HERTZOG COLLAPSE AT THE BEGINNING OF THE

SECOND WORLD WAR?

4.1.1

4.1.2

(a) {Interpretation of Source 4A — L 2]

e Source 4A shows good and cordial relationship between

Smuts and Hertzog

e Shows Smuts and Hertzog in an amorous and loving
relationship (1x 2)

(b) [Interpretation of Source 4A — L 2]

e Smuts is shown as a woman (less. dominant/weaker)
because during that period men were perceived as

dominant/stronger figures
e Smuts is seen as seducing/manipulating Hertzog

Any other relevant point (any 2 x 2) (4)

(c) [Explanation of evidence from Source 4A —L 2]

Die Burger newspaper supported Afrikaner nationalism

The editorial encouraged talks and partnerships between

the two parties
e To inform the reader
e Any other relevant point (2 x 2) (4)

(d) [Interpretation of Source 4A - L 2]

e The effects of the Great Depression on the economy

forced the two leaders to work together

e The political climate in the country and many changes in

the early 1930s forced the two leaders to compromise

Any other relevant response (2 x 2)

(a) [Interpretation of information from Source 4A — L 2]

e They are not happy/disgruntled with the fusion that took

place between Hertzog and Smuts

e It illustrates a break-way and the formation of new political

parties

e Any other relevant point (2 x 2) (4)

(b) [Interpretation of Source 4B - L1]

e Britain (1x2)

(2)

(4)

(2)

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(c) [interpretation of evidence from Source 4B — L2]

Source 1B is useful because it shows the dominant figures
during the period

In the source the cartoonist portrays the tension that
existed within the political formations

It accurately captures the political situation in the early
1930s (any 2 x 2)

4.1.3 [Comparing and explanation of evidence from sources 4A and 4B
L3}

« Source 4A shows the cordial relationship between Smuts en
Hertzog

e Source 4B shows Smuts and Hertzog leaning against each
other showing political tension/distress

Any other relevant response (any 2 x 2)

4.1.4 (a) [Interpretation of information from Source 4C —L 3]

(b)

(c)

He was invoking Afrikaner Nationalism by saying that WW2

was a foreign war
Generally Afrikaners did not support the war effort
Any other relevant point (2 xX 2) (4)

[Interpretation of information from Source 4C L2]

No — shows anti-war sentiments
Hertzog was influencing voting members to vote against
the war

Any other relevant response (2 x 2)

[Selection of information from Statements 1 and 2 from Source
4C-L 2]

It split the political thinking regarding South Africa's
neutrality

It split the United Party and it led to the formation of new
political alignments

Hertzog resigned

It divided white South Africans (Afrikaners vs English
speaking)

Smuts became Prime Minister

South Africa participated in World War Two (any 2 x 2)

ee tee? bere
PUBLIC £3

(4)

(4)

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[Evaluation and synthesis of information from all the sources — L4]

The paragraph must be based on your own knowledge and the _

evidence from the sources and needs to focus on the following
aspects that refer to the impact of World War Two on South African
politics:

e World War Two created tension between Smuts and Hertzog

« Unity that was fostered by fusion crashed/split

« Old wounds between Afrikaner and English re-opened by
Wwwe2
Hertzog resigned, Smuts took over
Smuts joined the war on the side of the allies
Afrikaners looked for new political party to consider
nationalism

Any other relevant answer

Use the following to allocate a mark:

« Cannot extract (relevant) evidence from
sources
e Extracts evidence from sources in a very
elementary manner or cannot write on the Marks: 0-3
LEVEL 1 topic ,
e Uses evidence and /or own knowledge
partially to report on the topic
« Cannot report on the topic
« Extracts evidence from sources that is
mostly relevant
LEVEL 2 e Extracts evidence that relates to a great Marks: 4-7
extent to the topic
e Uses evidence from sources in a very
basic manner
e Extracts relevant evidence from sources
e Extracted evidence relates very well to the
topic
LEVEL 3 « Uses evidence from sources very Marks: 8-10
effectively in an organised and logical
paragraph
e Paragraph shows a thorough
understanding of the topic

(10)
[50]

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QUESTION 5: THE PERIOD 1948 TO 1976

5.4

WHY WAS THE CONGRESS OF THE PEOPLE REGARDED AS THE
FIRST DEMOCRATIC ‘PARLIAMENT’ OF THE PEOPLE OF SOUTH

AFRICA?
511 (a)
(b)
5.1.2 (a)
(b)
5.14.3 (a)

[Extraction of evidence from Source 5A - L 1]

Better houses

Freedom of speech

Free education

Ending of Bantu education

Equal pay

Votes for all

Down with passes (4 x 1)(4)

[Interpretation of evidence from Source 5A — L2]

¢ It shows real people who gathered at Kliptown
« Demands that were real and affected them personal made
can be checked and verified

. Any other relevant response (2 x 2) (4)

{Extraction and Interpretation of evidence from Sources 5A
and 5B —L1]

« Source 5B narrates how the demands were read item by
item while Source 5A shows items on placards (1x2)

[Extraction of evidence from Source 5B — L1]

« Aband from Johannesburg sang for the crowd

« Women's league rendered items for the crowd

« ANC guys played the guitar (3x 1)

[Interpretation of evidence from Source 5C — L2]

e Sibande’s banning orders expired just before the Congress
e The disguise was to avoid re banning (2 x 1)

[Extraction of evidence from Source 5C — L.1]

e Muller knew how powerful Sibande was
e The police would have been attacked (2 x 2)

2012 -08- 12

PRIVATE BAG X 410

(2)

(3)

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(c)

(a)

(b)

(c)

(d)

(e)

[Extraction of evidence from Source 5C - L 1]

« Everybody was given a chance to come forward with
demands

« All demands raised were discussed openly by all (2 x 1)

[Interpretation of evidence from Source 5D — L3]

e Inorder to strengthen their campaign

¢ To demonstrate their non -racialism they had to associate
with other races
Any other relevant response (2 x 2)

[Interpretation of evidence from Source 5D — L2]

e Others pretended to be on their way to weddings
« Others used devious routes (2x 1)

[interpretation of evidence from Source 5D — L2]

« Aphotograph of every white delegate was taken
e Notes of the speeches were taken
e Police remove banners or posters (3 x 1)

[interpretation and analysis of evidence from Source 5D — L3]

e The principle threatened the very existence of the
government of the day

e Whites wanted to rule exclusively

e Any other relevant point (2 x 2) (4)

[Extraction of evidence from Source 5D — L1]

e There should be work and security

e The land should be shared among those who work it

e Any other relevant response from the Freedom Charter
(any 2 x 1) (2)

[Comparison and analysis of evidence from Source 5A and 5D
-L3]

e Listed demands in Source 5A are written as demands in
Source 5D

e People in 5A are mentioned in source 5D as attended the
Congress

Any other relevant response (2 x 2)

(2)

(4)

(2)

(3)

(4)

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[Evaluation and synthesis of information from all the sources and
use of own knowledge — L4]

The paragraph must be based on your own knowledge and
evidence from the sources and needs to focus on the following
aspects:

« Ordinary people were given the opportunity voice their
demands

Meeting represented all provinces

Basic necessities were very high in the agenda

Demonstrated democracy at work

Unity of races over common issue

Demonstrated working together of different groups

Any other relevant answer

Use the following to allocate a mark:

LEVEL 1

e Cannot extract (relevant) evidence from
sources

e Extracts evidence from sources in a very
elementary manner or cannot write on the
topic

« Uses evidence and /or own knowledge
partially to report on the topic

e Cannot report on the topic

Marks: 0-3

LEVEL 2

e €xtracts evidence from sources that is
mostly relevant

e Extracts evidence that relates to a great
extent to the topic

e Uses evidence from sources in a very
basic manner

Marks: 4-7

LEVEL 3

e Extracts relevant evidence from sources

e Extracted evidence relates very well to the
topic

e Uses evidence from sources very Marks: 8-10
effectively in an organised and logical
paragraph

e Paragraph shows a thorough
understanding of the topic

PR BxN9

P

PUBLIC

(10)
[50]

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QUESTION 6: THE PERIOD 1976 TO 1994

6.1 WHAT WAS THE CONTRIBUTION OF STUDENT RESISTANCE IN THE
FIGHT AGAINST APARTHEID IN THE 1980s?

6.1.1 (a) [Extraction of information from Source 6A — L1]
e Schools were fermenting unrest
« Schools were responsible for causing violence (2 x 1) (2)

(b) {Interpretation of evidence from Source 6A — L2]

Justified

e Police were trying to maintain order and peace

« Restoring order and rule of law

« Any other relevant response

Not Justified

e Parents, teachers and learners were unarmed

e Dignity of parents and human rights undermined

Any other relevant response (2x2) (4)

(c) [interpretation of evidence from Source 6A — L2]
e Parents adamant that schools belong to them and defied
Ebrahim
e Scores of parents appeared and entered Alexander Sinton
on Tuesday morning
e Educators showed up at school
« Any other relevant response (2 x 2) (4)

(d) [Interpretation of evidence from Source 6A — L2]
e Police did not care for life and shot learners from the back
e Learners were un-armed and in the company of their
parents
e Any other relevant response (2 x 2) (4)

(e) {Interpretation and analysis of evidence from Source 6A —L2]

e Learners would not progress to next classes

« It would lead to negative social consequences

« The community would experience large numbers of
unemployed kids (2 x 2) (4)

6.1.2 (a) [Interpretation and evaluation of evidence from Source 6B —
L2]
¢ School children from standard six actively involved

School children well organised

Use of violence

Extremely brave

Any other relevant point (3 x 2) (6)

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(b) {Interpretation and analysis of evidence from Source 6B — L2]
« The hiding of police in the railway truck and drove around
schools and when students storm it with stones police
emerge and shoot indiscriminately
e Police trap of learners
« Unexpected attack/ambush on innocent protesters
Any other relevant response (any 2 x 2) (4)

(a) [Extraction of evidence from Source 6C — L.2]

* AZASO
* COSAS
(2x1) (2)

(b) [Interpretation of evidence from Source 6C — L2]
e Education boycott called after 1976
e Crisis in education was a perpetuation of Bantu education
e Any other relevant response (1 x 2) (2)

(c) [Interpretation of evidence from Source 6C — L2]
e In order to get political credibility
e To lobby for support
Any other relevant response (2x2) (4)

(d) [Interpretation and comparison of evidence from Source 6C-
La]

The campaign brought together all stakeholders

It will be turned into the general fight against apartheid
Students found themselves in the forefront of the struggle
Any other relevant point (2 x 2) (4)

[Evaluation and synthesis of information from all the sources and
use of knowledge — L4] .

The paragraph must be based on your own knowledge and the

evidence from the sources and needs to focus on the following

aspects:

« Students brought education closer to politics

e Students and parents realised they can work together

e Conscientise parents and teachers about their readiness to
work for liberation

e Demonstration proved that the youth were brave

e Well organised and focused fight

e Successful in bringing educational matters to the fore

e Any other relevant point

an |

Ny

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Use the following to allocate a mark:

LEVEL 1

Cannot extract (relevant) evidence from
sources

Extracts evidence from sources in a very
elementary manner or cannot write on the
topic

Uses evidence and /or own knowledge
partially to report on the topic

Cannot report on the topic

Marks: 0-3

LEVEL 2

Extracts evidence from sources that is
mostly relevant

Extracts evidence that relates to a great
extent to the topic

Uses evidence from sources in a very
basic manner

Marks: 4-7

LEVEL 3

Extracts relevant evidence from sources
Extracted evidence relates very well to the
topic

Uses evidence from sources very
effectively in an organised and logical
paragraph

Paragraph shows a thorough
understanding of the topic

Marks: 8-10

TOTAL:

(10)
[50]

150

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- [History P1 (SG) (English) June 2014 Addendum](https://www.hlayiso.com/library/history-p1-sg-english-june-2014-addendum/4aa7434a-8815-410f-a2dd-92249bec2c0a) — History · Addendum · 2014 · Eng
- [History P1 (SG) (English) June 2014 QP](https://www.hlayiso.com/library/history-p1-sg-english-june-2014-qp/4cee2274-271e-4435-91c3-0840a3727422) — History · QP · 2014 · Eng

## More from Grade 12 History

- [Workguide - Case Study Strategies](https://www.hlayiso.com/library/workguide-case-study-strategies/0b4c8d70-c563-4cfe-93e0-dad57e8fbeb3) — Guide
- [HISTORY P1 ADDEN GR12 SEP 2024 Afrikaans](https://www.hlayiso.com/library/history-p1-adden-gr12-sep-2024-afrikaans/4faf89db-d19f-40cf-891f-e87e004b0bc5) — Addendum · 2024 · Afr
- [HISTORY P2 GR12 ADDENDUM SEPT 2024 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-addendum-sept-2024-afrikaans/b61f3bc2-3524-48c9-af60-f3348133d582) — Addendum · 2024 · Afr
- [HISTORY P2 GR12 QP SEPT 2024 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-qp-sept-2024-afrikaans/8367f672-7028-4e67-a52a-705b946b5122) — QP · 2024 · Afr
- [Gr 12 History P1 (English) 2024 Question Paper X05](https://www.hlayiso.com/library/gr-12-history-p1-english-2024-question-paper-x05/7b41ec15-3856-4a67-a9db-cedd424e51c5) — QP · 2024 · Eng
- [HISTORY P2 GR12 ADDENDUM JUNE 2024 Afrikaans](https://www.hlayiso.com/library/history-p2-gr12-addendum-june-2024-afrikaans/e7a9d6cf-de1b-4007-b7b2-b4d762b2fa10) — Addendum · 2024 · Afr

## Collection

- [Grade 12 past papers](https://www.hlayiso.com/grade-12/past-papers)

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