History Grade 11 Paper 2 November Mock Exam 2 2026 Question Paper

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 11 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 11 HISTORY P2 NOVEMBER EXAMINATION 2026 (MOCK) MARKS: 150 TIME: 3 hours This question paper consists of 9 pages and an addendum of 11 pages.

History/P2 2 NSC Mock Hlayiso/Gr 11 Mock 2026 INSTRUCTIONS AND INFORMATION 1. This question paper consists of SECTION A and SECTION B based on the prescribed content framework in the CAPS document. SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: NATIONALISM IN SOUTH AFRICA – AFRICAN NATIONALISM (1902 TO THE 1920s) QUESTION 2: NATIONALISM IN SOUTH AFRICA – AFRIKANER NATIONALISM (1915 TO THE 1940s) QUESTION 3: APARTHEID SOUTH AFRICA (1940s TO 1960s) SECTION B: ESSAY QUESTIONS QUESTION 4: NATIONALISM IN SOUTH AFRICA – AFRICAN NATIONALISM (1940s TO 1950s) QUESTION 5: NATIONALISM IN SOUTH AFRICA – AFRIKANER NATIONALISM (1924 TO 1948) QUESTION 6: APARTHEID SOUTH AFRICA – RESISTANCE IN SOUTH AFRICA (1950 TO 1960) 2. SECTION A consists of THREE source-based questions. Source material that is required to answer these questions can be found in the ADDENDUM. 3. SECTION B consists of THREE essay questions. 4. Answer THREE questions as follows: 4.1 At least ONE must be a source-based question and at least ONE must be an essay question. 4.2 The THIRD question can be either a source-based question or an essay question. 5. You are advised to spend at least ONE hour per question. 6. When answering questions, you should apply your knowledge, skills and insight. 7. You will be disadvantaged by merely rewriting the sources as answers. 8. Number the answers correctly according to the numbering system used in this question paper. 9. Write neatly and legibly. Copyright reserved Please turn over

History/P2 3 NSC Mock Hlayiso/Gr 11 Mock 2026 SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, in this section. Source material to be used to answer these questions is contained in the ADDENDUM. QUESTION 1: HOW DID THE NATIVES LAND ACT OF 1913 CONTRIBUTE TO THE GROWTH OF AFRICAN NATIONALISM IN SOUTH AFRICA? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1 Name TWO organisations, according to the source, that were formed by black South Africans before 1910 to defend their rights. (2 x 1) (2) 1.1.2 Define the term segregation in your own words. (1 x 2) (2) 1.1.3 Explain why the Act of Union (1909) disappointed educated black South Africans. (2 x 2) (4) 1.1.4 Who, according to the source, called the meeting at which the South African Native National Congress (SANNC) was formed? (1 x 1) (1) 1.1.5 Comment on why the founders of the SANNC called on Africans to forget their ethnic differences. (1 x 2) (2) 1.2 Read Source 1B. 1.2.1 Quote evidence from the source which shows that the Natives Land Act caused great hardship for African families. (1 x 2) (2) 1.2.2 What percentage of the land of South Africa, according to the source, was set aside for African occupation in 1913? (1 x 1) (1) 1.2.3 Explain what Sol Plaatje meant by the words, ‘not actually a slave, but a pariah in the land of his birth’. (2 x 2) (4) 1.2.4 Using the information in the source and your own knowledge, explain why white farmers supported the ban on sharecropping. (2 x 2) (4) 1.2.5 Explain why the extract from Native Life in South Africa would be regarded as reliable by a historian researching the effects of the Natives Land Act. (1 x 2) (2) 1.3 Study Source 1C. 1.3.1 Identify the TWO population groups that, according to the diagram, made up most of the population of South Africa in 1911. (2 x 1) (2) 1.3.2 Explain the message that the examiner wanted to convey by placing the population figures next to the land figures. (2 x 2) (4) 1.4 Refer to Sources 1B and 1C. Explain how the information in Source 1C supports the evidence in Source 1B regarding the land that was set aside for Africans. (2 x 2) (4) 1.5 Consult Source 1D. Copyright reserved Please turn over

History/P2 4 NSC Mock Hlayiso/Gr 11 Mock 2026 1.5.1 Name TWO members, according to the source, of the SANNC deputation that went to Britain in 1914. (2 x 1) (2) 1.5.2 Why do you think the SANNC decided to send a deputation to Britain rather than to the South African parliament? (1 x 2) (2) 1.5.3 Define the term deputation in the context of the protests of the SANNC. (1 x 2) (2) 1.5.4 Comment on why the SANNC suspended its protests when the First World War broke out in 1914. (2 x 2) (4) 1.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining how the Natives Land Act of 1913 contributed to the growth of African nationalism in South Africa. (6) [50] Copyright reserved Please turn over

History/P2 5 NSC Mock 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? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Read Source 2A. 2.1.1 Name TWO Afrikaans newspapers, according to the source, that spread nationalist ideas. (2 x 1) (2) 2.1.2 Define the term Anglicisation in your own words. (1 x 2) (2) 2.1.3 When, according to the source, was the first complete Bible in Afrikaans published? (1 x 1) (1) 2.1.4 Explain why Afrikaner nationalists regarded the Afrikaans language as the heart of Afrikaner identity. (2 x 2) (4) 2.1.5 Comment on why the Dutch Reformed Churches were important to the growth of Afrikaner nationalism. (1 x 2) (2) 2.2 Study Source 2B. 2.2.1 Give TWO reasons, according to the source, why many Afrikaners became poor in the 1920s and early 1930s. (2 x 1) (2) 2.2.2 Where, according to the source, was the volkskongres on the poor white problem held in 1934? (1 x 1) (1) 2.2.3 Using the information in the source and your own knowledge, explain why nationalists feared that poor Afrikaners in the cities would be lost to the volk. (2 x 2) (4) 2.2.4 Explain what the slogan ’n Volk red homself (A nation rescues itself) suggests about the methods that Afrikaner nationalists wanted to use. (1 x 2) (2) 2.2.5 Define the term poor whites in the context of Afrikaner nationalism. (1 x 2) (2) 2.3 Consult Source 2C. 2.3.1 Identify TWO Afrikaner financial institutions in the diagram that were established before 1939. (2 x 1) (2) 2.3.2 Explain how the organisations shown in the diagram worked together to strengthen the economic position of Afrikaners. (2 x 2) (4) 2.3.3 Explain the usefulness of this diagram to a historian researching the Afrikaner economic movement. (1 x 2) (2) 2.4 Refer to Sources 2B and 2C. Explain how the information in Source 2C supports the evidence in Source 2B regarding the Economic People’s Congress of 1939. (2 x 2) (4) Copyright reserved Please turn over

History/P2 6 NSC Mock Hlayiso/Gr 11 Mock 2026 2.5 Read Source 2D. 2.5.1 Which cultural organisation, according to the source, established the Institute for Christian National Education in 1939? (1 x 1) (1) 2.5.2 In which year, according to the source, did the Institute publish its policy of Christian National Education? (1 x 1) (1) 2.5.3 Why do you think Afrikaner nationalists insisted on separate Afrikaans-medium schools? (1 x 2) (2) 2.5.4 Explain why Afrikaner nationalists tried to win the support of Afrikaner workers in the trade unions. (2 x 2) (4) 2.5.5 Comment on why the National Party won several seats in working-class areas on the Witwatersrand in 1948. (1 x 2) (2) 2.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining how Afrikaner nationalists used language, culture and economic organisations to unite Afrikaners between 1915 and the 1940s. (6) [50] Copyright reserved Please turn over

History/P2 7 NSC Mock Hlayiso/Gr 11 Mock 2026 QUESTION 3: HOW DID BLACK COMMUNITIES AND CHURCHES RESPOND TO THE BANTU EDUCATION ACT OF 1953? Study Sources 3A, 3B, 3C and 3D and answer the questions that follow. 3.1 Refer to Source 3A. 3.1.1 Define the term Bantu Education in your own words. (1 x 2) (2) 3.1.2 Who, according to the source, was the Minister of Native Affairs who introduced the Bantu Education Act? (1 x 1) (1) 3.1.3 Name TWO changes, according to the source, that the Bantu Education Act made to the control of African schools. (2 x 1) (2) 3.1.4 Explain what Verwoerd’s statement that there was ‘no place’ for Africans in white society ‘above the level of certain forms of labour’ reveals about the aims of Bantu Education. (2 x 2) (4) 3.1.5 Comment on why the government wanted to end the role of the mission schools. (1 x 2) (2) 3.2 Read Source 3B. 3.2.1 When, according to the source, did the ANC decide to call for a boycott of Bantu Education schools? (1 x 1) (1) 3.2.2 Name TWO areas, according to the source, where the school boycott was strongest. (2 x 1) (2) 3.2.3 Why do you think the ANC leadership disagreed about how long the boycott should last? (1 x 2) (2) 3.2.4 Explain why the government’s threat to expel boycotting pupils permanently weakened the boycott. (2 x 2) (4) 3.2.5 Define the term boycott in the context of resistance to Bantu Education. (1 x 2) (2) 3.3 Study Source 3C. 3.3.1 What does the scene shown in the source reveal about the difficulties faced by the cultural clubs? (2 x 2) (4) 3.3.2 Why do you think there were no desks, blackboard or textbooks at the cultural club shown in the source? (1 x 2) (2) 3.3.3 Explain the limitations of this source to a historian researching the cultural clubs of the African Education Movement. (1 x 2) (2) 3.4 Refer to Sources 3B and 3C. Explain how the information in Source 3C supports the evidence in Source 3B regarding the cultural clubs. (2 x 2) (4) Copyright reserved Please turn over

History/P2 8 NSC Mock Hlayiso/Gr 11 Mock 2026 3.5 Consult Source 3D. 3.5.1 Identify TWO different ways, according to the source, in which churches responded to the Bantu Education Act. (2 x 1) (2) 3.5.2 Name the act of 1959 that, according to the source, extended apartheid to universities. (1 x 1) (1) 3.5.3 Which university college, according to the source, was taken over by the government in 1960? (1 x 1) (1) 3.5.4 Explain why many churches could not keep their schools open without government support. (2 x 2) (4) 3.5.5 Comment on the long-term effects of Bantu Education on black South Africans. (1 x 2) (2) 3.6 Using the information in the relevant sources and your own knowledge, write a paragraph of about SIX lines (about 60 words) explaining how black communities and churches responded to the Bantu Education Act of 1953. (6) [50] Copyright reserved Please turn over

History/P2 9 NSC Mock Hlayiso/Gr 11 Mock 2026 SECTION B: ESSAY QUESTIONS Answer at least ONE question, but NOT more than TWO questions, in this section. Your essay should be about THREE pages long. QUESTION 4: NATIONALISM IN SOUTH AFRICA – AFRICAN NATIONALISM ‘The Second World War (1939–1945) was the turning point that transformed African nationalism in South Africa in the 1940s and early 1950s.’ Do you agree with this statement? Use relevant historical evidence to support your line of argument. [50] QUESTION 5: NATIONALISM IN SOUTH AFRICA – AFRIKANER NATIONALISM Explain to what extent the rise of Afrikaner nationalism between 1924 and 1948 was the work of a small, organised Afrikaner elite rather than a spontaneous movement of ordinary Afrikaners. Use relevant historical evidence to support your line of argument. [50] QUESTION 6: APARTHEID SOUTH AFRICA – RESISTANCE IN SOUTH AFRICA ‘The non-violent mass resistance of the 1950s failed to weaken the apartheid state.’ Critically discuss this statement with reference to the different forms of resistance against apartheid between 1950 and 1960. [50] TOTAL: 150 Copyright reserved