2021 TERM TWO

Dear Grade 11 Learner

The COVID-19 pandemic

has changed our lives in
so many ways. In South
Africa, we have gone through different levels, experienced some
challenging times. While all measures are taken to ensure that the spread of
the pandemic is brought under control, we remain unsure about the future.

In the words of Dr. Dr Takeshi Kasai of the WHO, ‘worldwide we have

surpassed 106 million cases, and tragically, more than 2.3 million people
have lost their lives to the disease. These are not just numbers, but people.
Each person has a name and a story. And each name is someone’s mother,
father, child, brother, sister or grandparent.’
So, whatever the lockdown level, you must remember to remain focused on your
goals. You are encouraged to stay disciplined, persevere and keep on keeping on!!!!!
It is important to remember that
the virus has no feet, nor hands……
we
are the ones who help it to
move. So, adhere to the health protocols.

Below are a few protocols

 Tell someone when you feel sick feeling sick (do not come to school)
 Refrain from teasing anyone who are sick 9(infected with virus)
 Wash hands frequently with soap and water
 Refrain from touching eyes, mouth & face
 Not share cups, eating utensils, food, drinks with others
 Sneeze or cough into a bent elbow or tissue
 Share information with family & friends

SANITISE…ALWAYS WEAR A MASK… MAINTAIN SOCIAL DISTANCING…AND STAY

SAFE!
THE PURPOSE OF THIS REVISION PACK IS TO HELP YOU TO CONSOLIDATE, REVISE THE
CONTENT COVERED AND OF COURSE TO HELP YOU PREPARE FOR THE FORMAL
ASSESSMENT, WHETHER IT IS A TASK OR TEST.

The Programme of Assessment for your grade 11 year is as follow:

MARKS PER TERM

TERM ASSESSMENT TASK
REPORTING
RECORDING

Source-based task 90
100
1 PET 10

2 Controlled Test 100

100

Project 90
100
3 PET 10
4 Final Examinations 100 100

FINAL TOTAL 400 400

REMINDER:
On the WCED e-portal are Grade lessons available and at the end of every lesson
there are activities and examination type questions.
Use them in conjunction with these questions to revise, revise and revise!

Ensure that
The following list is just to remind you about the meaning of the action verbs/ instruction words used
in controlled tests/tasks/examinations.

L1 and L 2 (lower order) L3 and L 4 (middle order) L5 and L 6 (higher order)

Remembering Understanding Applying Analysing Evaluating Creating

Exhibit Demonstrate Examine and Present and Compile

memory of understanding Solve break defend information
previously of facts and problems to information into opinions by together in a
learned ideas by: new parts by making different way by
material by organising, situations by identifying judgements combining
recalling facts, comparing, applying reasons or about elements in a
basic translating, acquired causes. Make information, new pattern or
concepts interpreting, knowledge, inference and validity of proposing an
and answers. giving facts find evidence to ideas or quality alternative
descriptions and techniques support of work based solution
stating main and rules in a generalisations. on a set of
ideas. different way. criteria

Choose Classify Apply Analyse Apply Change

Define Compare Choose Assume Appraise Choose
Find Contrast Develop Categorise Assess Combine
How Explain Identify Classify Compare Compile
List Illustrate Interview Compare Conclude Compose
Match Outline Construct Contrast Consider Construct
Name Summarise Report Conclude Criticise Create
Relate Infer Change Distinguish Decide Develop
Select Relate Conclude Examine Defend Elaborate
What Show Demonstrate Infer Determine Imagine
When Demonstrate Discuss Evaluate Improve
Where Explain Explain Plan
Which Illustrate Interpret Predict
Who Interpret Judge Propose
Why Report Justify Solve
Review Recommend Suppose
Summarise Support Produce
Tell Argue
Prepare
Show

According to the Programme of Assessment, you will be writing a

CONTROLLED TEST for 100 marks
 If you want to be successful in tests and examination,
you must:
• Ensure you that you are familiar with
outline/framework of the controlled test
• Know and understand the Life Orientation concepts
• Work through as many examination type questions
available to you
Outline of the controlled test/examination:
Section A: 20 marks Section B: 40 marks Section C: 40 marks

All questions are
COMPULSORY
• A short source may be used to •
contextualise some of the
questions
• The questions must include a
combination of THREE or more
types of questions from the list
below:
o Multiple choice
o One-word responses
(list, state, provide,
give)
o Definitions o Short
• Questions should be
explanations (why, how,
describe, explain, discuss)
• Questions should test
understanding and factual
knowledge
• Responses should be short,
direct
• Learners should display,
• Mark allocation for the
questions should range
between 1 – 2 mark
• Mark allocation for questions in
All questions are
COMPULSORY
Learners will answer TWO
20mark questions. Short
openended questions could be: •
o Scenario based
o Source-based o
Case study
o Cartoons
o Illustration o
Graphs
knowledge-based, from
information learners have
acquired from the Life
Orientation content in the FET
band.
present and apply knowledge
and skills gained from the Life
Orientation content.
this section could range
between 2 – 4 marks in total
per question.
Learners will answer TWO 20-
mark questions out of THREE
• Questions will predominantly focus on
the application of knowledge and skills
A short text/diagram/
data/graphs/cartoons can be provided
as a stimulus
• Questions will predominantly focus on
the application of knowledge and skills
• Learners will be required to:
o Explain/examine/
analyse/evaluate/
critically discuss a topic. o
Make decisions and give advice o
Provide recommendations o Make
conclusions.
o Solve problems
• Learners should provide responses
through extended writing of descriptive
paragraphs or short essays.
• Mark allocation for sub questions in
this section could range between 4 – 8
marks in total per question.

INSTRUCTION VERBS

Command verbs What is required /expected from you

Name / State State something without discussion / write facts.
List Write a list of items
Give Write an answer by recall of information/
Define Give a clear meaning
Describe Give a detailed explanation of something
Discuss Write/talk as if you were sharing your knowledge with someone else.
Use details and examples to explain the topic
 Explain To make clear, interpret and spell out the content.
Recommend/Suggest Put an idea or plan/strategy forward for consideration that is most
suitable in the context. ( in LO a solution)
Evaluate Give your own opinions/views based on your findings and defend
them. Give judgments (is this right or wrong) about the information

DEVELOPMENT OF SELF IN SOCIETY

QUESTION: 1
Define the following:
1.1 Gender
1.2 Gender Roles
1.3 Domestic Violence
1.4 Power Relations
(4x1)
1.5 List FOUR reasons why there is still an inequality relationship between men
and women. (4x1)
Look at the image above and answer the questions which follow:
1.6 Provide TWO signs that someone is experiencing gender-based violence. (2x1)
1.7 Describe FOUR types of domestic violence. (4x2)
1.8 Discuss TWO reasons why gender-based violence survivors might
avoid reporting their situation to the police. (2x2)

QUESTION 2

2.1 Explain how the cartoon above illustrates a gender stereotype. Provide (3x1) THREE
points.
2.2 Explain the negative impact of gender roles on both women and men (3x2)
2.3 Discuss the impact domestic abuse could have on a child witnessing it, later in (2x2)
their life.
2.4 Explain why a woman might have challengers trusting a man, if she has
experienced domestic violence/abuse (2x2)

QUESTION 3 Study the excerpt below and

answer the questions that follow.
 The 16 Days of Activism Campaign is held from 2 5 November to 10
December every year. It is a worldwide campaign to oppose violence
against women and children.

Write an essay on the evaluation of a human rights violation campaign in

which you do the following:

• Name THREE possible aims of human rights campaigns.

(3x1)(3)

• Discuss THREE actions you can take to get involved in a human rights campaign in
your community.
(3x2)(6)

• Explain TWO reasons why it is important that we promote the involvement of men
and boys in the prevention of gender violence.
(2x2)(4)
• Critically discuss why gender violence remains a human rights violation in the country
despite numerous campaigns in the community and government to eliminate it.
(3x2)(6)

• Evaluate whether the 16 Days of Activism campaign or any similar campaign has
helped women and children who have been abused in your community.

(2x2)(4)

• Suggest TWO ways in which your community can respond to this GBV pandemic
(2x2)(4)
•

SOCIAL AND ENVIRONMENTAL RESPONSIBILITY

QUESTION 4
Define the following:
4.1 Soil erosion 4.2 Battery farming
4.3 Over-fishing
(3x1)
4.4 Define environmental degradation and name one effect thereof. (2+1)
4.5 Explain TWO ways how overfishing could be detrimental to South
Africa’s ocean (2x2) 4.6 Discuss ONE way how residents of a community do not live up
to their (1x2) responsibilities to keep their community clean.

QUESTION 5:

Climate change has serious effects on countries, especially developing

countries. It also negatively affects a country’s economy and ability to care for
its people. “The earth is not dying; it is being killed. And the people who are
killing it, have names and addresses.” Utah Phillips

5.1 Define the term climate change and explain TWO reasons why it is important (1+2) that
we are aware what it is all about.
5.2 Provide THREE ways one can adopt to prevent climate change (3x2)
5.3 Suggest THREE strategies that students can adopt at school and at home
to join the fight against climate change

5.4 Recommend THREE ways that the South African government could decrease overfishing.
In your answers, indicate how EACH recommendation
could decrease the likelihood of overfishing (3x3)
5.5 Recommend THREE ways in which we as law abiding citizens can reduce or
even prevent the damage that degradation has on society and the
environment. (3x2)
1. Practice past papers
2. Read all questions carefully
3. Manage your time
4. Structure your answer
5. Review your answer thoroughly
My Answers

Question 1

1.1 Gender: Gender refers to the socially constructed roles, behaviors, activities, and expectations that a
particular society considers appropriate for males and females. It encompasses the cultural, social, and
psychological traits associated with masculinity and femininity.

1.2 Gender Roles: Gender roles are the societal expectations and norms regarding the behaviors,
attitudes, and responsibilities deemed appropriate for individuals based on their perceived gender. These
roles can vary across different cultures and societies.

1.3 Domestic Violence: Domestic violence, also known as intimate partner violence, refers to any form of
physical, sexual, emotional, or psychological abuse inflicted upon an individual by their current or former
intimate partner within the context of a domestic or familial relationship.
1.4 Power Relations: Power relations refer to the dynamics and distribution of power within a society or
specific social interactions. It encompasses the ways in which power is exercised, maintained, and
challenged in various social, political, and interpersonal relationships.

1.5 Four reasons for inequality between men and women:

Discriminatory social norms and cultural beliefs that reinforce gender stereotypes and traditional gender
roles.
Unequal access to education, employment opportunities, and economic resources.
Persistent gender-based violence and harassment, which disproportionately affects women.
Institutionalized gender bias and unequal representation in decision-making positions and leadership
roles.
1.6 Two signs of gender-based violence:

Physical injuries such as bruises, cuts, or broken bones.

Emotional or psychological trauma, including fear, anxiety, depression, or low self-esteem.
1.7 Four types of domestic violence:

Physical violence: This involves any physical force or actions that cause bodily harm, such as hitting,
punching, or choking.
Sexual violence: It refers to any non-consensual sexual act or unwanted sexual advances, including
rape, sexual assault, or harassment.
Emotional or psychological abuse: This includes behaviors aimed at undermining the victim's self-worth,
such as constant criticism, humiliation, gaslighting, or manipulation.
Economic abuse: It involves controlling or restricting the victim's access to financial resources,
employment opportunities, or basic necessities, creating dependency and financial vulnerability.
1.8 Two reasons survivors might avoid reporting gender-based violence to the police:

Fear of retaliation or further violence from the perpetrator.

Lack of trust in the criminal justice system, including concerns about victim-blaming, stigma, or
inadequate support and protection.

Question 2
2.1 The cartoon illustrates a gender stereotype because:

It portrays the woman as emotional and dependent on a man for her happiness.
It reinforces the idea that women need men to fulfill their emotional needs.
It suggests that women's emotions are irrational and unpredictable.

2.2 Negative impact of gender roles on women and men:

Women:

Gender roles can limit women's opportunities and restrict their access to education, employment, and
leadership positions.
They can lead to unequal pay and economic disparities between genders.
Gender roles can perpetuate harmful beauty standards and body image issues for women.
Men:
Gender roles can enforce toxic masculinity, pressuring men to adhere to strict expectations of
aggression, dominance, and emotional suppression.
They can discourage men from seeking help or expressing emotions, leading to mental health issues.
Gender roles may create pressure for men to be the primary breadwinners, causing stress and work-life
balance challenges.
2.3 Impact of domestic abuse on a child witnessing it:

Emotional and psychological consequences: Witnessing domestic abuse can lead to long-term emotional
trauma, anxiety, depression, low self-esteem, and difficulties in forming healthy relationships.
Behavioral issues: Children exposed to domestic abuse may develop aggressive behavior, exhibit poor
impulse control, or engage in substance abuse and delinquency.

2.4 1. Betrayal of trust: Domestic violence involves a breach of trust, as the abuser is often someone
who was supposed to be trusted and loved. This betrayal can make it difficult for the survivor to trust
others, including men, in future relationships.
2. Fear of recurrence: The traumatic experiences of domestic violence can create a fear that similar
abuse may occur in future relationships. This fear can make it challenging for a survivor to trust men, as
they may associate them with the potential for violence or abuse.
3. Emotional scars: Domestic violence can leave deep emotional scars and trauma. The survivor may
struggle with feelings of vulnerability, low self-esteem, and fear, making it difficult to develop trust in
others, including men.
4. Generalized mistrust: Experiencing domestic violence can lead to a generalized mistrust of others,
including men. The survivor may question the intentions and motivations of men in various social
contexts, not just in intimate relationships.
5. Trauma triggers: Certain behaviors, actions, or words by men may serve as triggers that remind the
survivor of past traumatic experiences. These triggers can heighten the survivor's mistrust and make it
challenging to build trust in men.

Question 3

Evaluation of a Human Rights Violation Campaign

Human rights campaigns play a crucial role in raising awareness, advocating for change, and promoting
justice and equality in societies worldwide. In this essay, we will evaluate a human rights violation
campaign by addressing various aspects of its effectiveness and impact. Specifically, we will discuss the
aims of human rights campaigns, actions individuals can take to get involved, the importance of involving
men and boys in the prevention of gender violence, reasons why gender violence persists despite
campaigns, the effectiveness of the 16 Days of Activism campaign, and suggestions for community
responses to the gender-based violence (GBV) pandemic.

Firstly, human rights campaigns typically have three possible aims. One aim is to raise awareness about
specific human rights violations, such as gender-based violence, racial discrimination, or child labor.
These campaigns aim to educate the public about these issues, challenge prevailing attitudes, and
create a sense of urgency for change. Another aim is to advocate for policy changes or legal reforms to
protect human rights and ensure accountability for violators. By engaging with policymakers, activists
can influence the development and implementation of laws and regulations that protect and promote
human rights. Lastly, campaigns may seek to mobilize public support and encourage individuals to take
action, such as signing petitions, attending protests, or donating to relevant organizations. These actions
help create a collective voice for change and put pressure on governments and institutions to address
human rights violations.

To get involved in a human rights campaign within their community, individuals can take several actions.
Firstly, they can join or support local organizations dedicated to human rights advocacy. These
organizations often provide opportunities for volunteering, organizing events, and participating in
campaigns. Additionally, individuals can utilize social media platforms to raise awareness and share
information about human rights violations. By leveraging the power of social media, they can reach a
wider audience and inspire others to take action. Lastly, individuals can engage in peaceful protests,
demonstrations, or public gatherings to demonstrate solidarity and demand change. These actions serve
to amplify the voices of those affected by human rights violations and create a visible presence
advocating for justice.

The involvement of men and boys in the prevention of gender violence is crucial for several reasons.
Firstly, gender violence is not just a women's issue; it affects entire communities and societies. By
engaging men and boys in prevention efforts, we promote a more inclusive and comprehensive approach
to tackling this problem. Men can challenge harmful masculine stereotypes and norms that perpetuate
violence and actively promote healthy relationships and respect. Secondly, men and boys have a unique
position to influence their peers, family members, and communities. Their involvement can help shift
societal attitudes, break the silence surrounding gender violence, and encourage other men to take a
stand against it. By promoting the involvement of men and boys, we create a united front against gender
violence and foster a culture of equality and non-violence.

Despite numerous campaigns in communities and governments to eliminate gender violence, it remains
a significant human rights violation. There are several reasons for this persistence. Firstly, deeply
ingrained cultural and social norms perpetuate gender inequalities and contribute to the normalization of
violence against women and girls. Changing these norms requires long-term, sustained efforts involving
education, awareness, and community engagement. Secondly, there may be inadequate legal
frameworks or enforcement mechanisms in place to effectively address gender violence. Laws protecting
victims may exist on paper but lack proper implementation, leaving survivors without adequate support
and justice. Lastly, societal attitudes and biases can undermine efforts to combat gender violence.
Victim-blaming, stigmatization, and disbelief often discourage survivors from reporting incidents and
seeking help.

The evaluation of the 16 Days of Activism campaign or similar campaigns in terms of their impact on
abused women and children in a specific community requires careful consideration. Firstly, such
campaigns provide crucial visibility and awareness about the issue of gender-based violence. They
create spaces for

4.1 Soil erosion: Soil erosion refers to the process of the top layer of soil being washed or blown away,
often due to factors such as water, wind, or human activities. It can lead to the loss of fertile soil, reduced
agricultural productivity, and environmental degradation.

4.2 Battery farming: Battery farming, also known as intensive or factory farming, is a method of raising
livestock in confined spaces, often in large numbers. It involves keeping animals in small cages or
crowded conditions, which can lead to various issues including animal welfare concerns, increased risk
of diseases, and environmental pollution.
4.3 Over-fishing: Over-fishing occurs when the fishing efforts exceed the sustainable limits of fish stocks,
depleting them at a faster rate than they can naturally replenish. It can result in the collapse of fish
populations, disruption of marine ecosystems, and negative impacts on the livelihoods of fishing
communities.

4.4 Environmental degradation: Environmental degradation refers to the deterioration of the environment,
encompassing various processes such as pollution, deforestation, habitat destruction, and depletion of
natural resources. One effect of environmental degradation is the loss of biodiversity, which can disrupt
ecosystems and lead to imbalances in the natural environment.

4.5 Ways overfishing could be detrimental to South Africa's ocean:

Disruption of marine ecosystems: Overfishing can disrupt the delicate balance of marine ecosystems by
removing certain fish species in large numbers. This can lead to a cascading effect, affecting the entire
food web and potentially causing the decline or extinction of other marine species.

Economic impact: Overfishing can have negative economic consequences for South Africa, as it can
lead to the depletion of fish stocks that support the fishing industry. This can result in reduced catches,
loss of livelihoods for fishing communities, and economic instability in the coastal regions that rely on
fishing as a source of income.

4.6 One way residents of a community do not live up to their responsibilities to keep their community
clean is by littering. Littering involves disposing of waste or garbage in public areas, such as streets,
parks, or beaches, instead of using designated trash bins or recycling facilities. This not only creates an
unsightly and unhygienic environment but also contributes to pollution, harm to wildlife, and can
negatively impact the overall quality of life in the community.

5.1 Climate change refers to long-term shifts in weather patterns and global temperatures, primarily
caused by human activities, such as the burning of fossil fuels and deforestation. It is important to be
aware of climate change for several reasons:

Environmental impacts: Climate change can lead to rising sea levels, more frequent and severe weather
events (e.g., hurricanes, droughts), changes in precipitation patterns, and loss of biodiversity. Being
aware of these impacts helps us understand the urgency of taking action to mitigate climate change and
adapt to its effects.

Socioeconomic implications: Climate change can have significant economic and social consequences,
especially for developing countries. It can disrupt agricultural productivity, affect water resources,
increase the prevalence of diseases, and displace populations. Awareness of climate change allows us
to prepare for and address these challenges effectively.

5.2 Three ways to prevent climate change:

Transition to renewable energy sources: Shifting from fossil fuels to renewable energy sources, such as
solar, wind, and hydropower, reduces greenhouse gas emissions. Promoting renewable energy adoption
through incentives, policy changes, and investment can help combat climate change.

Energy efficiency and conservation: Improving energy efficiency in buildings, transportation, and
industrial processes reduces energy consumption and associated greenhouse gas emissions.
Conserving energy through practices like using energy-efficient appliances, insulating buildings, and
promoting public transportation can also contribute to preventing climate change.

Sustainable land use and forest conservation: Protecting forests and implementing