# History Grade 11 P1 November Mock Exam 2 2026 Memo (English) > Grade 11 History Paper 1 memorandum from the November Mock Exam 2 2026 (English), 26 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-11-history-2026-november-mock-exam-2-memorandum-paper-1/48ae6268-53af-4eca-8af1-75385b3b0fac - Updated: 2026-10-29 - Subject: History - Grade: Grade 11 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: November Mock Exam 2 - Paper: 1 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 26 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 11](https://www.hlayiso.com/library/grade-11) › [History](https://www.hlayiso.com/library/grade-11/history) › [History Grade 11 P1 November Mock Exam 2 2026 Memo (English)](https://www.hlayiso.com/library/grade-11-history-2026-november-mock-exam-2-memorandum-paper-1/48ae6268-53af-4eca-8af1-75385b3b0fac) ## About this document History · Grade 11 · November Mock Exam 2 · 2026 · English. Memorandum, 26 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 Mock hlayiso mock exams Practice Series: Grade 11 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 11 HISTORY P1 NOVEMBER EXAMINATION 2026 (MOCK) MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 26 pages. Copyright reserved Please turn over ### Page 2 History/P1 2 Hlayiso/Gr 11 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 30% • Selection and organisation of relevant information from (15) sources • Define historical concepts/terms LEVEL 2 • Interpretation of evidence from sources 50% • Explain information gathered from sources (25) • 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/P1 3 Hlayiso/Gr 11 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/P1 4 Hlayiso/Gr 11 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/P1 5 Hlayiso/Gr 11 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/P1 6 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID SOVIET ECONOMIC POLICIES CHANGE RUSSIA BETWEEN 1918 AND 1928? 1.1 1.1.1 [Definition of a historical concept from Source 1A – L1] • The emergency economic policy introduced by Lenin and the Bolsheviks during the Civil War (1918–1921), under which the state nationalised industry, banned private trade, rationed goods and forcibly seized grain from the peasants to supply the Red Army and the cities • Any other relevant response (any 1 x 2) (2) 1.1.2 [Extraction of evidence from Source 1A – L1] • Almost all factories and workshops were nationalised / placed under state control • Private trade was banned • Food and other goods were rationed by the state • Workers were not allowed to strike / were punished for being late or absent • Forced requisitioning of grain by armed food detachments • Peasants who hid grain were arrested and shot by the Cheka (any 3 x 1) (3) 1.1.3 [Interpretation of evidence from Source 1A – L2] • The Bolsheviks were fighting for survival in a civil war against the Whites and foreign powers • The Red Army needed a reliable supply of food, weapons and equipment • The cities and factory workers faced severe food shortages • Centralised state control of the economy would allow resources to be directed to the war effort • The measures fitted communist ideology by abolishing private property and private trade • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 7 History/P1 7 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.1.4 [Interpretation of evidence from Source 1A and own knowledge – L2] • Peasants had no incentive to produce a surplus because it would simply be taken away • Peasants planted only enough for their own needs, so the area under crops shrank • Peasants were often left without seed to sow the next crop • Peasants hid or destroyed grain and slaughtered animals rather than hand them over • Peasant revolts (e.g. Tambov) and the flight of workers disrupted farming • Money had lost its value, so peasants could not buy anything with what they earned • Any other relevant response (any 2 x 2) (4) 1.1.5 [Extraction of evidence from Source 1A – L1] • Alexander Antonov (1 x 1) (1) Copyright reserved Please turn over ### Page 8 History/P1 8 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] • On 17 and 18 March 1921 (1 x 1) (1) 1.2.2 [Extraction of evidence from Source 1B – L1] • ‘In 1917 the Kronstadt sailors had been among the most loyal supporters of the Bolsheviks and had helped them to seize power’ (1 x 2) (2) 1.2.3 [Interpretation of evidence from Source 1B – L2] • The sailors had been the most loyal supporters of the revolution in 1917, so their rising showed how unpopular the Bolsheviks had become • Their demands (free elections to the soviets, freedom of speech, release of socialist prisoners) challenged the one-party rule of the Bolsheviks • The rising followed strikes in Petrograd and peasant revolts, so the Bolsheviks feared that the unrest would spread • It showed that War Communism had turned workers, peasants and soldiers against the government • Kronstadt was a key naval base close to Petrograd and threatened the security of the state • Any other relevant response (any 2 x 2) (4) 1.2.4 [Definition of a historical concept from Source 1B – L1] • The most important and strategic sectors of the economy, such as heavy industry, banks, the railways and foreign trade, which remained under state control during the NEP • Any other relevant response (any 1 x 2) (2) 1.2.5 [Extraction of evidence from Source 1B – L1] • Peasants were allowed to sell their surplus grain on the open market for a profit • Small factories and workshops were handed back to private owners • Private trade was allowed again • Foreign companies were invited to invest in Russia (any 2 x 1) (2) Copyright reserved Please turn over ### Page 9 History/P1 9 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.3 1.3.1 [Extraction of evidence from Source 1C – L1] • 0,2 million tonnes (1 x 1) (1) 1.3.2 [Interpretation of evidence from Source 1C – L2] • The economy recovered strongly under the NEP: grain (37,6 to 76,8 million tonnes) and coal (8,9 to 27,6 million tonnes) returned almost to pre-war (1913) levels, steel rose from 0,2 to 3,1 million tonnes, and electricity production rose to well above the 1913 level • Recovery was uneven: grain, coal and electricity were close to or above 1913 levels, but steel (3,1 against 4,2 million tonnes) was still below the pre-war level • Any other relevant response (any 1 x 2) (2) 1.3.3 [Ascertaining the limitations of Source 1C – L3] The source is LIMITED because: • It gives only production figures and says nothing about living conditions, wages, food prices or unemployment • It does not show how the recovery was shared between workers, peasants, Nepmen and kulaks • The figures are approximate, rounded and differ between historians • It covers only selected products and only three years • It does not show the problems of the NEP, e.g. the scissors crisis • Any other relevant response (any 1 x 2) (2) 1.4 [Comparison of evidence from Sources 1A and 1C – L3] • Source 1A states that War Communism ruined the economy, and Source 1C shows that production of all goods in 1921 was far below the 1913 level • Source 1A states that peasants planted less and the area under crops shrank, and Source 1C shows that grain production fell from 80,1 million tonnes (1913) to 37,6 million tonnes (1921) • Source 1A states that factories were nationalised and workers fled the cities, and Source 1C shows that steel fell from 4,2 to 0,2 million tonnes and coal from 29,0 to 8,9 million tonnes • Source 1A refers to a terrible famine in 1921–1922, which is supported by the very low grain harvest of 1921 in Source 1C • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 10 History/P1 10 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.5 1.5.1 [Extraction of evidence from Source 1D – L1] • Private traders / Nepmen • Better-off peasants / kulaks (2 x 1) (2) 1.5.2 [Interpretation of evidence from Source 1D – L2] • In 1923 the prices of manufactured goods rose sharply while the prices of agricultural produce fell, so that on a graph the two price lines opened like the blades of scissors; peasants could buy little with their money and held back their grain • Any other relevant response (any 1 x 2) (2) 1.5.3 [Interpretation of evidence from Source 1D – L2] • He wanted the peasants to produce more grain to feed the cities and for export • He believed that prosperous peasants would buy more manufactured goods and so help industry to grow • He wanted to continue the NEP and to build socialism slowly with the support of the peasants • He wanted to end the shortages caused by peasants holding back grain • Any other relevant response (any 1 x 2) (2) 1.5.4 [Interpretation of evidence from Source 1D and own knowledge – L2] • The state collected far less grain than it needed in 1927–1928 (the grain procurement crisis) • The war scare of 1927 convinced leaders that rapid industrialisation was needed to defend the USSR • Many Communists saw the Nepmen and kulaks as a return of capitalism • The NEP was too slow to build up heavy industry and to modernise the country • Stalin used the issue to defeat Bukharin and the Right and to strengthen his own position • Stalin wanted state control of agriculture through collectivisation and the Five-Year Plans • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 11 History/P1 11 Hlayiso/Gr 11 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: • War Communism (1918) nationalised industry, banned private trade and introduced rationing (Source 1A) • Forced grain requisitioning by armed detachments and the Cheka caused peasants to plant less (Source 1A) • War Communism helped to win the Civil War but ruined the economy; famine in 1921–1922 killed about five million people (Source 1A) • Unrest such as the Tambov revolt, the Petrograd strikes and the Kronstadt Rising forced Lenin to change policy (Sources 1A and 1B) • The NEP (1921) replaced requisitioning with a tax in kind, allowed private trade and small private businesses, while the state kept the commanding heights (Source 1B) • Production recovered to near pre-war levels by 1926 (Source 1C) • Nepmen and kulaks prospered, which many Communists resented; the scissors crisis (1923) (Source 1D) • The grain crisis of 1927–1928 led Stalin to abandon the NEP for the Five-Year Plans and collectivisation (Source 1D) • Context only: the NEP was accompanied by a ban on factions (1921), so the economic retreat did not mean political relaxation (Source 1B) • Any other relevant response (6) 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 Soviet economic policies changed Russia 0–2 between 1918 and 1928. • 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 Soviet economic policies changed Russia 3–4 between 1918 and 1928. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how Soviet economic policies changed Russia between 1918 and 5–6 1928. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 12 History/P1 12 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines QUESTION 2: HOW FAR DID ROOSEVELT’S NEW DEAL IMPROVE THE LIVES OF ORDINARY AMERICANS IN THE 1930s? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • 42 (of the 48 states) (1 x 1) (1) 2.1.2 [Definition of a historical concept from Source 2A – L1] • The legal or enforced separation of people of different races, e.g. Black and white Americans, in schools, transport, housing, public places and work (Jim Crow laws in the South) • Any other relevant response (any 1 x 2) (2) 2.1.3 [Extraction of evidence from Source 2A – L1] • New Deal programmes were run by local officials who discriminated against Black people • NRA codes allowed lower wages for jobs done mainly by Black workers • The CCC placed most Black recruits in separate (segregated) camps • In the South many Black recruits were turned away by the CCC • The Social Security Act did not cover farm labourers or domestic servants (about two-thirds of Black workers) • Many trade unions protected by the Wagner Act refused to admit Black workers (any 3 x 1) (3) 2.1.4 [Interpretation of evidence from Source 2A – L2] • He needed the votes of white Southern Democrats in Congress to pass the New Deal laws • He feared that Southern Democrats would block or delay his relief and recovery measures • He did not want to split the Democratic Party / lose the support of the white South • He put economic recovery ahead of civil rights for African Americans • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 13 History/P1 13 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.1.5 [Interpretation of evidence from Source 2A and own knowledge – L2] • Hundreds of thousands of African Americans found work in the WPA / received relief • The PWA built schools, hospitals and public housing in Black neighbourhoods • Black advisers (the ‘Black Cabinet’, Mary McLeod Bethune) gave African Americans a voice in government for the first time • Eleanor Roosevelt spoke out publicly against racism • Even limited help was better than the little that Hoover and the Republicans had offered • The New Deal gave hope that the federal government would take responsibility for the poor, including Black Americans • Any other relevant response (any 2 x 2) (4) 2.2 2.2.1 [Interpretation of evidence from Source 2B – L2] • The New Deal provided jobs for unemployed young men through the CCC • The government was directly involved in creating work (public works / conservation projects) • The CCC improved the environment and built infrastructure (stone walls, dams, roads) • The CCC helped poor families, because most of the workers’ pay was sent home • Work restored the dignity and self-respect of the unemployed • Any other relevant response (any 2 x 2) (4) 2.2.2 [Extraction of evidence from Source 2B – L1] • $25 (of the $30 paid each month) (1 x 1) (1) 2.2.3 [Ascertaining the usefulness of Source 2B – L3] The source is USEFUL because: • It is a primary source / a photograph taken at the time (about 1935) • It shows CCC workers doing practical conservation work • It is from the US National Archives, an official record • The information below it gives details about the CCC (ages of workers, pay, number who served, type of work) • It provides evidence that the New Deal created jobs for unemployed young men • It shows the type of work (conservation and building projects) that CCC members did • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 14 History/P1 14 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.3 2.3.1 [Extraction of evidence from Source 2C – L1] • The Social Security Act • The Wagner Act • The Works Progress Administration (WPA) (any 2 x 1) (2) 2.3.2 [Definition of a historical concept from Source 2C – L1] • A government system that provides financial support, e.g. old-age pensions and unemployment insurance, to people who are old, unemployed, disabled or in need • Any other relevant response (any 1 x 2) (2) 2.3.3 [Extraction of evidence from Source 2C – L1] • ‘Payments for reducing crops went to the landowners’ • ‘many tenant farmers and sharecroppers, a large number of them African Americans, were evicted from the land they had worked’ (any 1 x 2) (2) 2.3.4 [Interpretation of evidence from Source 2C – L2] • They believed that the New Deal interfered with free enterprise and the free market (laissez-faire) • They objected to higher taxes on businesses and the rich • They accused Roosevelt of leading the country towards socialism • They opposed laws that strengthened trade unions (e.g. the Wagner Act) and regulated wages and prices • They believed that government spending and budget deficits would harm the economy • Any other relevant response (any 2 x 2) (4) 2.3.5 [Interpretation of evidence from Source 2C – L2] • It promised every family a guaranteed income • It would be paid for by heavy taxes on the rich, which appealed to people who felt the rich had caused the Depression • Many poor Americans felt that the New Deal had not done enough to help them • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 15 History/P1 15 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.4 2.4.1 [Extraction of evidence from Source 2D – L1] • 1941 (9,9%) (1 x 1) (1) 2.4.2 [Interpretation of evidence from Source 2D – L2] • Unemployment fell steadily from 24,9% in 1933 to 14,3% in 1937, which suggests that the New Deal job creation and recovery measures were having an effect • Any other relevant response (any 1 x 2) (2) 2.4.3 [Interpretation of evidence from Source 2C and own knowledge – L2] • Roosevelt cut government spending in 1937 to balance the budget, which caused a recession in 1937–1938 and unemployment rose to 19,0% • The economy still depended on government spending to create jobs • Any other relevant response (any 1 x 2) (2) 2.5 [Comparison of evidence from Sources 2A and 2C – L3] • Source 2C states that the Social Security Act created old-age pensions and unemployment insurance, while Source 2A shows that the Act did not cover farm labourers and domestic servants, so about two-thirds of Black workers did not benefit • Source 2C states that the Wagner Act gave workers the right to join trade unions, while Source 2A shows that many unions refused to admit Black workers • Source 2C presents the Second New Deal as reform that helped workers in general, while Source 2A shows that local officials and segregation limited the benefits for African Americans • Source 2C shows critics who said the New Deal went too far (business leaders, the Liberty League), while Source 2A shows that for African Americans it did not go far enough (e.g. no federal anti-lynching law) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 16 History/P1 16 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • Roosevelt won 42 of 48 states in 1932 with the promise of a ‘New Deal’ (Source 2A) • The CCC gave jobs to about three million young men and sent money home to families (Source 2B) • The WPA employed about 8,5 million people; the Social Security Act introduced pensions and unemployment insurance; the Wagner Act protected workers’ rights (Source 2C) • Unemployment fell from 24,9% (1933) to 14,3% (1937) (Source 2D) • African Americans were discriminated against: lower NRA wages, segregated CCC camps, exclusion from Social Security, no anti-lynching law (Source 2A) • The WPA and PWA, the ‘Black Cabinet’ and Eleanor Roosevelt gave African Americans some help and a voice; most Black voters supported Roosevelt in 1936 (Source 2A) • Tenant farmers and sharecroppers, many of them African Americans, were evicted under the AAA (Source 2C) • Unemployment rose again in the recession of 1937–1938 and remained high until the Second World War (Sources 2C and 2D) • Critics such as the Liberty League and Huey Long attacked the New Deal from the right and the left (Source 2C) • Any other relevant response (6) 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 far Roosevelt’s New Deal improved the lives of 0–2 ordinary Americans in the 1930s. • 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 far Roosevelt’s New Deal improved the 3–4 lives of ordinary Americans in the 1930s. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how far Roosevelt’s New Deal improved the lives of ordinary 5–6 Americans in the 1930s. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 17 History/P1 17 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines QUESTION 3: HOW DID NAZI RACIAL POLICIES EXCLUDE JEWS FROM GERMAN SOCIETY BETWEEN 1933 AND 1939? 3.1 3.1.1 [Definition of a historical concept from Source 3A – L1] • In Nazi ideology, a member of a supposedly superior ‘master race’ of people of Germanic / northern European descent, who were believed to have to be kept racially ‘pure’ • Any other relevant response (any 1 x 2) (2) 3.1.2 [Extraction of evidence from Source 3A – L1] • Less than one per cent / under 1% (accept about 0,75%) (1 x 1) (1) 3.1.3 [Extraction of evidence from Source 3A – L1] • A national boycott of Jewish shops, businesses, doctors and lawyers (1 April 1933) • Jews were dismissed from the civil service (7 April 1933) • The number of Jewish pupils allowed into German schools and universities was limited • Books by Jewish and ‘un-German’ authors were burnt in public (May 1933) • Schoolchildren were taught ‘race science’ / to regard Jews as enemies (from 1933) • Anti-Jewish propaganda was spread, e.g. cartoons in Der Stürmer (any 3 x 1) (3) 3.1.4 [Interpretation of evidence from Source 3A – L2] • Nazi ideology was based on pseudo-scientific racism / Social Darwinism, which saw history as a struggle between races • If Jewishness was a race, Jews could not escape persecution by converting to Christianity or by assimilating • It allowed the Nazis to claim that Jews were ‘poisoning’ the ‘pure’ Aryan race • It justified excluding Jews from the German nation (Volksgemeinschaft) and taking away their rights • It helped to make Jews scapegoats for Germany’s problems • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 18 History/P1 18 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.1.5 [Interpretation of evidence from Source 3A – L2] • To indoctrinate young Germans with Nazi racial ideology from an early age • To teach children to regard Jews as inferior and as enemies • To create a future generation that would support Nazi racial policies • To make racism appear scientific and therefore acceptable • Any other relevant response (any 1 x 2) (2) 3.2 3.2.1 [Extraction of evidence from Source 3B – L1] • The Reich Citizenship Law • The Law for the Protection of German Blood and German Honour (2 x 1) (2) 3.2.2 [Extraction of evidence from Source 3B – L1] • As a Jew (1 x 1) (1) 3.2.3 [Interpretation of evidence from Source 3B – L2] • Jews lost their German citizenship and became ‘subjects’ of the state • They lost the right to vote and to hold public office • Marriages and sexual relationships between Jews and Germans were banned • Jews could not employ German women under 45 as servants or fly the German flag • The laws made discrimination legal and opened the way to further persecution • Any other relevant response (any 2 x 2) (4) 3.2.4 [Interpretation of evidence from Source 3B – L2] • There was no scientific way to identify a ‘Jewish race’, which showed that Nazi race theory was pseudo-science • Religious records (e.g. of synagogues and churches) were the only practical evidence available • It allowed the state to classify everyone, including Christians and non-religious people with Jewish ancestors • It shows the contradiction in Nazi ideology: ‘race’ was defined by religion • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 19 History/P1 19 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.3 3.3.1 [Extraction of evidence from Source 3C – L1] • His parents had been among the Jews of Polish nationality expelled from Germany (1 x 1) (1) 3.3.2 [Extraction of evidence from Source 3C – L1] • ‘Joseph Goebbels, made a fierce speech to Nazi leaders in Munich’ • ‘Nazi Party officials, SA and SS men, many of them dressed in ordinary clothes, were ordered to attack Jewish property’ • ‘The police were told not to interfere’ • ‘fire brigades only made sure that the flames did not spread to the buildings of non-Jews’ (any 1 x 2) (2) 3.3.3 [Extraction of evidence from Source 3C – L1] • Hundreds of synagogues were set alight • About 7 500 Jewish shops and businesses were destroyed and looted • At least 91 Jews were murdered • About 30 000 Jewish men were sent to concentration camps (Dachau, Buchenwald, Sachsenhausen) • The Jewish community had to pay a fine of one billion Reichsmarks / insurance payments were taken by the state • Jews were excluded from economic life • Jewish children were expelled from German schools • Jews were banned from cinemas, theatres and swimming pools • Men in the camps were released only if they could prove they would emigrate / forced emigration (any 3 x 1) (3) 3.3.4 [Interpretation of evidence from Source 3C – L2] • To blame the Jews for the violence / make the victims appear responsible • To take the wealth of the Jewish community and use it for the state (e.g. rearmament) • To ruin Jews economically and force them out of German economic life • To put pressure on Jews to leave Germany • To humiliate the Jewish community • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 20 History/P1 20 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.4 3.4.1 [Extraction of evidence from Source 3D – L1] • 78 000 (1 x 1) (1) 3.4.2 [Interpretation of evidence from Source 3D and own knowledge – L2] • Many Jews regarded themselves as Germans and hoped that the persecution would be temporary • Emigrants had to pay heavy taxes (Reich Flight Tax) and could take little of their money and property with them • Many countries had strict immigration quotas and were unwilling to accept Jewish refugees (this unwillingness was confirmed at the Évian Conference in 1938) • Older people and poorer families found it difficult to start a new life abroad • They did not want to leave their homes, families, businesses and communities • Before 1938 there was little violence of the scale of Kristallnacht • Any other relevant response (any 2 x 2) (4) 3.4.3 [Ascertaining the limitations of Source 3D – L3] The source is LIMITED because: • It gives only the number of emigrants and not the reasons why they left or the experiences of those who stayed • It does not show where the emigrants went or how many were later caught by the Nazis in other countries • The figures are approximate and rounded estimates • It does not show the total Jewish population or the number who could not leave • It covers only the years 1933–1939 • Any other relevant response (any 1 x 2) (2) 3.5 [Comparison of evidence from Sources 3C and 3D – L3] • Source 3C states that Jews were attacked, murdered and sent to camps during Kristallnacht in November 1938, and Source 3D shows that emigration rose to 40 000 in 1938 and 78 000 in 1939 • Source 3C states that men in camps were released only if they could prove they would leave Germany, and Source 3D shows the sharp increase in emigration in 1939 • Source 3C states that Jews were excluded from economic life and schools after Kristallnacht, and Source 3D shows that many more Jews left Germany in 1939 than in any earlier year • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 21 History/P1 21 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.6 [Interpretation, evaluation and synthesis of evidence from relevant sources – L3] Candidates could include the following aspects in their response: • Nazi pseudo-scientific race ideology portrayed Jews as an inferior race and blamed them for Germany’s problems (Source 3A) • The boycott of Jewish businesses and the dismissal of Jews from the civil service (April 1933) (Source 3A) • Limits on Jewish pupils, book burning and race science in schools (Source 3A) • The Nuremberg Laws (1935) took away citizenship and banned marriages between Jews and Germans (Source 3B) • The November 1935 decree classified people as Jews by the religion of their grandparents (Source 3B) • Kristallnacht (1938): synagogues burnt, businesses destroyed, Jews murdered and sent to camps; the billion-Reichsmark fine (Source 3C) • Jews were excluded from economic life, schools and public places (Source 3C) • Emigration increased sharply in 1938–1939, but emigrants were robbed by taxes and few countries accepted them (Source 3D) • Aryanisation of Jewish businesses; identity cards stamped with ‘J’ (own knowledge) • Any other relevant response (6) 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 Nazi racial policies excluded Jews from German 0–2 society between 1933 and 1939. • 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 Nazi racial policies excluded Jews from 3–4 German society between 1933 and 1939. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how Nazi racial policies excluded Jews from German society between 5–6 1933 and 1939. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 22 History/P1 22 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines SECTION B: ESSAY QUESTIONS QUESTION 4: COMMUNISM IN RUSSIA: 1900–1940 – STALIN’S FIVE-YEAR PLANS [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should state whether they agree or disagree with the statement that Stalin’s Five-Year Plans turned the Soviet Union into a major industrial power by 1939, but at a terrible price for ordinary people. They should support their line of argument with relevant historical evidence about the achievements of the Plans and the human cost of industrialisation and collectivisation. 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. they agree that the Five-Year Plans made the USSR an industrial power, but that this was achieved through force, terror and great suffering. ELABORATION • Background and aims: The Soviet Union was backward compared with the West; Stalin’s ‘Socialism in One Country’; the fear of attack by capitalist powers (Stalin argued that the USSR was 50 to 100 years behind and had to make good the distance in ten years); the end of the NEP in 1928; the Gosplan (state planning commission) set targets for every industry. • The First Five-Year Plan (1928–1932): Emphasis on heavy industry (coal, iron, steel, oil, electricity); targets were often unrealistic and statistics exaggerated; the plan was declared complete in four years. • Achievements: New industrial cities and projects, e.g. Magnitogorsk, the Dnieper dam (Dneprostroi), the Moscow metro, the White Sea Canal, tractor factories in Stalingrad and Kharkov; large increases in the production of coal, steel, oil and electricity; by 1939 the USSR was one of the leading industrial producers in the world; unemployment disappeared; literacy and technical education expanded. • The Second and Third Plans (1933–1941): More emphasis on transport, machinery and some consumer goods; from 1938 increasing emphasis on armaments, which prepared the USSR for war. • Methods and propaganda: The Stakhanovite movement (1935) and ‘shock workers’; propaganda posters, competitions and medals; wage differentials and bonuses. • The human cost for workers: Long hours, harsh labour discipline (fines, internal passports, labour books), punishment for lateness and ‘sabotage’; poor and overcrowded housing; shortages of food and consumer goods; low real wages; industrial accidents. • Forced labour: Prisoners of the Gulag labour camps (kulaks, political prisoners) were used on projects such as the White Sea Canal, where many died. • Collectivisation as part of the Plans: Grain was needed to feed workers and to pay for imported machinery; the liquidation of the kulaks as a class; resistance and the slaughter of livestock; the famine of 1932–1933 (Holodomor) in which millions died. Copyright reserved Please turn over Text truncated here. Open the document page to read the rest. ## Related documents - [HISTORY P1 GR11 MEMO NOV2019 English](https://www.hlayiso.com/library/history-p1-gr11-memo-nov2019-english/d8830388-603e-4dd6-92aa-0a8f0faa9a7e) — History · Memo · 2019 · Eng - [HISTORY P1 GR11 MEMO NOV2018 English .docx](https://www.hlayiso.com/library/history-p1-gr11-memo-nov2018-english-docx/1b0bba73-75e2-4c08-89bd-d2604ec1682f) — History · Memo · 2018 · Eng - [HISTORY P1 NOVEMBER 2025 ENG QP watermark](https://www.hlayiso.com/library/history-p1-november-2025-eng-qp-watermark/2d211802-3109-4e26-ba38-b91d09c68e3d) — History · QP · 2025 · Eng - [NW 11 HISTORY P1 ADD ENG JUNE 2024](https://www.hlayiso.com/library/nw-11-history-p1-add-eng-june-2024/6232082b-2e70-4142-af53-aff691ca59de) — History · QP · 2024 · Eng - [NW 11 HISTORY P1 QP ENG NOV 2024](https://www.hlayiso.com/library/nw-11-history-p1-qp-eng-nov-2024/6f6ac706-1b90-49ea-9565-5ddf84421fba) — History · QP · 2024 · Eng - [HISTORY P1 GR11 ADD NOV2023 English](https://www.hlayiso.com/library/history-p1-gr11-add-nov2023-english/8985bf81-967f-48bb-8047-fd1721015093) — History · QP · 2023 · Eng ## More from Grade 11 History - [Gr 11 His ATP 2023-24](https://www.hlayiso.com/library/gr-11-his-atp-2023-24/4c199bf3-d253-42ae-b90d-b030dfc6ecc2) — ATP - [EC History Grade 11 June 2025 P1 only](https://www.hlayiso.com/library/ec-history-grade-11-june-2025-p1-only/555be0f1-39a3-47b5-8fec-f622076c09d3) — QP · 2025 - [EC History Grade 11 June 2025 P2 and Memo](https://www.hlayiso.com/library/ec-history-grade-11-june-2025-p2-and-memo/0051e460-14cf-43df-a19e-374c9f6a797a) — QP + Memo · 2025 - [HISTORY P2 QP GR11 NOV 2025 AFR watermark](https://www.hlayiso.com/library/history-p2-qp-gr11-nov-2025-afr-watermark/9143c679-6add-4eb7-8a5d-6ef35e708429) — QP · 2025 · Afr - [HISTORY P2 QP ENG JUNE 2024](https://www.hlayiso.com/library/history-p2-qp-eng-june-2024/107129a4-9e81-4e3c-a0e2-a105671f5d66) — QP · 2024 · Eng - [NW 11 HISTORY P2 QP ENG NOV 2024](https://www.hlayiso.com/library/nw-11-history-p2-qp-eng-nov-2024/8a08c81b-e3a1-492e-a467-3bada91f6c52) — QP · 2024 · Eng ## Collection - [Grade 11 past papers](https://www.hlayiso.com/grade-11/past-papers) --- Hlayiso: free CAPS and IEB past papers, memos, notes and study guides for South African learners. When citing, link the page URL above, not a PDF or /api/ URL.