# History Grade 10 Paper 1 November Mock 2026 Memo (English) > Grade 10 History Paper 1 memorandum from the November Mock Exam 2026 (English), 26 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-10-history-2026-november-mock-exam-memorandum/041c0977-7ec5-4d80-b3e5-638e7d237765 - Updated: 2026-10-29 - Subject: History - Grade: Grade 10 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: November Mock Exam - Paper: 1 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 26 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 Paper 1 November Mock 2026 Memo (English)](https://www.hlayiso.com/library/grade-10-history-2026-november-mock-exam-memorandum/041c0977-7ec5-4d80-b3e5-638e7d237765) ## About this document History · Grade 10 · November Mock Exam · 2026 · English. Memorandum, 26 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Matching paper and memo - [Grade 10 History November 2026 Mock](https://www.hlayiso.com/library/grade-10-history-2026-november-mock-exam-question-paper/6d783e5b-2a47-447a-9161-e3748f3e10a8) — QP · 2026 · Eng ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 hlayiso mock exams Practice Series: Grade 10 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 10 HISTORY NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 26 pages. Copyright reserved Please turn over ### Page 2 History 2 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 1. SOURCE-BASED QUESTIONS 1.1 The following cognitive levels were used to develop source-based questions: Cognitive Historical skills Weighting of levels questions LEVEL 1 • Extract evidence from sources 40% • Selection and organisation of relevant information from (20) sources • Define historical concepts/terms LEVEL 2 • Interpretation of evidence from sources 40% • Explain information gathered from sources (20) • Analyse evidence from sources • Explain historical concepts in context LEVEL 3 • Interpret and evaluate evidence from sources 20% • Engage with sources to determine usefulness, reliability, (10) bias and limitations • Compare and contrast interpretations and perspectives presented in sources and draw independent conclusions 1.2 The information below indicates how source-based questions are assessed: • In the marking of source-based questions, credit must be given to any other valid and relevant viewpoints, arguments, evidence or examples. • In the allocation of marks, emphasis should be placed on how the requirements of the question have been addressed. • In the marking guidelines the requirements of the question (skills to be addressed) as well as the level of the question are indicated in italics. • When assessing open-ended source-based questions, learners should be credited for any other relevant answers. • Learners are expected to take a stance when answering ‘to what extent’ questions in order for any marks to be awarded. 1.3 Assessment procedures for source-based questions • Use a tick (✓) for each correct answer. • Pay attention to the mark scheme, e.g. (2 x 2) means two reasons, each awarded two marks (✓✓✓✓); (1 x 2) means one reason awarded two marks (✓✓). • If a question carries 4 marks, indicate this by placing 4 ticks (✓✓✓✓). Paragraph question Paragraphs are assessed globally (holistically). Both the content and the structure of the paragraph must be taken into account when awarding a mark. Use the following steps: • Read the paragraph and place a bullet (•) at each point within the text where the candidate has used relevant evidence to address the question. • Re-read the paragraph to evaluate the extent to which the candidate has been able to use relevant evidence to write a paragraph. • At the end of the paragraph indicate the ticks (✓) awarded, the level (1, 2 or 3) as indicated in the holistic rubric and a brief comment, e.g. Copyright reserved Please turn over ### Page 3 History 3 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines • • • Level 2 ✓✓✓✓ COMMENT: Used mostly relevant evidence to write a basic paragraph. • Count all the ticks for the source-based question and write the mark (e.g. 32/50) on the right-hand bottom margin. • Ensure that the total mark is transferred accurately to the front/back cover of the answer script. 2. ESSAY QUESTIONS 2.1 The essay questions require candidates to structure their argument in a logical and coherent manner. They need to select, organise and connect the relevant information so that they 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. 2.2 Marking of essay questions: Candidates may have any other relevant introduction and/or conclusion than those included in the essay marking guidelines for a specific essay. 2.3 Global assessment of the essay The essay is assessed holistically (globally): the teacher assesses the essay as a whole rather than marking the main points separately. This approach rewards an original argument supported by relevant evidence; learners are not required simply to regurgitate content to achieve a Level 7, and it discourages the reproduction of prepared essays that ignore the specific requirements of the question. Holistic assessment does not penalise language inadequacies; the emphasis is on: • The learner’s interpretation of the question • The appropriate selection of factual evidence (relevant content selection) • The construction of an argument (planned, structured and with an independent line of argument) 2.4 Assessment procedures of the essay • Keep the synopsis in mind when assessing the essay. • During the reading of the essay, ticks are awarded for a relevant introduction, the main aspects/body of the essay that sustain the line of argument and a relevant conclusion (each indicated by a bullet in the marking guidelines). For example, in an essay with five main points there could be about seven ticks. • Keep the PEEL structure in mind: P Point: The candidate introduces the essay by taking a line of argument/making a major point. Each paragraph should include a point that sustains the major point. E Explanation: The candidate explains in more detail what the main point is about and how it relates to the question posed. E Example: The candidate selects relevant content and examples to sustain the line of argument. L Link: The line of argument is sustained throughout the essay and written coherently. • The following symbols MUST be used when assessing an essay: Copyright reserved Please turn over ### Page 4 History 4 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines Introduction, main aspects and conclusion not properly ∧ contextualised Wrong statement Irrelevant statement | Repetition R Analysis A✓ Interpretation I✓ Line of argument LOA 2.5 The matrix In the marking of essays the criteria provided in the matrix should be used. Note both the content and the presentation; at the point of intersection of the content level and the presentation level a mark is awarded. (a) The first reading determines to what extent the main aspects have been covered and allocates the content level, e.g. C LEVEL 4 . (b) The second reading relates to the level of presentation, e.g. C LEVEL 4 P LEVEL 3 . (c) Allocate an overall mark using the matrix, e.g. C LEVEL 4 and P LEVEL 3 → 26–27. COMMENT: Some omissions in content coverage. Attempts to sustain a line of argument. Copyright reserved Please turn over ### Page 5 History 5 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines MARKING MATRIX FOR ESSAY: TOTAL: 50 PRESENTATION → LEVEL 7 LEVEL 6 LEVEL 5 LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1* Very well planned Very well planned Well planned and Planned and Shows some Attempts to Little or no attempt and structured and structured structured essay. constructed an evidence of a structure an to structure the essay. Good essay. Developed a Attempts to develop argument. planned and answer. Largely essay. CONTENT ↓ synthesis of relevant line of a clear argument. Evidence used to constructed descriptive or some information. argument. Conclusion drawn some extent to argument. Attempts attempt at Developed an Evidence used to from the evidence support the line of to sustain a line of developing a line of original, defend the to support the line argument. argument. argument. No well-balanced and argument. Attempts of argument. Conclusions Conclusions not attempt to draw a independent line of to draw an reached based on clearly supported conclusion. argument with the independent evidence. by evidence. use of evidence conclusion from the and sustained and evidence to support defended the the line of argument argument. throughout. Independent conclusion is drawn from evidence to support the line of argument. LEVEL 7 47–50 43–46 Question has been fully answered. Content selection fully relevant to line of argument. LEVEL 6 43–46 40–42 38–39 Question has been answered. Content selection relevant to a line of argument. LEVEL 5 38–39 36–37 34–35 30–33 28–29 Question answered to a great extent. Content adequately covered and relevant. LEVEL 4 30–33 28–29 26–27 Question recognisable in answer. Some omissions or irrelevant content selection. LEVEL 3 26–27 24–25 20–23 Content selection does relate to the question, but does not answer it, or does not always relate to the question. Omissions in coverage. LEVEL 2 20–23 18–19 14–17 Question inadequately addressed. Sparse content. LEVEL 1* 14–17 0–13 Question inadequately addressed or not at all. Inadequate or irrelevant content. * Guidelines for allocating a mark for Level 1: • Question not addressed at all/totally irrelevant content; no attempt to structure the =0 essay • Content selection includes basic and generally irrelevant information; no attempt = 1–6 to structure the essay • Question inadequately addressed and vague; little attempt to structure the essay = 7–13 Copyright reserved Please turn over ### Page 6 History 6 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID MOSHOESHOE BUILD THE BASOTHO KINGDOM IN THE 19TH CENTURY? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • In about 1786 (1 x 1) (1) 1.1.2 [Extraction of evidence from Source 1A – L1] • Mohlomi (1 x 1) (1) 1.1.3 [Definition of a historical concept from Source 1A – L1] • The period of wars, raids, forced migrations and famine that disrupted the communities of the Highveld (west of the Drakensberg) in the 1820s and 1830s • Any other relevant response (any 1 x 2) (2) 1.1.4 [Extraction of evidence from Source 1A – L1] • Butha-Buthe was besieged by the Batlokwa for many weeks • The food supplies of his people had run out • Butha-Buthe was too difficult to defend against repeated attacks (any 2 x 1) (2) 1.1.5 [Interpretation of evidence from Source 1A and own knowledge – L2] • Its steep cliffs made it very difficult for enemies to attack • It could only be climbed by a few narrow paths that were easy to defend (e.g. by rolling down rocks) • There were springs of fresh water on the summit, so the people could survive a long siege • There was grazing for cattle on the summit, so livestock could be protected during attacks • It became a safe refuge that attracted people who were fleeing the difaqane • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 7 History 7 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] • Refugees from chiefdoms scattered by the wars • Starving people from the surrounding countryside • Former enemies • The Bataung of Moletsane • The Baphuthi of Moorosi • Former cannibals (any 3 x 1) (3) 1.2.2 [Interpretation of evidence from Source 1B – L2] • Poor families and newcomers received cattle on loan, which they could use for milk and to build up herds from the calves; in return they owed loyalty and support to Moshoeshoe • It made people dependent on Moshoeshoe and bound them to him as their patron • Any other relevant response (any 1 x 2) (2) 1.2.3 [Interpretation of evidence from Source 1B – L2] • He followed Mohlomi’s teaching that a leader should rule with kindness and win followers through generosity • He understood that the cannibals had been driven to eat human flesh by hunger during the difaqane • Pardoning them turned former enemies into loyal subjects and increased his number of followers • Revenge would have caused further violence at a time when he needed peace and unity • It increased his reputation as a wise, forgiving and just leader, which attracted more people to Thaba Bosiu • Any other relevant response (any 2 x 2) (4) 1.2.4 [Interpretation of evidence from Source 1B – L2] • To obtain advice in his dealings with the Europeans moving into the region • To gain education, literacy and new skills for his people • He hoped that the missionaries would help him to obtain guns and other goods / diplomatic support • Missionaries on his land could help to strengthen his claim to the land and his kingdom • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 8 History 8 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 1.3 1.3.1 [Extraction of evidence from Source 1C – L1] • Caledon (Mohokare) River • Orange (Senqu) River (2 x 1) (2) 1.3.2 [Extraction of evidence from Source 1C – L1] • Morija (1 x 1) (1) 1.3.3 [Interpretation of evidence from Source 1C – L2] • The land was fertile and good for growing crops and grazing cattle, so both the Basotho and the Boer farmers wanted it; Moshoeshoe regarded it as part of his kingdom while the Boers settled on it and claimed it • The British and later the Orange Free State drew boundaries that gave this land to white farmers • Any other relevant response (any 1 x 2) (2) 1.3.4 [Ascertaining the usefulness of Source 1C – L3] The source is USEFUL because: • It shows the location of Moshoeshoe’s strongholds at Butha-Buthe and Thaba Bosiu • It shows the Morija mission station founded in 1833 • It shows the natural boundaries of the kingdom (the Caledon and Orange rivers and the Drakensberg) • It shows the fertile land west of the Caledon River that the Basotho lost between 1866 and 1869 • Any other relevant response (any 1 x 2) (2) 1.4 [Comparison of evidence from Sources 1B and 1C – L3] • Source 1B states that Moshoeshoe gave the French missionaries land at Morija in 1833, and Source 1C shows the Morija mission station (1833) south of Thaba Bosiu • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 9 History 9 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 1.5 1.5.1 [Extraction of evidence from Source 1D – L1] • The Battle of Viervoet (1851) • The Battle of Berea (1852) (2 x 1) (2) 1.5.2 [Extraction of evidence from Source 1D – L1] • He immediately sent a carefully worded letter to Cathcart in which he asked for peace and offered to pay cattle (1 x 2) (2) 1.5.3 [Definition of a historical concept from Source 1D – L1] • When a state takes control of a territory and makes it part of its own territory / brings it under its own rule • Any other relevant response (any 1 x 2) (2) 1.5.4 [Interpretation of evidence from Source 1D – L2] • The Basotho were losing the wars against the Orange Free State • The Boer commandos had captured many cattle and destroyed crops, and the Basotho faced starvation • He feared that the Basotho would lose all their land and that the kingdom would be absorbed into the Orange Free State • British protection would stop the Boer attacks and preserve the Basotho as a separate nation • Moshoeshoe was an old man and wanted to secure the future of his kingdom before he died • Any other relevant response (any 2 x 2) (4) 1.5.5 [Extraction of evidence from Source 1D – L1] • The boundary between Basutoland and the Orange Free State was fixed • The Basotho lost most of the fertile farmland west of the Caledon River (the ‘Conquered Territory’) • The Basotho kingdom survived as a separate territory and was not absorbed into the Boer republic (any 2 x 1) (2) Copyright reserved Please turn over ### Page 10 History 10 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 1.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • Moshoeshoe learnt from Mohlomi to rule with kindness, justice and generosity (Source 1A) • He moved his people to the natural fortress of Thaba Bosiu in 1824, which could be defended easily (Source 1A) • Thaba Bosiu became a refuge for people scattered by the difaqane (Source 1B) • He pardoned the cannibals and turned enemies into loyal subjects (Source 1B) • Chiefdoms such as the Bataung and Baphuthi accepted him as overlord and kept their own chiefs and customs (Source 1B) • He used the mafisa system and marriage alliances to bind followers to him (Source 1B) • He welcomed missionaries who opened schools and advised him (Sources 1B and 1C) • He used diplomacy, e.g. after the Battle of Berea, to avoid war with the British (Source 1D) • He obtained British protection in 1868, which ensured the survival of the Basotho kingdom (Source 1D) • He traded for horses and guns, and the Basotho became skilled horsemen (own knowledge) • Any other relevant response (8) Use the following rubric to allocate marks: LEVEL 1 • Uses evidence in an elementary manner, e.g. shows no or little MARKS: understanding of how Moshoeshoe built the Basotho kingdom in the 0–2 19th century. • Uses evidence partially or cannot write a paragraph. LEVEL 2 • Evidence is mostly relevant and relates largely to the topic, e.g. shows MARKS: some understanding of how Moshoeshoe built the Basotho kingdom in 3–5 the 19th century. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how Moshoeshoe built the Basotho kingdom in the 19th century. 6–8 • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 11 History 11 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines QUESTION 2: HOW DID BRITISH COLONIAL RULE AT THE CAPE CHANGE THE LIVES OF THE KHOIKHOI AND THE SLAVES BETWEEN 1806 AND 1838? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • 1806 (January 1806) (1 x 1) (1) 2.1.2 [Definition of a historical concept from Source 2A – L1] • A system in which a powerful country takes control of another territory and its people, settles colonists there and exploits its land, labour and resources for its own benefit • Any other relevant response (any 1 x 2) (2) 2.1.3 [Extraction of evidence from Source 2A – L1] • Every Khoikhoi person had to have a fixed place of abode (a fixed address) • A Khoikhoi person who wanted to travel had to carry a pass issued by the employer or a local official • Labour contracts had to be written and registered by an official (3 x 1) (3) 2.1.4 [Interpretation of evidence from Source 2A – L2] • It forced the Khoikhoi to live on the farms of employers, which tied them to farm work • The pass system restricted their movement, so they could not leave to look for better wages or conditions • Anyone without a pass could be arrested as a vagrant and handed over to a farmer to work • It met the demands of farmers who complained of a shortage of workers • It kept the Khoikhoi as a cheap labour force for white farmers • Any other relevant response (any 2 x 2) (4) 2.1.5 [Interpretation of evidence from Source 2A – L2] • Children raised on a farm could be bound to the farmer from the age of 8 to 18 without the consent of their parents • Parents stayed on the farms so that they would not be separated from their children, which tied whole families to the farmers • It provided farmers with a new source of unpaid / cheap labour • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 12 History 12 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] • Dr John Philip (1 x 1) (1) 2.2.2 [Extraction of evidence from Source 2B – L1] • They no longer had to carry passes • They were free to move about the colony • They could choose their employers • They could buy and own land • They were equal to white colonists before the law (any 2 x 1) (2) 2.2.3 [Interpretation of evidence from Source 2B – L2] • They feared that their Khoikhoi workers would leave them, which would cause a labour shortage • They believed that wages would rise • They feared that the colony would be overrun by ‘vagrants’ who would steal their livestock • They resented the idea that the Khoikhoi were equal to white colonists before the law • They resented the British government and missionaries interfering in their relations with their workers • Any other relevant response (any 2 x 2) (4) 2.2.4 [Interpretation of evidence from Source 2B – L2] • To give some Khoikhoi families land of their own to farm • To place a loyal population on the eastern frontier as a buffer between the colony and the Xhosa • Any other relevant response (any 1 x 2) (2) 2.2.5 [Interpretation of evidence from Source 2B – L2] • Although Ordinance 50 gave the Khoikhoi legal equality, they did not get back the land that they had lost and most had to continue working for white farmers for low wages; they remained poor and dependent on white employers • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 13 History 13 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 2.3 2.3.1 [Extraction of evidence from Source 2C – L1] • 1807 (1 x 1) (1) 2.3.2 [Extraction of evidence from Source 2C – L1] • Four years (1 December 1834 to 1 December 1838) (1 x 1) (1) 2.3.3 [Explanation of a historical concept in context from Source 2C – L2] • The period of four years after slavery ended in 1834 during which former slaves had to continue working for their former owners before they became completely free; it was meant to give owners time to adjust and to prepare slaves for freedom • Any other relevant response (any 1 x 2) (2) 2.3.4 [Ascertaining the limitations of Source 2C – L3] The source is LIMITED because: • It gives only dates and laws and does not show the experiences or views of the slaves themselves • It does not explain how the laws were carried out in practice / whether slave owners obeyed them • It does not describe the living and working conditions of slaves • It does not show what happened to the slaves after 1838 • It is a brief summary compiled by the examiner and leaves out many events • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 14 History 14 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 2.4 2.4.1 [Extraction of evidence from Source 2D – L1] • Cape slave owners received only about £1,2 million, which was much less than half of what they believed their slaves were worth • The money had to be claimed in London • Many farmers had to sell their claims to agents at a loss • Some farmers who had used their slaves as security for loans were ruined (any 2 x 1) (2) 2.4.2 [Extraction of evidence from Source 2D – L1] • Remained on the farms as poorly paid labourers • Moved to Cape Town • Worked as fishermen / builders / craftsmen / washerwomen • Settled at mission stations such as Genadendal and Elim (any 3 x 1) (3) 2.4.3 [Interpretation of evidence from Source 2D – L2] • They received no land, money or training to help them begin a new life • Many had no choice but to remain on the farms as poorly paid labourers • The Masters and Servants Ordinance of 1841 gave employers strong control over workers, and breaking a contract was a crime • Racial prejudice continued, so they were treated as inferior and given low-paid jobs • Families had often been separated during slavery and many former slaves had no homes of their own • Any other relevant response (any 2 x 2) (4) 2.4.4 [Interpretation of evidence from Source 2D – L2] • Many trekkers had suffered financial losses when the slaves were freed and they blamed the British government • He wanted to show that British laws about slaves and servants had interfered with the farmers’ way of life • He wanted to assure the British and the public that the trekkers would not reintroduce slavery while still keeping control over servants (‘proper relations’ between master and servant) • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 15 History 15 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 2.5 [Comparison of evidence from Sources 2A and 2B – L3] • Source 2A states that the Caledon Code required the Khoikhoi to carry a pass and have a fixed address, while Source 2B states that under Ordinance 50 they no longer had to carry passes and were free to move about the colony and choose their employers • Any other relevant response (any 1 x 2) (2) 2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • The British took control of the Cape in 1806 and it became a British colony in 1814 (Source 2A) • The Caledon Code (1809) forced the Khoikhoi to have a fixed address and carry passes, tying them to farm labour (Source 2A) • The apprenticeship law of 1812 bound Khoikhoi children to farmers from the age of 8 to 18 (Source 2A) • Missionaries such as Dr John Philip campaigned for Khoikhoi rights (Source 2B) • Ordinance 50 (1828) abolished passes and gave the Khoikhoi legal equality and the right to own land (Source 2B) • The Kat River Settlement gave some Khoikhoi land of their own (Source 2B) • The slave trade was abolished (1807) and laws were passed to improve the treatment of slaves (Source 2C) • Slavery ended in 1834, followed by four years of apprenticeship until 1838 (Source 2C) • Freed slaves received no land or money; many remained poor labourers or moved to towns and mission stations (Source 2D) • The Masters and Servants Ordinance (1841) continued to control the labour of the poor (Source 2D) • British policies angered many Dutch-speaking farmers and contributed to the Great Trek (Source 2D) • Any other relevant response (8) Copyright reserved Please turn over ### Page 16 History 16 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines Use the following rubric to allocate marks: LEVEL 1 • Uses evidence in an elementary manner, e.g. shows no or little MARKS: understanding of how British colonial rule at the Cape changed the lives 0–2 of the Khoikhoi and the slaves between 1806 and 1838. • Uses evidence partially or cannot write a paragraph. LEVEL 2 • Evidence is mostly relevant and relates largely to the topic, e.g. shows MARKS: some understanding of how British colonial rule at the Cape changed 3–5 the lives of the Khoikhoi and the slaves between 1806 and 1838. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how British colonial rule at the Cape changed the lives of the Khoikhoi 6–8 and the slaves between 1806 and 1838. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 17 History 17 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines QUESTION 3: WHAT WERE THE EXPERIENCES OF BOER AND BLACK CIVILIANS IN THE BRITISH CONCENTRATION CAMPS DURING THE SOUTH AFRICAN WAR (1899–1902)? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1] • Lord Kitchener (1 x 1) (1) 3.1.2 [Definition of a historical concept from Source 3A – L1] • A military strategy of destroying everything that could be useful to the enemy, such as farms, crops, livestock and water supplies, so that the enemy cannot obtain food, shelter or support • Any other relevant response (any 1 x 2) (2) 3.1.3 [Extraction of evidence from Source 3A – L1] • Farmhouses • Crops • Orchards • Wells (poisoned) • Sheep, cattle and horses (killed or removed) (any 3 x 1) (3) 3.1.4 [Interpretation of evidence from Source 3A – L2] • The guerrillas depended on the Boer farms for food, fresh horses, shelter and information • Destroying the farms would cut off the supplies of the commandos • The British could not catch the small, mobile commandos in open battle • The British hoped to break the morale of the Boer fighters and force them to surrender quickly • Any other relevant response (any 2 x 2) (4) 3.1.5 [Interpretation of evidence from Source 3A – L2] • The British feared that they would continue to supply the commandos with food and information • Their homes and food supplies on the farms had been destroyed by the scorched-earth policy • The British wanted to use them as labour for the army • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 18 History 18 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 3.2 3.2.1 [Extraction of evidence from Source 3B – L1] • December 1900 (1 x 1) (1) 3.2.2 [Extraction of evidence from Source 3B – L1] • Measles • Typhoid • Dysentery • Pneumonia (any 3 x 1) (3) 3.2.3 [Interpretation of evidence from Source 3B – L2] • It was a way of punishing the families of men who were still fighting and of putting pressure on these men to surrender • The British rewarded the families of Boers who had surrendered (‘hensoppers’) with larger rations • Any other relevant response (any 1 x 2) (2) 3.2.4 [Interpretation of evidence from Source 3B – L2] • Her report on the camps had embarrassed the British government and caused an outcry in Britain • The military authorities did not want her to collect more evidence of the suffering in the camps • They regarded her as a supporter of the Boers / a critic of the war who was damaging the British war effort • They wanted to control the information that reached the public in Britain and the world • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 19 History 19 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 3.3 3.3.1 [Extraction of evidence from Source 3C – L1] • About 22 000 (1 x 1) (1) 3.3.2 [Extraction of evidence from Source 3C – L1] • Boer men (about 1 700) (1 x 1) (1) 3.3.3 [Interpretation of evidence from Source 3C – L2] • The records for the black camps were incomplete • The authorities did not keep accurate records of black deaths, because they paid little attention to these camps • Many black people died outside the official camps or before the camps were organised and were never counted • Any other relevant response (any 1 x 2) (2) 3.3.4 [Ascertaining the usefulness of Source 3C – L3] The source is USEFUL because: • It provides statistical evidence of the number of people who died in the camps • It shows that children made up the majority of Boer deaths • It shows that black people also died in large numbers in the camps • It allows historians to compare the deaths of different groups • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 20 History 20 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 3.4 3.4.1 [Extraction of evidence from Source 3D – L1] • They grew their own crops on land next to the camps • They bought food with the wages that the men earned by working for the army (2 x 1) (2) 3.4.2 [Definition of a historical concept from Source 3D – L1] • Camps set up by the British army in which civilians (Boer women and children and black people) removed from farms were kept under guard during the South African War • Any other relevant response (any 1 x 2) (2) 3.4.3 [Interpretation of evidence from Source 3D – L2] • Hardly any journalists, welfare workers or politicians visited the black camps • No commission was sent to investigate the black camps • Campaigners such as Emily Hobhouse focused mainly on the Boer women and children • Racist attitudes of the time meant that the suffering of black people was regarded as less important • After the war the camps were remembered mainly as part of the Afrikaner experience, and black suffering was left out of most histories • Any other relevant response (any 2 x 2) (4) 3.4.4 [Interpretation of evidence from Source 3D – L2] • Black South Africans were deeply involved in the war as labourers, wagon drivers, scouts and even as armed soldiers • Black civilians were removed from the farms and more than 100 000 were held in camps, where many thousands died • The war therefore affected all South Africans and was not only a war between Boers and Britons • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 21 History 21 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines 3.5 [Comparison of evidence from Sources 3B and 3D – L3] • Both sources state that the camps were overcrowded • Both sources state that diseases such as measles, dysentery and pneumonia spread quickly • Both sources state that many children died • Source 3B refers to polluted water and too few toilets, and Source 3D refers to a shortage of clean water • Source 3B refers to poor rations, and Source 3D states that people in the black camps did not receive free rations • Any other relevant response (any 2 x 2) (4) 3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • Boer women and children and black farm workers were removed from farms destroyed by the scorched-earth policy (Source 3A) • Boer and black civilians were kept in separate camps (Source 3A) • The camps were overcrowded; families lived in tents and slept on the ground (Source 3B) • Rations were poor; families of men still fighting received smaller rations (Source 3B) • Polluted water and poor sanitation led to diseases such as measles, typhoid and dysentery (Source 3B) • About 27 900 Boers died, most of them children (Source 3C) • Black people had to grow their own food or buy it with wages earned working for the army (Source 3D) • More than 14 000 recorded black deaths; probably more than 20 000 in reality (Sources 3C and 3D) • The suffering of black people received little attention (Source 3D) • Emily Hobhouse exposed conditions and the Fawcett Commission confirmed them; conditions improved after civilian control (Source 3B) • The camps left a legacy of bitterness among Afrikaners after the war (own knowledge) • Any other relevant response (8) Copyright reserved Please turn over ### Page 22 History 22 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines Use the following rubric to allocate marks: LEVEL 1 • Uses evidence in an elementary manner, e.g. shows no or little MARKS: understanding of the experiences of Boer and black civilians in the 0–2 British concentration camps during the South African War. • Uses evidence partially or cannot write a paragraph. LEVEL 2 • Evidence is mostly relevant and relates largely to the topic, e.g. shows MARKS: some understanding of the experiences of Boer and black civilians in 3–5 the British concentration camps during the South African War. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of the experiences of Boer and black civilians in the British concentration 6–8 camps during the South African War. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 23 History 23 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines SECTION B: ESSAY QUESTIONS QUESTION 4: TRANSFORMATIONS IN SOUTHERN AFRICA AFTER 1750 – THE MFECANE [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should critically discuss whether the Mfecane was caused by the rise of the Zulu kingdom under Shaka alone. They should take a stance: they may agree, disagree or show to what extent the statement is valid, by considering the role of Shaka together with other causes such as population growth, drought, competition for land and trade, and the slave trade. They should support their line of argument with relevant historical evidence. MAIN ASPECTS Candidates could include the following aspects in their essays: • Introduction: Candidates should take a stance and indicate how they intend to support their line of argument, e.g. the rise of the Zulu kingdom played an important part in the Mfecane, but it was not the only cause; environmental, economic and political pressures had already created conflict in the region. ELABORATION • Meaning of the Mfecane: The period of wars, migrations and state formation in south-eastern Africa and on the Highveld in the 1810s–1830s (known as the difaqane/lifaqane on the Highveld). • Background – population growth and drought: The introduction of maize led to population growth; competition for grazing and arable land increased; a severe drought and famine in the early 1800s (often called the Madlathule famine) increased tension between chiefdoms. • Competition for trade: Trade in ivory and cattle through Delagoa Bay (Maputo) encouraged chiefdoms to compete for control of trade routes; larger and stronger states developed to control trade. • Rivalry between the Mthethwa and the Ndwandwe: Larger states such as the Mthethwa under Dingiswayo, the Ndwandwe under Zwide and the Ngwane under Sobhuza competed for land and power before Shaka came to power; the age-regiment (amabutho) system was already being used. • The rise of Shaka and the Zulu kingdom: Shaka served under Dingiswayo and became Zulu chief (c. 1816); he reorganised the army (short stabbing spear, large shields, the ‘cow-horn’ formation, strict discipline); after Dingiswayo’s death he defeated the Ndwandwe (Gqokli Hill, 1818; Mhlatuze River, c. 1819) and incorporated many chiefdoms into a powerful centralised kingdom. • The spread of disruption: Defeated groups fled and attacked others: the Hlubi and Ngwane crossed the Drakensberg onto the Highveld; the Batlokwa under MaNthatisi raided widely; Mzilikazi broke away from Shaka (c. 1821/22) and founded the Ndebele state; Soshangane (Gaza), Zwangendaba (Ngoni) and Sebetwane (Kololo) moved northwards. • Other factors on the Highveld and the frontier: Griqua and Korana raiders with horses Copyright reserved Please turn over ### Page 24 History 24 Hlayiso/Gr 10 Mock 2026 NSC – Marking Guidelines and guns attacked Highveld communities (e.g. the Battle of Dithakong, 1823); slave raiding from the Portuguese at Delagoa Bay and labour demands of the Cape Colony; the ‘Cobbing debate’ (1988) argued that European slave trading and labour raiding, rather than Shaka, caused much of the violence. • Consequences – state formation: New kingdoms emerged, e.g. the Zulu (Shaka), the Basotho (Moshoeshoe), the Swazi (Sobhuza), the Ndebele (Mzilikazi) and the Gaza; large areas were depopulated, which later made it easier for the Voortrekkers to occupy land. • Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g. Shaka’s military power was an important cause of the Mfecane, but it was not the only cause: population pressure, drought, competition for trade and land and the activities of slave raiders all contributed. [50] QUESTION 5: COLONIAL EXPANSION AFTER 1750 – CO-OPERATION AND CONFLICT ON THE HIGHVELD [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should explain to what extent the movement of the Voortrekkers into the interior after 1835 led to both co-operation and conflict with the African societies that they encountered. They should take a stance and support their line of argument with relevant examples of co-operation and conflict. MAIN ASPECTS Candidates could include the following aspects in their essays: • Introduction: Candidates should take a stance and indicate how they intend to support their line of argument, e.g. there were some examples of co-operation between the Voortrekkers and African leaders, but the competition for land and cattle led mainly to conflict and the dispossession of African societies. ELABORATION • Background – causes of the Great Trek: Dissatisfaction with British rule; anglicisation; Ordinance 50 (1828); the emancipation of the slaves and inadequate compensation; insecurity on the eastern frontier; the shortage of land; Piet Retief’s manifesto (1837); the interior appeared to be empty after the Mfecane. • Co-operation – the Barolong: After the Battle of Vegkop (October 1836), Chief Moroka of the Barolong at Thaba Nchu provided the Voortrekkers with food, cattle and oxen to pull their wagons; the Barolong also assisted the Voortrekkers against the Ndebele. • Conflict – the Ndebele: Mzilikazi’s Ndebele attacked Voortrekker parties on the Highveld (1836); the Voortrekkers defended themselves at Vegkop (October 1836) but lost their cattle; Voortrekker commandos with Barolong and Griqua allies attacked Mosega (January 1837) and eGabeni (November 1837); the Ndebele moved north across the Limpopo. • Co-operation and conflict – the Basotho: Moshoeshoe initially allowed Voortrekkers to graze their cattle on his land, believing that they were temporary visitors; disputes over land west of the Caledon River later led to conflict and wars with the Orange Free State. • Negotiation and conflict – the Zulu kingdom: Piet Retief negotiated with King Dingane Copyright reserved Please turn over Text truncated here. 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