# History Grade 10 Eastern Cape March Test 2025 Paper & Memo > Grade 10 History question paper and memo from the Eastern Cape March Test 2025, 18 pages. Read online or get the free PDF download. - Page: https://www.hlayiso.com/library/ec-history-grade-10-march-2025-qp-and-memo/e50c532b-d70e-4ae5-b45d-e752d9219b14 - Updated: 2026-09-27 - Subject: History - Grade: Grade 10 - Document type: Question paper and memo - Year: 2025 - Exam period: Eastern Cape March Test - Curriculum: CAPS - Pages: 18 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 10](https://www.hlayiso.com/library/grade-10) › [History](https://www.hlayiso.com/library/grade-10/history) › [History Grade 10 Eastern Cape March Test 2025 Paper & Memo](https://www.hlayiso.com/library/ec-history-grade-10-march-2025-qp-and-memo/e50c532b-d70e-4ae5-b45d-e752d9219b14) ## About this document History · Grade 10 · Eastern Cape March Test · 2025. Question paper and memorandum, 18 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 Downloaded from Stanmorephysics.com Province of the Neds EASTERN CAPE ‘ i be ‘uaF EDUCATION I OF EDUCATION E EASTERN CAPE MARKS:100 TIME:2 HOURS ### Page 2 Downloaded from Stanmorephysics.com INSTRUCTIONS AND INFORMATION Is This question paper consists of QUESTION 1 and QUESTION 2 based on the prescribed content framework as contained in the CAPS document. QUESTION 1: SOURCE-BASED QUESTIONS. EUROPEAN EXPANSION"AND.GONQUEST IN THE 15™ TO 18T CENTURIES: THE DUTCH EAST INDIA COMPANY. Source material that is. tequired to answer questions will be found in the ADDENDUM. | ) QUESTION 2: ESSAY QUESTION EUROPEAN EXPANSION AND CONQUEST IN THE 15™ TO 18™4 CENTURIES: THE DUTCH EAST INDIA COMPANY. Answer BOTH questions. You are advised to spend ONE hour per question. When answering questions, learners should apply their knowledge, skills and insight. A mere rewriting of the sources as answers will disadvantage learners. Number the answers correctly according to the numbering system used in this question paper. Answer according to the marks allocated i.e 2x2 means 2 facts for 2 marks each Write neatly and legible ### Page 3 Downloaded from Stanmorephysics.com QUESTION.1: HOW DID THE DUTCH SETTLEMENT AT THE CAPE OF GOOD HOPE LEAD TO SLAVERY FROM 1652? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1} Refer to Source 1A. , 1.1.1 was the Dutch commander. (1 x 2) | (2) 1.1.2 S in your own words. (1x2) | (2) 1.1.3 | According to the source, what kind of station the Dutch wanted to establish at the Cape? (1x1) | (1) 1.1.4 | Explain the original purpose of the Dutch settlement in the Cape. (1 x 2) (2) 1.1.5 | Using the source and your own knowledge, explain what is implied by the statement, “The indigenous population was in resistance mode and refused to offer assistance”. (2 x 2) (4) 1.2 | Study Source 1B 1.2.1 | Name the Province where agriculture was transformed. (1x1) | (1) 1.2.2 | Quote TWO laws that are mentioned in the source. (2x1) | (2) 1.2.3 | List THREE reasons why the slaves ran away. (3x1) | (3) ### Page 4 Downloaded from Stanmorephysics.com 1.2.4. Comment on what is suggested by the statement, “...still believe that they will be able to reach some country where they will be relieved of their bondage. (2 x 2) (4) 1.2.5 | Mention TWO items that were offered to the Khoikhoi to track down runaways. (2x1) | (2) 1.2.6 | Explain the conc the context of the Dutch colonization of the Cape. (1x2) | (2) 1.3 | Use Source 1C 1.3.1 | Explain the message that is conveyed in the source. (1x2) | (2) 1.3.2 | Mention the indigenous people that inhabited the Cape before the (2) arrival of the Europeans. (2x 1) 1.3.3 | Explain what you think led to the conflict between the Europeans (4) and the Khoisan. (2 x 2) 1.4 | Study Source 1D 1.4.1 | Name the lodge where VOC’s slaves were housed. (1.x 2) | (2) 1.4.2 | Provide TWO groups of people who were also granted the right to own slaves. (2x1) | (2) 1.4.3 | Give the name of the epidemic which claimed the lives of thousands of Khoisan. (1x1) | (1) ### Page 5 Downloaded from Stanmorephysics.com 1.4.4-|Using the information in the source and your own knowledge, explain how slaves could buy their freedom. (1x2) | (2) 1.5 | Study Source 1B and 1C. Explain how the evidence in Source 1B support the information in Source 1C regarding the use of slaves by the Dutch in the Cape. —_ 2] (2x2) |“) 1.6 | Using the information in vant sources and your own knowledge, write a paragraph of é ines (60 words), explaining how did the d hope lead to slavery from 1652. (6) QUESTION 2: ESSAY Explain to what extent Slave trading in the Cape led to the disruption of the political, social and economic lives of the indigenous societies? / /50/ ### Page 6 Downloaded from Stanmorephysics.com ADDENDUM QUESTION 1 HOW DID THE DUTCH SETTLEMENT AT THE CAPE OF GOOD HOPE LEAD TO SLAVERY FROM 1652? SOURCE 1A The following extract explains the presence of me Dutch at the Cape and the need for slaves. The Dutch, under Commander Jan van Riebeeck, were overwhelmed by the difficulties they faced in Table Bay. Survival and the e ablishment of a successful refreshment station proved much more difficult than they had ed. Everything pointed to the same disastrous failures befalling(happening) the Dutch ¢ case of settlements by others in East Africa and Madagascar. “&§ The key factor was the lack of mass labor force to clear bush, plough the land and gather the stone and timber for building. The indigenous population was in resistance mode and refused to offer assistance. The only way forward for the settlers was to import slaves to do this back- breaking work and later to provide the craftsmanship, finishes and comforts. The first slave that came to the Cape was Abraham van Batavia in 1653. A tickle of slaves followed until 1658 when a few hundred slaves from Angola and the coast of Guinea arrived in the Cape. [From New Generation: History by G Pillay et al.] ### Page 7 Downloaded from Stanmorephysics.com SOURCE 1B This extract focuses on the treatment and lives of the slave at the Cape during Dutch colonization. Slaves were the forced labor, which not only transformed a small refreshment station into a significant agricultural colony-but also in many ways, transformed agriculture into the Western Cape. They were a class who could not enter any legal contract or property. In civil law they simply did not exist-but criminal lawwas.a Savage (brutal) reality. Almost from the start, slave natural desire to live as a fre the humiliation and degradation ay because of ill treatment, overwork and the The perils (danger) of the unknown were preferable to ry-something that the settlers could not acknowledge. ‘These ignorant people, ‘wrote a ntled(unhappy) owner, still believed that they will be able to reach some country will be relieved of their bondage’, and he ended with the prediction that ‘they may expéct nothing else than to be destroyed in a most miserable manner by hunger, the beasts of prey or brutal natives. Indeed, many of the runaways did come to a miserable end. But few returned voluntarily to the misery of enslavement. Soldiers and burghers were sent in pursuit and Khoikhoi were offered tobacco or brandy to track down runaways, though without much success. It was only when Khoikhoi hostages were taken and kept at the Fort against their will that the Khoikhoi showed any interest in co=operating. [From New Generation: History by G Pillay et al.] ### Page 8 Downloaded from Stanmorephysics.com SOURCE 1C A photograph depicting slaves that were chained together. From https://radiobiafrafreedom.wordpress.com Accessed: 18 February 2025 ### Page 9 Downloaded from Stanmorephysics.com SOURCE 1D This extract focuses on the VOC’s slaves and the freeing of some slaves. While in the early years of slavery only the VOC (Dutch East India Company) owned slaves who. were all housed in the Slave Lodge in Adderley Street, free citizens of the town and farmers in the countryside soon were also granted the right to own. In the early years several slaves were manufactured (set free) and these, together with free people of color who had arrived in the,Cape, co! ns tituted the Free Blacks of the Cape. This was an economia smallpox epidemic people and the lives of owners), whereby slaves of b : actors could buy freedom, continued throughout the slave era, but the initial Blacks was never attained again. : of people who were decimated (killed) by the maimed e lives of thousands of indigenous Khoisan [From New Generation: History by G Pillay et al.]] ### Page 10 Downloaded from Stanmorephysics.com Province of the Neds EASTERN CAPE ‘ i be ‘uaF EDUCATION fT OF EDUCATION THE EASTERN CAPE TERM 1: STANDARDISED TEST GRADE 10 _ MARKS:100 TIME:2 HOURS ### Page 11 Downloaded from Stanmorephysics.com INSTRUCTIONS AND INFORMATION Is This question paper consists of QUESTION 1 and QUESTION 2 based on the prescribed content framework as contained in the CAPS document. QUESTION 1: SOURCE-BASED QUESTIONS. EUROPEAN EXPANSION"AND.GONQUEST IN THE 15™ TO 18T CENTURIES: THE DUTCH EAST INDIA COMPANY. Source material that is. tequired to answer questions will be found in the ADDENDUM. | ) QUESTION 2: ESSAY QUESTION EUROPEAN EXPANSION AND CONQUEST IN THE 15™ TO 18™4 CENTURIES: THE DUTCH EAST INDIA COMPANY. Answer BOTH questions. You are advised to spend ONE hour per question. When answering questions, learners should apply their knowledge, skills and insight. A mere rewriting of the sources as answers will disadvantage learners. Number the answers correctly according to the numbering system used in this question paper. Answer according to the marks allocated i.e 2x2 means 2 facts for 2 marks each Write neatly and legible ### Page 12 Downloaded from Stanmorephysics.com QUESTION.1: HOW DID THE DUTCH SETTLEMENT AT THE CAPE OF GOOD HOPE LEAD TO SLAVERY FROM 1652? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1} Refer to Source 1A. , 1.1.1 was the Dutch commander. (1 x 2) | (2) 1.1.2 S in your own words. (1x2) | (2) 1.1.3 | According to the source, what kind of station the Dutch wanted to establish at the Cape? (1x1) | (1) 1.1.4 | Explain the original purpose of the Dutch settlement in the Cape. (1 x 2) (2) 1.1.5 | Using the source and your own knowledge, explain what is implied by the statement, “The indigenous population was in resistance mode and refused to offer assistance”. (2 x 2) (4) 1.2 | Study Source 1B 1.2.1 | Name the Province where agriculture was transformed. (1x1) | (1) 1.2.2 | Quote TWO laws that are mentioned in the source. (2x1) | (2) 1.2.3 | List THREE reasons why the slaves ran away. (3x1) | (3) ### Page 13 Downloaded from Stanmorephysics.com 1.2.4 Comment on what is suggested by the statement, “...still believe that they will be able to reach some country where they will be relieved of their bondage. (2 x 2) (4) 1.2.5 Mention TWO items that were offered to the Khoikhoi to track down runaways. F (2x1) (2) 1.2.6 Explain the ¢ 0 n the context of the Dutch colonization of the Cape. (1 x 2) (2) 1.3 age that is conveyed in the source. (1 x 2) (2) enous people that inhabited the Cape before the (2 x 1) (2) you think led to the conflict between the Europeans and the Khoisan. (2 x 2) (4) 1.4 Study Source 1D 1.4.1 Name the lodge where VOC's slaves were housed. (1 x 2) (2) 1.4.2 Provide TWO groups of people who were also granted the right to own slaves. (2x 1) (2) 1.4.3 Give the name of the epidemic which claimed the lives of thousands of Khoisan. (1x1) (1) ### Page 14 Downloaded from Stanmorephysics.com 1.4.4-|Using the information in the source and your own knowledge, explain how slaves could buy their freedom. (1x2) | (2) 1.5 | Study Source 1B and 1C. Explain how the evidence in Source 1B support the information in Source 1C regarding the use of slaves by the Dutch in the Cape. —_ 2] (2x2) |“) 1.6 | Using the information in vant sources and your own knowledge, write a paragraph of é ines (60 words), explaining how did the d hope lead to slavery from 1652. (6) QUESTION 2: ESSAY Explain to what extent Slave trading in the Cape led to the disruption of the political, social and economic lives of the indigenous societies? / /50/ ### Page 15 Downloaded from Stanmorephysics.com ADDENDUM QUESTION 1. HOW DID THE DUTCH SETTLEMENT AT THE CAPE OF GOOD HOPE LEAD TO SLAVERY FROM 1652? SOURCE 1A The following extract explains the presence Of the Dutch at the Cape and the need for slaves. eeck, were overwhelmed by the difficulties they ment of a successful refreshment station proved rything pointed to the same disastrous failures of settlements by others in East Africa and The Dutch, under Comma faced in Table Bay. Survival a much more difficult than they hi befalling(happening) the Du Madagascar. The key factor was the lack of | a e to clear bush, plough the land and gather the stone and timber for building. The indigenous population was in resistance mode and refused to offer assistance. The only way forward for the settlers was to import s to do this back- breaking work and later to provide the craftsmans!| The first slave that came to the Cape was Abraham fant ata 16 A tickle of slaves followed until 1658 when a few hundred slaves from Ange of Guinea arrived in the Cape. ory by G Pillay et al.] ### Page 16 Downloaded from Stanmorephysics.com SOURCE 1B This extract focuses on the treatment and lives of the slave at the Cape during Dutch colonization. Slaves were the forced labor, which not only transformed a small refreshment station into a significant agricultural colony-but also in many ways, transformed agriculture into the Western Cape. They were a class who could not enter any legal contract or property. In civil law they simply did not exist-but criminal lawwas.a Savage (brutal) reality. Almost from the start, slave natural desire to live as a fre the humiliation and degradation ay because of ill treatment, overwork and the The perils (danger) of the unknown were preferable to ry-something that the settlers could not acknowledge. ‘These ignorant people, ‘wrote a ntled(unhappy) owner, still believed that they will be able to reach some country will be relieved of their bondage’, and he ended with the prediction that ‘they may expéct nothing else than to be destroyed in a most miserable manner by hunger, the beasts of prey or brutal natives. Indeed, many of the runaways did come to a miserable end. But few returned voluntarily to the misery of enslavement. Soldiers and burghers were sent in pursuit and Khoikhoi were offered tobacco or brandy to track down runaways, though without much success. It was only when Khoikhoi hostages were taken and kept at the Fort against their will that the Khoikhoi showed any interest in co=operating. [From New Generation: History by G Pillay et al.] ### Page 17 Downloaded from Stanmorephysics.com SOURCE 1C A photograph depicting slaves that were chained together. From https://radiobiafrafreedom.wordpress.com Accessed: 18 February 2025 ### Page 18 Downloaded from Stanmorephysics.com SOURCE 1D This extract focuses on the VOC’s slaves and the freeing of some slaves. While in the early years of slavery only the VOC (Dutch East India Company) owned slaves who. were all housed in the Slave Lodge in Adderley Street, free citizens of the town and farmers in the countryside soon were also granted the right to own. In the early years several slaves were manufactured (set free) and these, together with free people of color who had arrived in the,Cape, co! ns tituted the Free Blacks of the Cape. This was an economia smallpox epidemic people and the lives of owners), whereby slaves of b : actors could buy freedom, continued throughout the slave era, but the initial Blacks was never attained again. : of people who were decimated (killed) by the maimed e lives of thousands of indigenous Khoisan [From New Generation: History by G Pillay et al.]] ## Related documents - [Grade 10 History November 2026 Mock 2](https://www.hlayiso.com/library/grade-10-history-2026-november-mock-exam-2-question-paper/bed9a11e-6193-4fe9-851b-93c16def76a6) — History · QP · 2026 · Eng - [Gr 10 His ATP 2023-24](https://www.hlayiso.com/library/gr-10-his-atp-2023-24/77b69460-c4e9-4807-8d15-fdb95c83ebd3) — History · ATP - [HISTORY ADD ENG JUNE 2024](https://www.hlayiso.com/library/history-add-eng-june-2024/aa03a89b-5a05-4a1e-a54d-bdcb78e23de7) — History · QP · 2024 · Eng - [HISTORY QP ENG JUNE 2024](https://www.hlayiso.com/library/history-qp-eng-june-2024/7368ba04-9891-4b39-a796-c976e497fdee) — History · QP · 2024 · Eng - [GR10 HISTORY ADDENDUM ENG](https://www.hlayiso.com/library/gr10-history-addendum-eng/ae7bda66-0bc8-431d-b1a6-51d6efc4e23a) — History · Addendum · 2024 · Eng - [GR10 HISTORY QP AFR](https://www.hlayiso.com/library/gr10-history-qp-afr/2e270065-0a61-4bdc-97c9-2e09a4ee1230) — History · QP · 2024 · Afr ## More from Grade 10 History - [GR10 HISTORY QP ENG](https://www.hlayiso.com/library/gr10-history-qp-eng/841a10a5-b840-4ebd-aba8-627145440053) — QP · 2024 · Eng - [Gr 10 History (English) Term 1 Controlled Test 1 2023 Addendum](https://www.hlayiso.com/library/gr-10-history-english-term-1-controlled-test-1-2023-addendum/48741a44-1ab1-444b-86d4-58897c42c11d) — Addendum · 2023 · Eng - [Gr 10 History Term 1 Controlled Test Question Paper](https://www.hlayiso.com/library/gr-10-history-term-1-controlled-test-question-paper/14f2dc82-d0ee-4131-beab-6e9c34fed532) — QP · 2023 - [Gr 10 History Term 1 Test 2023 Grid Analysis](https://www.hlayiso.com/library/gr-10-history-term-1-test-2023-grid-analysis/e70963d9-1d41-459a-8ec3-d22eb5da479f) — QP · 2023 - [Gr 10 History Term 1 Controlled Test 2023 Addendum](https://www.hlayiso.com/library/gr-10-history-term-1-controlled-test-2023-addendum/ef7a2e5a-0d94-49a0-a5e3-6f048454417c) — Addendum · 2023 - [Gr 10 History (English) Term 1 Controlled Test 1 Question Paper](https://www.hlayiso.com/library/gr-10-history-english-term-1-controlled-test-1-question-paper/f149e8aa-c365-48e6-820f-fd40b3e206e7) — QP · 2023 · Eng ## Collection - [Grade 10 past papers](https://www.hlayiso.com/grade-10/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. 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