History Grade 10 P1 November Mock Exam 2 2026 QP (Eng)

Mock hlayiso mock exams Practice Series: Grade 10 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 10 HISTORY NOVEMBER EXAMINATION 2026 (MOCK) MARKS: 150 TIME: 3 hours This question paper consists of 9 pages and an addendum of 13 pages. Copyright reserved Please turn over

History 2 Hlayiso/Gr 10 Mock 2026 NSC Mock INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: TRANSFORMATIONS IN SOUTHERN AFRICA AFTER 1750 QUESTION 2: COLONIAL EXPANSION AFTER 1750: THE MINERAL REVOLUTION QUESTION 3: THE SOUTH AFRICAN WAR AND UNION SECTION B: ESSAY QUESTIONS QUESTION 4: TRANSFORMATIONS IN SOUTHERN AFRICA AFTER 1750: THE EMERGENCE OF THE BASOTHO KINGDOM UNDER MOSHOESHOE QUESTION 5: COLONIAL EXPANSION AFTER 1750: THE CAUSES OF THE GREAT TREK QUESTION 6: THE SOUTH AFRICAN WAR AND UNION: BLACK SOUTH AFRICANS AND THE SOUTH AFRICAN WAR 2. SECTION A consists of THREE source-based questions. Source material that is required to answer these questions can be found in the ADDENDUM. 3. SECTION B consists of THREE essay questions. 4. Answer THREE questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay question. 4.2 The THIRD question may be either a source-based question or an essay question. 5. You are advised to spend ONE hour per question. 6. When answering the questions, you should apply your knowledge, skills and insight. 7. You will be disadvantaged by merely rewriting the sources as answers. 8. Number the answers correctly according to the numbering system used in this question paper. 9. Write neatly and legibly. Copyright reserved Please turn over

History 3 Hlayiso/Gr 10 Mock 2026 NSC Mock SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, in this section. The source material that is required to answer these questions is contained in the ADDENDUM. QUESTION 1: HOW DID SHAKA TRANSFORM THE ZULU CHIEFDOM INTO A POWERFUL KINGDOM BETWEEN 1816 AND 1828? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1 Name Shaka’s mother, according to the source. (1 x 1) (1) 1.1.2 Which chief, according to the source, made Shaka a commander in his army? (1 x 1) (1) 1.1.3 Give TWO reasons from the source why Shaka’s early years were difficult. (2 x 1) (2) 1.1.4 Using the information in the source and your own knowledge, explain why the support of Dingiswayo was important for Shaka’s rise to power. (2 x 2) (4) 1.1.5 What does the source imply about the way in which Shaka became chief of the Zulu in about 1816? (1 x 2) (2) 1.2 Read Source 1B. 1.2.1 Name the short stabbing spear that Shaka introduced, according to the source. (1 x 1) (1) 1.2.2 Define the term amabutho in your own words. (1 x 2) (2) 1.2.3 List THREE ways, according to the source, in which Shaka enforced discipline in the army. (3 x 1) (3) 1.2.4 Why do you think Shaka did not allow members of a regiment to marry until he gave them permission? (2 x 2) (4) 1.2.5 Explain how Shaka’s treatment of defeated chiefdoms helped to build a Zulu nation. (1 x 2) (2) 1.3 Study Source 1C. 1.3.1 Identify the part of the formation that attacked the enemy from the front. (1 x 1) (1) 1.3.2 What, according to the diagram, was the task of the regiments in the ‘loins’? (1 x 2) (2) 1.3.3 Explain how the ‘cow-horn’ formation helped the Zulu army to defeat its enemies. (1 x 2) (2) 1.3.4 Explain the limitations of this diagram to a historian researching the battles that were fought by Shaka’s army. (1 x 2) (2) Copyright reserved Please turn over

History 4 Hlayiso/Gr 10 Mock 2026 NSC Mock 1.4 Refer to Sources 1B and 1C. Explain how the information in Source 1C supports the evidence in Source 1B regarding the training and organisation of Shaka’s army. (1 x 2) (2) 1.5 Consult Source 1D. 1.5.1 Name TWO traders, according to the source, who later wrote accounts of their time in Natal. (2 x 1) (2) 1.5.2 Give TWO reasons from the source why the traders may have exaggerated Shaka’s cruelty. (2 x 1) (2) 1.5.3 Comment on the reliability of the traders’ accounts as evidence for a historian studying Shaka’s rule. (2 x 2) (4) 1.5.4 Explain why many historians today regard Shaka as a nation builder. (1 x 2) (2) 1.5.5 In which year, according to the source, was Shaka murdered? (1 x 1) (1) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how Shaka transformed the Zulu chiefdom into a powerful kingdom between 1816 and 1828. (8) [50] Copyright reserved Please turn over

History 5 Hlayiso/Gr 10 Mock 2026 NSC Mock QUESTION 2: HOW DID THE DISCOVERY OF DIAMONDS AND GOLD CHANGE THE LIVES OF BLACK SOUTH AFRICANS BETWEEN 1867 AND 1899? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Refer to Source 2A. 2.1.1 In which year, according to the source, were large deposits of diamonds discovered at Kimberley? (1 x 1) (1) 2.1.2 Define the term mineral revolution in your own words. (1 x 2) (2) 2.1.3 List THREE groups of people who, according to the source, came to work on the diamond fields. (3 x 1) (3) 2.1.4 Why do you think Britain supported Waterboer’s claim and annexed Griqualand West in 1871? (2 x 2) (4) 2.1.5 Explain why chiefs encouraged young men to work on the diamond fields. (1 x 2) (2) 2.2 Read Source 2B. 2.2.1 Give TWO reasons from the source why the mine owners introduced closed compounds. (2 x 1) (2) 2.2.2 Define the term migrant labour in your own words. (1 x 2) (2) 2.2.3 Using the information in the source and your own knowledge, explain how the compound and pass systems controlled the lives of black workers. (2 x 2) (4) 2.2.4 Comment on why white workers were not placed in compounds. (1 x 2) (2) 2.3 Study Source 2C. 2.3.1 Name TWO areas, according to the map, from which migrant workers travelled to the mines. (2 x 1) (2) 2.3.2 Identify the mining centre, shown on the map, where gold was discovered in 1886. (1 x 1) (1) 2.3.3 Explain why railway lines were built from the coast to Kimberley and the Witwatersrand by 1895. (1 x 2) (2) 2.3.4 Explain the usefulness of this map to a historian researching the system of migrant labour. (1 x 2) (2) Copyright reserved Please turn over

History 6 Hlayiso/Gr 10 Mock 2026 NSC Mock 2.4 Consult Source 2D. 2.4.1 List THREE social groups, according to the source, that developed on the Witwatersrand. (3 x 1) (3) 2.4.2 Define the term job colour bar in the context of the gold mines. (1 x 2) (2) 2.4.3 Explain why the mine owners wanted to keep the wages of black workers low. (2 x 2) (4) 2.4.4 Comment on why colonial governments and the Boer republics demanded that black men pay taxes in money. (1 x 2) (2) 2.5 Refer to Sources 2B and 2D. Explain how the information in Source 2D is similar to the evidence in Source 2B regarding the position of white and black workers on the mines. (1 x 2) (2) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining how the discovery of diamonds and gold changed the lives of black South Africans between 1867 and 1899. (8) [50] Copyright reserved Please turn over

History 7 Hlayiso/Gr 10 Mock 2026 NSC Mock QUESTION 3: WHY WAS THE NATIVES LAND ACT OF 1913 A TURNING POINT IN THE DISPOSSESSION OF BLACK SOUTH AFRICANS? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A. 3.1.1 On which date, according to the source, did the Natives Land Act come into force? (1 x 1) (1) 3.1.2 Define the term segregation in your own words. (1 x 2) (2) 3.1.3 List THREE provisions (terms) of the Natives Land Act, according to the source. (3 x 1) (3) 3.1.4 Why do you think white farmers supported the passing of the Natives Land Act? (2 x 2) (4) 3.1.5 Explain why the Natives Land Act could not be enforced in the Cape in the same way as in the rest of the country. (1 x 2) (2) 3.2 Read Source 3B. 3.2.1 Explain what Plaatje meant when he wrote that the black South African had become ‘a pariah in the land of his birth’. (1 x 2) (2) 3.2.2 Give TWO hardships, according to the source, that evicted families experienced in 1913. (2 x 1) (2) 3.2.3 Define the term eviction in the context of the Natives Land Act. (1 x 2) (2) 3.2.4 Comment on the reliability of Plaatje’s account of the effects of the Natives Land Act. (2 x 2) (4) 3.3 Study Source 3C. 3.3.1 What percentage of the population, according to the graph, were black Africans in 1911? (1 x 1) (1) 3.3.2 What percentage of the land, according to the graph, was set aside for black Africans by the Natives Land Act? (1 x 1) (1) 3.3.3 Explain what the information in the graph reveals about the fairness of the Natives Land Act. (1 x 2) (2) 3.3.4 Explain the limitations of this graph to a historian researching the effects of the Natives Land Act on black families. (1 x 2) (2) Copyright reserved Please turn over

History 8 Hlayiso/Gr 10 Mock 2026 NSC Mock 3.4 Consult Source 3D. 3.4.1 Name TWO members, according to the source, of the SANNC deputation that went to London in 1914. (2 x 1) (2) 3.4.2 Explain the term deputation in the context of the SANNC’s response to the Natives Land Act. (1 x 2) (2) 3.4.3 Why do you think the British government refused to interfere in the matter of the Natives Land Act? (2 x 2) (4) 3.4.4 Comment on why the outbreak of the First World War weakened the SANNC’s campaign against the Act. (1 x 2) (2) 3.5 Refer to Sources 3A and 3C. Explain how the information in Source 3C supports the evidence in Source 3A regarding the division of land under the Natives Land Act. (2 x 2) (4) 3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about EIGHT lines (about 80 words) explaining why the Natives Land Act of 1913 was a turning point in the dispossession of black South Africans. (8) [50] Copyright reserved Please turn over

History 9 Hlayiso/Gr 10 Mock 2026 NSC Mock SECTION B: ESSAY QUESTIONS Answer at least ONE question, but NOT more than TWO questions, in this section. Your essay should be about THREE pages long. QUESTION 4: TRANSFORMATIONS IN SOUTHERN AFRICA AFTER 1750 – THE EMERGENCE OF THE BASOTHO KINGDOM UNDER MOSHOESHOE ‘Moshoeshoe relied more on diplomacy than on military strength to build and protect the Basotho kingdom between 1820 and 1870.’ Critically discuss this statement. Use relevant historical evidence to support your line of argument. [50] QUESTION 5: COLONIAL EXPANSION AFTER 1750 – THE CAUSES OF THE GREAT TREK Explain to what extent the Great Trek (1835–1845) was caused by the dissatisfaction of Dutch-speaking farmers with British rule at the Cape, rather than by their need for land. Use relevant historical evidence to support your line of argument. [50] QUESTION 6: THE SOUTH AFRICAN WAR AND UNION – BLACK SOUTH AFRICANS AND THE SOUTH AFRICAN WAR ‘Black South Africans played an important part in the South African War (1899–1902) and suffered greatly because of it, but they gained nothing from the peace that followed.’ Do you agree with this statement? Use relevant historical evidence to support your line of argument. [50] TOTAL: 150 Copyright reserved