# History Grade 11 Paper 2 November Mock Exam 2 2026 Memo

> Grade 11 History Paper 2 memorandum from the November Mock Exam 2 2026, 28 pages. Read online or get the free PDF download, question paper linked when available.

- Page: https://www.hlayiso.com/library/grade-11-history-2026-november-mock-exam-2-memorandum-paper-2/ea0d7768-8251-4fe7-ade7-14a85ab45a27
- Updated: 2026-10-23
- Subject: History
- Grade: Grade 11
- Document type: Memorandum
- Year: 2026
- Exam period: November Mock Exam 2
- Paper: 2
- Publisher: Hlayiso
- Curriculum: CAPS
- Pages: 28

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## About this document

History · Grade 11 · November Mock Exam 2 · 2026. Memorandum, 28 pages. Read online or download the PDF.

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### Page 1

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Mock
hlayiso mock exams
Practice Series:
Grade 11 Exam Preparation
WWW.HLAYISO.COM
NATIONAL
SENIOR CERTIFICATE
GRADE 11
HISTORY P2
NOVEMBER EXAMINATION 2026 (MOCK)
MARKING GUIDELINES
MARKS: 150
These marking guidelines consist of 28 pages.

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History/P2
2
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
1.
SOURCE-BASED QUESTIONS
1.1
The following cognitive levels were used to develop source-based questions:
Cognitive
levels
Historical skills
Weighting of
questions
LEVEL 1
• Extract evidence from sources
• Selection and organisation of relevant information from
sources
• Define historical concepts/terms
30%
(15)
LEVEL 2
• Interpretation of evidence from sources
• Explain information gathered from sources
• Analyse evidence from sources
• Explain historical concepts in context
50%
(25)
LEVEL 3
• Interpret and evaluate evidence from sources
• Engage with sources to determine usefulness, reliability,
bias and limitations
• Compare and contrast interpretations and perspectives
presented in sources and draw independent conclusions
20%
(10)
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.
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History/P2
3
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
•
•
•
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:
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History/P2
4
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
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.
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History/P2
5
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
MARKING MATRIX FOR ESSAY: TOTAL: 50
PRESENTATION →
CONTENT ↓
LEVEL 7
Very well planned
and structured
essay. Good
synthesis of
information.
Developed an
original,
well-balanced and
independent line of
argument with the
use of evidence
and sustained and
defended the
argument
throughout.
Independent
conclusion is drawn
from evidence to
support the line of
argument.
LEVEL 6
Very well planned
and structured
essay. Developed a
relevant line of
argument.
Evidence used to
defend the
argument. Attempts
to draw an
independent
conclusion from the
evidence to support
the line of
argument.
LEVEL 5
Well planned and
structured essay.
Attempts to develop
a clear argument.
Conclusion drawn
from the evidence
to support the line
of argument.
LEVEL 4
Planned and
constructed an
argument.
Evidence used to
some extent to
support the line of
argument.
Conclusions
reached based on
evidence.
LEVEL 3
Shows some
evidence of a
planned and
constructed
argument. Attempts
to sustain a line of
argument.
Conclusions not
clearly supported
by evidence.
LEVEL 2
Attempts to
structure an
answer. Largely
descriptive or some
attempt at
developing a line of
argument. No
attempt to draw a
conclusion.
LEVEL 1*
Little or no attempt
to structure the
essay.
LEVEL 7
Question has been fully
answered. Content selection
fully relevant to line of
argument.
47–50
43–46
LEVEL 6
Question has been
answered. Content selection
relevant to a line of
argument.
43–46
40–42
38–39
LEVEL 5
Question answered to a
great extent. Content
adequately covered and
relevant.
38–39
36–37
34–35
30–33
28–29
LEVEL 4
Question recognisable in
answer. Some omissions or
irrelevant content selection.
30–33
28–29
26–27
LEVEL 3
Content selection does
relate to the question, but
does not answer it, or does
not always relate to the
question. Omissions in
coverage.
26–27
24–25
20–23
LEVEL 2
Question inadequately
addressed. Sparse content.
20–23
18–19
14–17
LEVEL 1*
Question inadequately
addressed or not at all.
Inadequate or irrelevant
content.
14–17
0–13
* Guidelines for allocating a mark for Level 1:
• Question not addressed at all/totally irrelevant content; no attempt to structure the
essay
= 0
• Content selection includes basic and generally irrelevant information; no attempt
to structure the essay
= 1–6
• Question inadequately addressed and vague; little attempt to structure the essay
= 7–13
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History/P2
6
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
SECTION A: SOURCE-BASED QUESTIONS
QUESTION 1: HOW DID THE NATIVES LAND ACT OF 1913 CONTRIBUTE TO THE
GROWTH OF AFRICAN NATIONALISM IN SOUTH AFRICA?
1.1
1.1.1
[Extraction of evidence from Source 1A – L1]
• The Natal Indian Congress (1894)
• The Natal Native Congress (1900)
• The African Political Organisation (APO) (1902)
• The South African Native Convention (1909)
(any 2 x 1)
(2)
1.1.2
[Definition of a historical concept from Source 1A – L1]
• A policy of keeping different racial groups apart (in where they live, work,
own land and in political rights) in order to maintain white domination
• Any other relevant response
(any 1 x 2)
(2)
1.1.3
[Interpretation of evidence from Source 1A – L2]
• It gave political power only to the white minority
• Black people could not become members of parliament
• Only some black men who owned property in the Cape could continue to
vote; in the other provinces black people had no vote at all
• The British government, which they had hoped would protect their rights,
ignored their delegation to London
• They had hoped that the end of the South African War would bring them
political rights
• Any other relevant response
(any 2 x 2)
(4)
1.1.4
[Extraction of evidence from Source 1A – L1]
• Pixley ka Isaka Seme
(1 x 1)
(1)
1.1.5
[Interpretation of evidence from Source 1A – L2]
• Ethnic divisions weakened Africans in the struggle for their rights
• Africans had to unite as one people (one nation) to stand up against the
white-minority government
• A national organisation needed the support of Africans from all four
provinces and all language groups
• The government could use the divisions among Africans to rule them
(divide and rule)
• Any other relevant response
(any 1 x 2)
(2)
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History/P2
7
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
1.2
1.2.1
[Extraction of evidence from Source 1B – L1]
• ‘Thousands of families who refused were evicted and wandered along the
roads with their livestock in the middle of winter, looking for a place to live’
• ‘African tenants had to choose between working for the farmer as labour
tenants or wage labourers, or leaving the farm’
• ‘the South African native found himself, not actually a slave, but a pariah
in the land of his birth’
(any 1 x 2)
(2)
1.2.2
[Extraction of evidence from Source 1B – L1]
• About 7%
(1 x 1)
(1)
1.2.3
[Interpretation of evidence from Source 1B – L2]
• Africans were legally free and were not owned by anyone (not slaves)
• But they were treated as outcasts/outsiders in their own country
• They lost the right to own or rent land in most of the country of their birth
• Many were evicted and became homeless wanderers in their own land
• They were reduced to cheap labourers for white farmers
• Any other relevant response
(any 2 x 2)
(4)
1.2.4
[Interpretation of evidence from Source 1B and own knowledge – L2]
• Successful African sharecroppers competed with white farmers in
producing crops
• White farmers wanted a large supply of cheap African labour
• African families who could no longer sharecrop would be forced to work as
labour tenants or wage labourers on white farms
• The ban strengthened white control over the land
• White farmers were an important group of voters and the government
protected their interests
• Any other relevant response
(any 2 x 2)
(4)
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History/P2
8
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
1.2.5
[Ascertaining the reliability of Source 1B – L3]
The source is RELIABLE because:
• Plaatje was an eyewitness who travelled through the countryside in 1913
to see the effects of the Act for himself (primary source)
• It was written soon after the events (published in 1916)
• Its information is supported by other evidence, e.g. the terms of the Act and
the land figures in Source 1C
• Plaatje was an educated journalist and the first secretary-general of the
SANNC who knew the conditions of Africans well
• Any other relevant response
(any 1 x 2)
(2)
1.3
1.3.1
[Extraction of evidence from Source 1C – L1]
• Africans (67%)
• Whites (21%)
(2 x 1)
(2)
1.3.2
[Interpretation of evidence from Source 1C – L2]
• The African majority (about two-thirds of the population) received only a
very small share (about 7%) of the land
• The white minority (about one-fifth of the population) controlled about 93%
of the land
• The division of land under the Act was extremely unequal/unjust
• The Act laid the foundation of territorial segregation that favoured whites
• Any other relevant response
(any 2 x 2)
(4)
1.4
[Comparison of evidence from Sources 1B and 1C – L3]
• Source 1B states that about 7% of the land was set aside as scheduled
areas for Africans, and Source 1C shows that about 7% of the land was
set aside as scheduled areas (reserves) for Africans
• Source 1B states that Africans were not allowed to buy or rent land outside
these areas, and Source 1C shows that about 93% of the land was for
white ownership and occupation
• Source 1B shows that the Act was unjust to Africans (a ‘pariah in the land
of his birth’), and Source 1C shows that the African majority (67%) received
only a tiny share of the land
• Any other relevant response
(any 2 x 2)
(4)
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History/P2
9
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
1.5
1.5.1
[Extraction of evidence from Source 1D – L1]
• John Dube
• Sol Plaatje
• Walter Rubusana
• Saul Msane
• Thomas Mapikela
(any 2 x 1)
(2)
1.5.2
[Interpretation of evidence from Source 1D – L2]
• The South African government had refused to repeal the Act
• Africans had almost no representation in the South African parliament,
which had passed the Act
• The SANNC still regarded Britain as the protector of black people in the
empire
• They hoped that Britain, as the imperial power, would put pressure on the
Union government
• Any other relevant response
(any 1 x 2)
(2)
1.5.3
[Definition of a historical concept from Source 1D – L1]
• A small group of representatives (e.g. SANNC leaders) sent to present
grievances or requests to people in authority (e.g. the British government)
• Any other relevant response
(any 1 x 2)
(2)
1.5.4
[Interpretation of evidence from Source 1D – L2]
• They wanted to show their loyalty to the government and the British Empire
during the war
• They hoped that the loyalty of Africans would be rewarded with rights after
the war
• They did not want to be seen as taking advantage of the government’s
difficulties
• Many SANNC leaders were moderate, educated Christians who believed
in co-operation and constitutional methods
• The deputation to London had failed and the SANNC needed a new
approach
• Any other relevant response
(any 2 x 2)
(4)
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History/P2
10
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
1.6
[Interpretation, evaluation and synthesis of evidence from relevant sources –
L3]
Candidates could include the following aspects in their response:
• The Act of Union (1910) excluded most black people from political power
(Source 1A)
• The SANNC was formed in 1912 to unite Africans in one national
organisation (Source 1A)
• The Natives Land Act (1913) set aside only about 7% of the land for
Africans (Sources 1B and 1C)
• Africans could not buy or rent land outside the reserves and sharecropping
was outlawed (Source 1B)
• Thousands of families were evicted and became ‘pariahs’ in the land of
their birth (Source 1B)
• The African majority received only a tiny share of the land (Source 1C)
• The SANNC held meetings, sent petitions and a deputation to Britain in
1914 (Source 1D)
• Plaatje wrote Native Life in South Africa to win support for the African cause
(Sources 1B and 1D)
• The failure of the deputations led to new methods, e.g. the anti-pass
campaign and the ICU (1919) (Source 1D)
• The Act gave Africans a common grievance that united them and
strengthened African nationalism (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
understanding of how the Natives Land Act of 1913 contributed to the
growth of African nationalism in South Africa.
• Uses evidence partially or cannot write a paragraph.
MARKS:
0–2
LEVEL 2
• Evidence is mostly relevant and relates largely to the topic, e.g. shows
some understanding of how the Natives Land Act of 1913 contributed
to the growth of African nationalism in South Africa.
• Uses evidence in a basic manner to write a paragraph.
MARKS:
3–4
LEVEL 3
• Uses relevant evidence, e.g. demonstrates a thorough understanding
of how the Natives Land Act of 1913 contributed to the growth of African
nationalism in South Africa.
• Uses evidence very effectively in an organised paragraph that shows
an understanding of the topic.
MARKS:
5–6
[50]
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History/P2
11
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
QUESTION 2: HOW DID AFRIKANER NATIONALISTS USE LANGUAGE, CULTURE
AND ECONOMIC ORGANISATIONS TO UNITE AFRIKANERS BETWEEN
1915 AND THE 1940s?
2.1
2.1.1
[Extraction of evidence from Source 2A – L1]
• Die Burger (1915)
• Die Transvaler (1937)
(2 x 1)
(2)
2.1.2
[Definition of a historical concept from Source 2A – L1]
• A policy (e.g. of Lord Milner after the South African War) of making people
adopt the English language, culture and customs, e.g. by making English
the main language in schools and the civil service
• Any other relevant response
(any 1 x 2)
(2)
2.1.3
[Extraction of evidence from Source 2A – L1]
• 1933
(1 x 1)
(1)
2.1.4
[Interpretation of evidence from Source 2A – L2]
• Language distinguished Afrikaners from English-speaking South Africans
and gave them a separate identity
• Afrikaans was seen as a language that had developed in Africa and
belonged to the Afrikaner people
• They feared that Anglicisation would destroy Afrikaner culture if the
language was lost
• Afrikaans linked the church, the school, the press and literature, and so
united Afrikaners
• Recognition of Afrikaans as an official language (1925) gave Afrikaners
pride and equal status with English speakers
• Any other relevant response
(any 2 x 2)
(4)
2.1.5
[Interpretation of evidence from Source 2A – L2]
• Most Afrikaners belonged to these churches, so they reached almost every
Afrikaner community
• They held their services in Afrikaans and supported Afrikaans schools
• They taught that Afrikaners had a special God-given calling in Africa, which
strengthened the idea of a chosen volk
• They helped to rescue poor whites, e.g. by organising the volkskongres in
Kimberley in 1934
• Any other relevant response
(any 1 x 2)
(2)
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History/P2
12
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
2.2
2.2.1
[Extraction of evidence from Source 2B – L1]
• Farms had been divided into smaller and smaller pieces among heirs
• Severe droughts
• The Great Depression (1929–1933)
• They lost their land and livelihoods / moved to the cities with few skills
(any 2 x 1)
(2)
2.2.2
[Extraction of evidence from Source 2B – L1]
• Kimberley
(1 x 1)
(1)
2.2.3
[Interpretation of evidence from Source 2B and own knowledge – L2]
• The cities were dominated by the English language, English culture and
English-speaking employers
• Poor Afrikaners lived and worked side by side with black and coloured
workers, and nationalists feared racial mixing
• They might join socialist trade unions and put class before the volk
• They might lose their language, church membership and culture
• The division between rich and poor Afrikaners threatened the unity of the
volk
• Any other relevant response
(any 2 x 2)
(4)
2.2.4
[Interpretation of evidence from Source 2B – L2]
• Afrikaners had to rely on their own efforts and resources (self-help) rather
than on the state or on English-speaking capital
• Afrikaners had to support one another, e.g. by saving in Afrikaner banks
and buying from Afrikaner businesses
• Economic progress was to be achieved through Afrikaner unity and
organisation
• Any other relevant response
(any 1 x 2)
(2)
2.2.5
[Definition of a historical concept from Source 2B – L1]
• Unskilled, landless or unemployed white (mostly Afrikaner) people who
lived in poverty in the 1920s and 1930s, often in the cities, because of
drought, the Depression and the subdivision of farms
• Any other relevant response
(any 1 x 2)
(2)
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13
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
2.3
2.3.1
[Extraction of evidence from Source 2C – L1]
• Sanlam (1918)
• Santam (1918)
• Volkskas (1934)
(any 2 x 1)
(2)
2.3.2
[Interpretation of evidence from Source 2C – L2]
• The Broederbond, working through the FAK, organised the Economic
People’s Congress, which set up new organisations
• Ordinary Afrikaners’ savings and insurance premiums were collected by
Volkskas, Sanlam and Santam
• Afrikaner savings and insurance premiums (e.g. collected by Sanlam) were
invested in new Afrikaner businesses through Federale Volksbeleggings
• The Reddingsdaadbond raised funds and trained young Afrikaners for
careers in business
• The Afrikaanse Handelsinstituut organised Afrikaner traders and business
people
• Together they created Afrikaner-owned businesses and jobs for Afrikaners
(volkskapitalisme)
• Any other relevant response
(any 2 x 2)
(4)
2.3.3
[Ascertaining the usefulness of Source 2C – L3]
The source is USEFUL because:
• It shows the main organisations of the Afrikaner economic movement and
the years in which they were formed
• It shows how the organisations were linked to the Broederbond, the FAK
and the Economic People’s Congress
• It shows how the savings of ordinary Afrikaners were used to build Afrikaner
businesses
• It states the aim of the movement (volkskapitalisme)
• Any other relevant response
(any 1 x 2)
(2)
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History/P2
14
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
2.4
[Comparison of evidence from Sources 2B and 2C – L3]
• Source 2B states that the Broederbond, working through the FAK,
organised the Economic People’s Congress in Bloemfontein in October
1939, and Source 2C shows the Broederbond working through the FAK
leading to the Economic People’s Congress, Bloemfontein, October 1939
• Source 2B states that the congress founded the Reddingsdaadbond, which
raised funds and trained young Afrikaners for business, and Source 2C
shows the Reddingsdaadbond (1939), which raised funds and trained
young Afrikaners in business
• Source 2B states that Afrikaners were called on to save in Afrikaner
banks and insure with Afrikaner companies, and Source 2C shows the
savings and premiums of ordinary Afrikaners going to Volkskas, Sanlam
and Santam
• Source 2B refers to the policy of volkskapitalisme and the slogan ’n Volk
red homself, and Source 2C states that the aim was volkskapitalisme so
that the volk could ‘rescue itself’
• Any other relevant response
(any 2 x 2)
(4)
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History/P2
15
NSC – Marking Guidelines
Hlayiso/Gr 11 Mock 2026
2.5
2.5.1
[Extraction of evidence from Source 2D – L1]
• The FAK (Federasie van Afrikaanse Kultuurvereniginge)
(1 x 1)
(1)
2.5.2
[Extraction of evidence from Source 2D – L1]
• 1948
(1 x 1)
(1)
2.5.3
[Interpretation of evidence from Source 2D – L2]
• They believed that the school, like the church, shaped the volk
• Mother-tongue education would protect the Afrikaans language and culture
• Dual-medium schools with English-speaking children could lead to
Anglicisation and the loss of Afrikaner identity
• Children could be taught Christian National values, i.e. the Calvinist faith
and love for their own language, history and culture
• Any other relevant response
(any 1 x 2)
(2)
2.5.4
[Interpretation of evidence from Source 2D – L2]
• The number of Afrikaner workers in the cities was growing, so they were
an important group of supporters/voters
• Many unions were led by English-speaking officials, which nationalists saw
as a threat to Afrikaner identity
• Some union leaders were socialists who wanted workers of all races to
unite, which nationalists opposed
• Nationalists wanted Afrikaner workers to see themselves as members of
the volk first and workers second
• Winning the workers would unite rich and poor Afrikaners and strengthen
the National Party
• Any other relevant response
(any 2 x 2)
(4)
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2.5.5
[Interpretation of evidence from Source 2D – L2]
• Nationalists, supported by the Broederbond, had campaigned to win
control of trade unions such as the Mine Workers’ Union
• Afrikaner workers were persuaded that they were members of the volk first
and workers second
• The cultural and economic network reached into working-class Afrikaner
communities in the cities
• Afrikaner workers feared competition from black workers for jobs and
supported apartheid (job reservation)
• Many workers turned away from the English-led and socialist union leaders
and from the United Party
• 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:
• Background: Afrikaner writers and poets promoted Afrikaans in response
to Anglicisation (Source 2A)
• Afrikaans newspapers, e.g. Die Burger and Die Transvaler, spread
nationalist ideas (Source 2A)
• Afrikaans became an official language in 1925 and the Bible was published
in Afrikaans in 1933 (Source 2A)
• The Dutch Reformed Churches, the Broederbond and the FAK linked
language, church, school and history (Source 2A)
• Poor whites were to be ‘rescued’ for the volk (Source 2B)
• The Economic People’s Congress (1939) launched volkskapitalisme and
the Reddingsdaadbond (Sources 2B and 2C)
• Afrikaner banks and insurance companies, e.g. Volkskas and Sanlam,
used Afrikaner savings to build businesses (Source 2C)
• Christian National Education and separate Afrikaans-medium schools
(Source 2D)
• Nationalists campaigned to win Afrikaner workers in the trade unions
(Source 2D)
• This network helped the National Party to win the election of 1948 (Source
2D)
• Any other relevant response
(6)
Use the following rubric to allocate marks:
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LEVEL 1
• Uses evidence in an elementary manner, e.g. shows no or little
understanding of how Afrikaner nationalists used language, culture
and economic organisations to unite Afrikaners between 1915 and the
1940s.
• Uses evidence partially or cannot write a paragraph.
MARKS:
0–2
LEVEL 2
• Evidence is mostly relevant and relates largely to the topic, e.g. shows
some understanding of how Afrikaner nationalists used language,
culture and economic organisations to unite Afrikaners between 1915
and the 1940s.
• Uses evidence in a basic manner to write a paragraph.
MARKS:
3–4
LEVEL 3
• Uses relevant evidence, e.g. demonstrates a thorough understanding
of how Afrikaner nationalists used language, culture and economic
organisations to unite Afrikaners between 1915 and the 1940s.
• Uses evidence very effectively in an organised paragraph that shows
an understanding of the topic.
MARKS:
5–6
[50]
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QUESTION 3: HOW DID BLACK COMMUNITIES AND CHURCHES RESPOND TO THE
BANTU EDUCATION ACT OF 1953?
3.1
3.1.1
[Definition of a historical concept from Source 3A – L1]
• A separate and inferior system of education for black (African) South
Africans, controlled by the apartheid government under the Bantu
Education Act of 1953, which prepared them for unskilled labour and a
subordinate position in society
• Any other relevant response
(any 1 x 2)
(2)
3.1.2
[Extraction of evidence from Source 3A – L1]
• Dr H. F. Verwoerd
(1 x 1)
(1)
3.1.3
[Extraction of evidence from Source 3A – L1]
• Control of African education was taken away from the provinces and the
churches
• Control was given to the central government’s Department of Native Affairs
• All schools for African children had to be registered with the government
• State subsidies to mission schools were reduced and later stopped
(any 2 x 1)
(2)
3.1.4
[Interpretation of evidence from Source 3A – L2]
• Africans were to be educated only for unskilled/semi-skilled labour and not
for skilled or professional jobs
• Bantu Education aimed to keep Africans in a subordinate position to whites
(white supremacy)
• It prepared Africans to serve their own communities in the reserves
(separate development)
• It aimed to provide a cheap labour force for white farms, mines and factories
• It was meant to deny Africans equal opportunities and the academic
education that mission schools had offered
• Any other relevant response
(any 2 x 2)
(4)
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3.1.5
[Interpretation of evidence from Source 3A – L2]
• Mission schools offered the same academic subjects as white schools and
taught in English
• They produced many leaders of African nationalism who opposed the
government
• The government wanted full control over what African children were taught
• Mission schools spread values such as equality, which contradicted
apartheid
• Any other relevant response
(any 1 x 2)
(2)
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3.2
3.2.1
[Extraction of evidence from Source 3B – L1]
• At its national conference in December 1954
(1 x 1)
(1)
3.2.2
[Extraction of evidence from Source 3B – L1]
• The East Rand (e.g. Benoni, Germiston, Brakpan)
• The Eastern Cape (around Port Elizabeth)
Note: Credit a town only as the area it falls in; two East Rand towns = 1 mark.
(2 x 1)
(2)
3.2.3
[Interpretation of evidence from Source 3B – L2]
• Some leaders wanted an indefinite boycott to make Bantu Education fail
• Others warned that the ANC could not provide alternative schooling for
thousands of children
• They feared that children would be left without any education
• They were unsure whether parents would support a long boycott
• Any other relevant response
(any 1 x 2)
(2)
3.2.4
[Interpretation of evidence from Source 3B – L2]
• Parents were afraid that their children would never receive an education
• Expelled pupils could never again be admitted to a government school
• The ANC could not provide enough alternative schools
• Teachers who supported the boycott were dismissed, which frightened
others
• Most parents therefore sent their children back to school
• Any other relevant response
(any 2 x 2)
(4)
3.2.5
[Definition of a historical concept from Source 3B – L1]
• A form of protest in which people refuse to take part in or use something,
e.g. parents keeping their children away from Bantu Education schools
• Any other relevant response
(any 1 x 2)
(2)
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3.3
3.3.1
[Interpretation of evidence from Source 3C – L2]
• The clubs had very few resources (no desks, benches, blackboard or
books)
• They had no proper buildings and met outdoors on the dusty ground
between township houses
• Leaders had to improvise teaching materials (clay figures, pictures cut from
magazines)
• Large numbers of children of different ages had to be taught together by
very few leaders
• The police kept the clubs under surveillance and could intimidate leaders
and parents
• The clubs could not teach formal lessons and had to rely on songs and
stories
• Any other relevant response
(any 2 x 2)
(4)
3.3.2
[Interpretation of evidence from Source 3C – L2]
• It was illegal to run an unregistered school, so formal lessons were not
allowed
• Using a blackboard and textbooks would have made the club look like a
school and the leaders could have been arrested
• The club had little money to buy equipment
• Any other relevant response
(any 1 x 2)
(2)
3.3.3
[Ascertaining the limitations of Source 3C – L3]
The source is LIMITED because:
• It is a modern illustration, not an original photograph from 1955, so it may
not be accurate
• It shows only one club on one day
• It does not show how many clubs existed or how long they lasted
• It does not show what the children actually learnt
• It does not explain why the clubs were formed or why they closed
• Any other relevant response
(any 1 x 2)
(2)
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3.4
[Comparison of evidence from Sources 3B and 3C – L3]
• Source 3B states that the African Education Movement organised cultural
clubs for children who had been expelled, and Source 3C shows a cultural
club (sign: CULTURAL CLUB – ALL WELCOME) attended by about forty
children
• Source 3B states that club leaders could not teach formal lessons and
taught through stories, songs and games, and Source 3C shows a leader
leading the children in a song and a woman with clay figures and pictures
(no blackboard or books)
• Source 3B states that the clubs were short of money, and Source 3C shows
that there were no desks, benches, blackboard or books
• Source 3B states that the clubs were harassed by the police, and Source
3C shows policemen watching the club from a police van
• Any other relevant response
(any 2 x 2)
(4)
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3.5
3.5.1
[Extraction of evidence from Source 3D – L1]
• Most Protestant missions (e.g. Methodist, Presbyterian and Lutheran)
leased or sold their schools to the government
• The Anglican Bishop of Johannesburg (Ambrose Reeves) closed the
Anglican schools in his diocese
• The Roman Catholic Church kept its schools open at its own expense
(any 2 x 1)
(2)
3.5.2
[Extraction of evidence from Source 3D – L1]
• The Extension of University Education Act
(1 x 1)
(1)
3.5.3
[Extraction of evidence from Source 3D – L1]
• The University College of Fort Hare
(1 x 1)
(1)
3.5.4
[Interpretation of evidence from Source 3D – L2]
• The government reduced and then stopped the state subsidies that paid
for teachers and running costs
• Churches did not have enough money of their own to pay teachers and
maintain buildings
• Raising money from church members was not enough to support schools
over a long period
• Unregistered schools were illegal, so schools had to accept government
control or close
• Any other relevant response
(any 2 x 2)
(4)
3.5.5
[Interpretation of evidence from Source 3D – L2]
• Generations of black South Africans received an inferior education
• There was a shortage of black skilled workers and professionals
• Black people were kept in low-paid, unskilled jobs and in poverty
• Separate ethnic universities limited higher education for black students
• Anger against Bantu Education contributed to later resistance, e.g. the
Soweto uprising of 1976
• Any other relevant response
(any 1 x 2)
(2)
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3.6
[Interpretation, evaluation and synthesis of evidence from relevant sources –
L3]
Candidates could include the following aspects in their response:
• The Bantu Education Act took control of African schools away from the
churches and provinces (Source 3A)
• Verwoerd made it clear that Bantu Education prepared Africans only for
labour (Source 3A)
• The ANC called for a boycott of Bantu Education schools from 1 April 1955
(Source 3B)
• Thousands of pupils on the East Rand and in the Eastern Cape boycotted
schools from 12 April 1955 (Source 3B)
• The government threatened to expel boycotting pupils permanently and
dismissed teachers (Source 3B)
• The African Education Movement set up cultural clubs that taught through
songs, stories and games (Sources 3B and 3C)
• The clubs were short of resources and harassed by the police and most
closed by the end of the 1950s (Sources 3B and 3C)
• Most Protestant missions handed their schools to the government (Source
3D)
• Bishop Ambrose Reeves closed Anglican schools and the Catholic Church
kept its schools open at its own expense (Source 3D)
• Apartheid was extended to universities and Fort Hare was taken over in
1960 (Source 3D)
• 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
understanding of how black communities and churches responded to
the Bantu Education Act of 1953.
• Uses evidence partially or cannot write a paragraph.
MARKS:
0–2
LEVEL 2
• Evidence is mostly relevant and relates largely to the topic, e.g.
shows some understanding of how black communities and churches
responded to the Bantu Education Act of 1953.
• Uses evidence in a basic manner to write a paragraph.
MARKS:
3–4
LEVEL 3
• Uses relevant evidence, e.g. demonstrates a thorough understanding
of how black communities and churches responded to the Bantu
Education Act of 1953.
• Uses evidence very effectively in an organised paragraph that shows
an understanding of the topic.
MARKS:
5–6
[50]
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SECTION B: ESSAY QUESTIONS
QUESTION 4: NATIONALISM IN SOUTH AFRICA – AFRICAN NATIONALISM
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates should indicate whether they agree or disagree that the Second World War was
the turning point that transformed African nationalism in South Africa in the 1940s and early
1950s. Candidates who agree should show how the war changed the economic, social and
political conditions of Africans and the ideas, leadership and methods of African nationalists.
Candidates who disagree (or partly agree) may argue that the changes had deeper roots
before 1939 or that the victory of the National Party in 1948 was the real turning point.
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. agree that the war created the conditions, ideas and new
leadership that turned African nationalism from a moderate movement of an educated elite
into a militant mass movement.
ELABORATION
• Background (before 1939): The SANNC/ANC (1912) used moderate methods (petitions,
deputations) that achieved little; the Natives Land Act (1913); the Hertzog Bills (1936)
removed Cape African voters from the common roll; the ANC was weak in the 1930s; the
All African Convention (1935).
• Economic and social effects of the war: Rapid industrialisation and the growth of
secondary industry; large-scale urbanisation of Africans; overcrowded townships and
squatter camps (e.g. James Mpanza and Sofasonke in Orlando); low wages and rising
prices; the pass laws were temporarily relaxed and then enforced again.
• New ideas: The Atlantic Charter (1941) and the right of all peoples to self-determination;
the Allies’ fight for freedom and democracy against Nazi racism exposed the contradictions
of segregation at home; African soldiers who served (as non-combatants) returned with
new expectations.
• Revival of the ANC: Dr A. B. Xuma reorganised the ANC; Africans’ Claims in South Africa
(1943) demanded full citizenship and the vote for all adults; women were admitted as full
members (ANC Women’s League, 1943/1948).
• Mass action during the war: The Alexandra bus boycotts (1943–1944); squatter
movements; the growth of black trade unions (CNETU); the African Mine Workers’ Union
and the mineworkers’ strike of 1946 (about 70 000 workers), which was violently crushed.
• The ANC Youth League (1944): Lembede, Mda, Sisulu, Tambo and Mandela; Africanism;
criticism of the cautious leadership; demands for mass action.
• The turn to mass resistance: The National Party victory (1948); the Programme of Action
(1949) – boycotts, strikes, stay-aways and civil disobedience; Moroka replaced Xuma; the
National Day of Protest (26 June 1950); the Defiance Campaign (1952) with the South
African Indian Congress – more than 8 000 arrests and ANC membership of about 100 000.
• Counter-argument: Some changes started before the war (e.g. the ICU in the 1920s
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showed the potential of mass organisation); the 1948 election and apartheid laws were the
immediate trigger for the Programme of Action; co-operation with other groups (Doctors’
Pact, 1947) developed after the war.
• Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g. the
Second World War was the turning point because it created the urban mass base, the new
ideas and the young leaders that transformed African nationalism into a mass movement
by the early 1950s.
[50]
QUESTION 5: NATIONALISM IN SOUTH AFRICA – AFRIKANER NATIONALISM
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates should explain to what extent the rise of Afrikaner nationalism between 1924 and
1948 was the work of a small, organised Afrikaner elite (e.g. the Broederbond, intellectuals,
clergy, journalists and politicians) rather than a spontaneous movement of ordinary Afrikaners.
They must take a stance and may argue that the elite deliberately built (constructed) Afrikaner
nationalism, but that it succeeded only because it responded to the real grievances and fears
of ordinary Afrikaners.
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. Afrikaner nationalism was to a large extent planned and
organised by a small elite, but it won mass support because it addressed the poverty,
fears and bitterness of ordinary Afrikaners.
ELABORATION
• Background (grievances of ordinary Afrikaners): Bitterness after the South African
War (concentration camps, scorched earth); Milner’s Anglicisation policy; poverty, drought,
the Depression and urbanisation; the poor white problem and the Carnegie Commission
(1932).
• The organised elite – the Broederbond: Formed in 1918 (secret from 1921); members
were teachers, ministers, academics, civil servants and business people; aimed to promote
Afrikaner interests in every sphere; influenced the FAK, the economic movement and the
National Party.
• Cultural organisations: The FAK (1929); the ATKV; Afrikaans recognised as an official
language (1925); the Afrikaans Bible (1933); Die Stem; the Dutch Reformed Churches;
Afrikaans newspapers (Die Burger, Die Transvaler); Christian National Education.
• Mobilising ordinary Afrikaners: The Great Trek centenary (1938) – ox-wagon trek,
foundation stone of the Voortrekker Monument; huge popular enthusiasm, but organised
by the ATKV and supported by the Broederbond; the Ossewabrandwag (1939) attracted
a mass membership.
• Economic movement: The volkskongres on poor whites (Kimberley, 1934); the Economic
People’s Congress (1939) organised by the Broederbond; volkskapitalisme; Sanlam,
Santam, Volkskas, Federale Volksbeleggings; the Reddingsdaadbond; campaigns to win
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Afrikaner workers in the trade unions.
• Political organisation: Hertzog’s National Party (1914) and the Pact government (1924)
– civilised labour policy; Fusion (1934) and Malan’s Purified National Party; the Herenigde
National Party (1940); opposition to participation in the Second World War; the Sauer
Report (1947) and apartheid as an election platform.
• Arguments against the ‘elite’ view: Ordinary Afrikaners took part with real enthusiasm
(e.g. 1938 centenary, OB membership); genuine grievances (poverty, war memories,
anti-British feeling) drove support; Afrikaners were divided for a long time (Hertzog vs
Malan, OB vs NP), which shows that nationalism was not simply imposed from above;
fear of black urbanisation (swart gevaar) among ordinary voters.
• The 1948 election: The HNP and the Afrikaner Party won 79 seats against 71, although
with fewer votes; support from farmers and urban workers; Malan became prime minister.
• Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g.
a small, organised elite planned and directed Afrikaner nationalism, but its success
depended on winning the hearts of ordinary Afrikaners.
[50]
QUESTION 6: APARTHEID SOUTH AFRICA – RESISTANCE IN SOUTH AFRICA
[Plan and construct an original argument based on relevant evidence using analytical and
interpretative skills]
SYNOPSIS
Candidates should critically discuss whether the non-violent mass resistance of the 1950s
failed to weaken the apartheid state. They should discuss the different forms of resistance
between 1950 and 1960, their achievements and limitations, and the response of the state.
Candidates may agree (apartheid laws stayed in place and repression increased) or disagree
(resistance built unity, organisation, leadership and international support).
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. agree that non-violent resistance did not force the government to
repeal apartheid laws, but argue that it strengthened the liberation movement and exposed
apartheid to the world.
ELABORATION
• Background: Apartheid laws after 1948 (Population Registration Act, Group Areas Act,
Suppression of Communism Act, pass laws); the Programme of Action (1949); the National
Day of Protest (26 June 1950).
• The Defiance Campaign (1952): ANC and SAIC; volunteers broke ‘petty apartheid’
laws; more than 8 000 arrests; ANC membership grew to about 100 000; the government
responded with the Public Safety Act and the Criminal Law Amendment Act (1953);
leaders banned; laws not repealed.
• Resistance to Bantu Education (1955): school boycotts on the East Rand and in the
Eastern Cape; cultural clubs of the African Education Movement; the boycott collapsed
under threats of expulsion.
• Resistance to forced removals: Sophiatown (1955) and the ‘We won’t move’ campaign
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– the removals went ahead.
• The Congress of the People (Kliptown, 26 June 1955): The Congress Alliance; the
Freedom Charter as a vision of a non-racial, democratic South Africa; police interrupted
the meeting.
• Women’s resistance: FEDSAW (1954); the women’s march to the Union Buildings on 9
August 1956 against passes for women (about 20 000 women; Lilian Ngoyi, Helen Joseph,
Rahima Moosa, Sophia Williams); passes were nevertheless extended to women.
• Other campaigns: The Alexandra bus boycott (1957) succeeded in keeping fares at 4d;
the potato boycott (1959); rural resistance, e.g. Sekhukhuneland and Pondoland.
• State repression: The Treason Trial (1956–1961): 156 leaders charged, all eventually
acquitted but the movement was disrupted; bannings and imprisonment.
• The PAC and Sharpeville: The PAC broke away from the ANC (1959); the anti-pass
campaign; the Sharpeville massacre (21 March 1960) – 69 people killed; state of
emergency; the ANC and PAC banned under the Unlawful Organisations Act (1960); the
turn to armed struggle.
• Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g.
non-violent resistance did not end apartheid and was met with increasing repression, but
it built mass organisations, unity and a vision (the Freedom Charter) that kept the struggle
alive.
[50]
TOTAL:
150
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