# History Grade 11 Paper 2 November Mock 2026 Memo (English) > Grade 11 History Paper 2 memorandum from the November Mock Exam 2026 (English), 27 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-11-history-2026-november-mock-exam-memorandum-paper-2/80752a9f-558e-4a95-bc44-45fc25a566a9 - Updated: 2026-10-29 - Subject: History - Grade: Grade 11 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: November Mock Exam - Paper: 2 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 27 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 Paper 2 November Mock 2026 Memo (English)](https://www.hlayiso.com/library/grade-11-history-2026-november-mock-exam-memorandum-paper-2/80752a9f-558e-4a95-bc44-45fc25a566a9) ## About this document History · Grade 11 · November Mock Exam · 2026 · English. Memorandum, 27 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 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 27 pages. Copyright reserved Please turn over ### Page 2 History/P2 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/P2 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/P2 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/P2 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/P2 6 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE AFRICAN NATIONAL CONGRESS YOUTH LEAGUE (ANCYL) CHANGE THE DIRECTION OF AFRICAN NATIONALISM IN SOUTH AFRICA IN THE 1940s? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • They sent petitions to the South African government and to Britain • They sent deputations to the South African government and to Britain • They wrote letters to newspapers • They held meetings (any 2 x 1) (2) 1.1.2 [Definition of a historical concept from Source 1A – L1] • A political movement in which Africans united to fight against colonial rule, racial discrimination and oppression and to demand political rights and self-determination in the land of their birth • Any other relevant response (any 1 x 2) (2) 1.1.3 [Interpretation of evidence from Source 1A – L2] • It stated that all peoples had the right to choose their own form of government (self-determination) • African leaders demanded that the same rights should apply to Africans in South Africa • South Africa was fighting on the side of the Allies for freedom, which exposed the contradiction of denying freedom to Africans at home • It encouraged the ANC to adopt Africans’ Claims in South Africa (1943), which demanded full citizenship and the vote • Any other relevant response (any 2 x 2) (4) 1.1.4 [Extraction of evidence from Source 1A – L1] • Africans’ Claims in South Africa (1 x 1) (1) Copyright reserved Please turn over ### Page 7 History/P2 7 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.1.5 [Interpretation of evidence from Source 1A – L2] • Petitions and deputations had achieved very little, e.g. the Natives Land Act was not repealed • African voters in the Cape lost their vote in 1936 in spite of ANC protests • The ANC was led by a small elite group that had little contact with ordinary people • The ANC had no clear plan to force the government to change its policies • Conditions for Africans in the cities were getting worse (poor housing, low wages, pass laws) • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 8 History/P2 8 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] • At the Bantu Men’s Social Centre in Johannesburg (1 x 1) (1) 1.2.2 [Extraction of evidence from Source 1B – L1] • Anton Lembede (1 x 1) (1) 1.2.3 [Extraction of evidence from Source 1B – L1] • Ashby Peter Mda • Walter Sisulu • Oliver Tambo • Nelson Mandela (any 3 x 1) (3) 1.2.4 [Interpretation of evidence from Source 1B and own knowledge – L2] • Africans had to free themselves from the feeling of inferiority created by colonialism and racism (psychological liberation) • Africans had to be proud of their own history and culture • Africans should lead their own struggle for freedom and rely on their own strength • Africans should not depend on white liberals or other groups • Africans, as the indigenous majority, were the rightful owners of the country and should govern it • Any other relevant response (any 2 x 2) (4) 1.2.5 [Interpretation of evidence from Source 1B – L2] • It believed that communists would put the class struggle ahead of the national struggle of Africans • It feared that communists, many of whom were not African, would control the African struggle • It wanted Africans to rely on their own strength and ideas (Africanism) and not on foreign ideologies • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 9 History/P2 9 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.3 1.3.1 [Extraction of evidence from Source 1C – L1] • Boycotts of government institutions • Strikes and stay-aways from work • Mass meetings and mass action by ordinary people • Africans to lead their own struggle (Africanism) • Civil disobedience and non-co-operation (any 2 x 1) (2) 1.3.2 [Interpretation of evidence from Source 1C – L2] • Petitions and deputations had been ignored by the government for more than 30 years • Mass action involved large numbers of ordinary people and showed the strength of African opposition • Strikes and stay-aways could damage the economy, which depended on African labour, and so put pressure on the government • Civil disobedience would fill the jails and make it difficult for the government to enforce unjust laws • Mass action would attract national and international attention to the injustices of segregation • Any other relevant response (any 2 x 2) (4) 1.3.3 [Ascertaining the limitations of Source 1C – L3] The source is LIMITED because: • It simplifies the methods into two columns and gives no dates or examples • It does not show whether the new methods were successful • It does not explain why the Youth League adopted these methods • It does not mention the leaders of the Youth League or the Programme of Action • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 10 History/P2 10 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.4 [Comparison of evidence from Sources 1B and 1C – L3] • Source 1B states that Africans should rely on their own strength and not depend on white liberals or other groups, and Source 1C states that Africans should lead their own struggle (Africanism) instead of co-operating with sympathetic whites • Source 1B states that the Youth League wanted to turn the ANC into a mass movement of ordinary workers and peasants, and Source 1C shows mass meetings and mass action by ordinary people • Source 1B states that only mass action would force the government to listen, and Source 1C lists boycotts, strikes, stay-aways and civil disobedience • Source 1B states that the Youth League pressed the ANC to adopt more militant methods, and Source 1C describes the Youth League’s approach as militant • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 11 History/P2 11 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 1.5 1.5.1 [Extraction of evidence from Source 1D – L1] • December 1949 (at the annual conference in Bloemfontein) (1 x 1) (1) 1.5.2 [Extraction of evidence from Source 1D – L1] • Dr James Moroka (1 x 1) (1) 1.5.3 [Interpretation of evidence from Source 1D – L2] • Dr Xuma was unwilling to commit the ANC to mass action • The Youth League wanted a leader who would support and implement the Programme of Action • The victory of the National Party in 1948 required more militant leadership • Any other relevant response (any 1 x 2) (2) 1.5.4 [Definition of a historical concept from Source 1D – L1] • Deliberately and peacefully breaking unjust laws, e.g. apartheid laws, and accepting arrest in order to protest against them • Any other relevant response (any 1 x 2) (2) 1.5.5 [Interpretation of evidence from Source 1D – L2] • The membership of the ANC grew from fewer than 10 000 to about 100 000 • The ANC was transformed into a mass movement • It was the first major campaign carried out jointly with the South African Indian Congress, which laid the basis for the Congress Alliance • It put the Programme of Action into practice and showed the ANC’s new militant approach • It attracted national and international attention to apartheid • It produced a new generation of leaders, e.g. Nelson Mandela was the volunteer-in-chief • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 12 History/P2 12 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: • Before the 1940s the ANC used moderate, constitutional methods that achieved little (Source 1A) • Young members were frustrated with the cautious, elite leadership of the ANC (Source 1A) • The Youth League was formed in 1944 under Anton Lembede (Source 1B) • It promoted Africanism, pride and self-reliance (Source 1B) • It wanted to turn the ANC into a mass movement of workers and peasants (Sources 1B and 1C) • It proposed boycotts, strikes, stay-aways and civil disobedience (Source 1C) • It persuaded the ANC to adopt the Programme of Action in 1949 and to replace Xuma with Moroka (Source 1D) • Youth League leaders such as Walter Sisulu took over leadership positions in the ANC (Source 1D) • The new methods led to the National Day of Protest (1950) and the Defiance Campaign (1952) (Source 1D) • The ANC grew into a mass movement of about 100 000 members (Source 1D) • 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 the ANC Youth League changed the direction of 0–2 African nationalism in South Africa in the 1940s. • Uses evidence partially or cannot write a paragraph. LEVEL 2 • Evidence is mostly relevant and relates largely to the topic, e.g. MARKS: shows some understanding of how the ANC Youth League changed 3–4 the direction of African nationalism in South Africa in the 1940s. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how the ANC Youth League changed the direction of African 5–6 nationalism in South Africa in the 1940s. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 13 History/P2 13 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines QUESTION 2: HOW DID THE CENTENARY CELEBRATIONS OF THE GREAT TREK IN 1938 STRENGTHEN AFRIKANER NATIONALISM? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • The Afrikaner Broederbond (1918) • The Federasie van Afrikaanse Kultuurvereniginge (FAK) (1929) (2 x 1) (2) 2.1.2 [Definition of a historical concept from Source 2A – L1] • The belief that Afrikaners form a distinct nation (volk) with their own language, culture, religion and history, and the movement to unite Afrikaners and promote their political, economic and cultural interests • Any other relevant response (any 1 x 2) (2) 2.1.3 [Interpretation of evidence from Source 2A – L2] • Afrikaans became equal in status to English, which gave Afrikaners pride in their own language • Language was regarded as the basis of a separate Afrikaner identity • It could be used in government, education and the courts, which strengthened Afrikaner culture against British influence • Any other relevant response (any 1 x 2) (2) 2.1.4 [Interpretation of evidence from Source 2A – L2] • He believed that the new United Party was too close to Britain and to English-speaking South Africans • He wanted a party that would fight only for the interests of Afrikaners • He opposed Fusion because he feared that Afrikaner identity would be lost • He wanted South Africa to be independent of Britain (republicanism) • Any other relevant response (any 2 x 2) (4) 2.1.5 [Extraction of evidence from Source 2A – L1] • It reported that about 300 000 white South Africans, most of them Afrikaners, were ‘very poor’ (1 x 1) (1) Copyright reserved Please turn over ### Page 14 History/P2 14 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] • The Afrikaanse Taal- en Kultuurvereniging (ATKV) (1 x 1) (1) 2.2.2 [Extraction of evidence from Source 2B – L1] • Piet Retief • Andries Pretorius (2 x 1) (2) 2.2.3 [Extraction of evidence from Source 2B – L1] • ‘they were welcomed by large, excited crowds’ • ‘Men grew beards and women and girls made and wore Voortrekker dresses and bonnets’ • ‘Streets were renamed after Voortrekker leaders’ • ‘couples were married next to the wagons, and parents gave their babies the names of the wagons’ • ‘People pressed the tracks of the wagon wheels into fresh tar or cement as souvenirs’ • ‘A crowd of more than 100 000 people gathered on a hill outside Pretoria’ (any 1 x 2) (2) 2.2.4 [Interpretation of evidence from Source 2B – L2] • The Great Trek was seen as the founding event of the Afrikaner nation and a symbol of freedom from British rule • The symbols reminded Afrikaners of a shared history, struggle and heroes • They could unite rich and poor, urban and rural Afrikaners and supporters of different parties • The ox-wagons symbolised the courage and religious faith of the Voortrekkers, which Afrikaners were encouraged to imitate • They appealed to emotions and were easy for ordinary people to understand • Any other relevant response (any 2 x 2) (4) 2.2.5 [Interpretation of evidence from Source 2B – L2] • 16 December was the hundredth anniversary of the Battle of Blood River • Afrikaners regarded it as a sacred day (the Day of the Covenant) on which God had given the Voortrekkers victory • It symbolised Afrikaner survival and unity, which nationalists wanted to promote • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 15 History/P2 15 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.3 2.3.1 [Interpretation of evidence from Source 2C – L2] • Huge numbers of Afrikaners supported the celebrations • Afrikaners identified strongly with the Voortrekkers and their history • The celebrations were a display of Afrikaner unity and national pride • Women played an important part in the celebrations, honouring the Voortrekker women • People of all ages, men and women, took part in the celebrations • Any other relevant response (any 2 x 2) (4) 2.3.2 [Interpretation of evidence from Source 2C – L2] • To identify themselves with the Voortrekker women and honour their role in the Great Trek • To show pride in their Afrikaner heritage and culture • They were encouraged by the organisers to take part in re-creating the spirit of the Great Trek • Any other relevant response (any 1 x 2) (2) 2.3.3 [Ascertaining the usefulness of Source 2C – L3] The source is USEFUL because: • It is a photograph taken at the centenary celebrations in 1938 (primary evidence) • It shows the large size of the crowd and the popularity of the celebrations • It shows the symbols used, e.g. Voortrekker dresses and kappies • It shows how ordinary Afrikaners took part in the celebrations • Any other relevant response (any 1 x 2) (2) 2.4 [Comparison of evidence from Sources 2B and 2C – L3] • Source 2B states that women and girls wore Voortrekker dresses and bonnets, and Source 2C shows women and girls in Voortrekker dresses and white bonnets (kappies) • Source 2B states that a crowd of more than 100 000 people gathered outside Pretoria, and Source 2C shows a huge crowd on a hillside • Source 2B states that the wagons were welcomed by large, excited crowds, and Source 2C shows large numbers of ordinary people of all ages attending the celebrations • Both sources show that the centenary was a mass celebration of Afrikaner history and identity • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 16 History/P2 16 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 2.5 2.5.1 [Extraction of evidence from Source 2D – L1] • February 1939 (1 x 1) (1) 2.5.2 [Definition of a historical concept from Source 2D – L1] • ‘People’s capitalism’: an economic movement in which Afrikaners used their own savings to build Afrikaner-owned banks, businesses and insurance companies in order to improve the economic position of Afrikaners and rescue poor whites • Any other relevant response (any 1 x 2) (2) 2.5.3 [Interpretation of evidence from Source 2D – L2] • Many Afrikaners still resented Britain because of the South African War • They believed that South Africa should remain neutral and not fight Britain’s wars • Hertzog, who wanted neutrality, was forced to resign and was replaced by the pro-British Smuts • Some Afrikaner nationalists sympathised with Germany as an enemy of Britain • They saw it as proof that South Africa was still not independent of Britain • Any other relevant response (any 2 x 2) (4) 2.5.4 [Extraction of evidence from Source 2D – L1] • The Herenigde (Reunited) National Party (under Malan, together with the Afrikaner Party) (1 x 1) (1) 2.5.5 [Interpretation of evidence from Source 2D – L2] • The celebrations created a wave of national feeling that united Afrikaners across class and party lines • They led to the formation of organisations such as the Ossewabrandwag and the Reddingsdaadbond • They encouraged economic self-help that improved the position of Afrikaners • The national feeling helped to reunite Afrikaner voters behind Malan’s party • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 17 History/P2 17 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: • Afrikaner organisations such as the Broederbond, FAK and ATKV promoted Afrikaner culture and unity (Sources 2A and 2B) • The symbolic ox-wagon trek reminded Afrikaners of their shared history (Source 2B) • Large, enthusiastic crowds took part; people wore Voortrekker clothes and renamed streets (Sources 2B and 2C) • The celebrations ended on 16 December, the anniversary of Blood River (Source 2B) • More than 100 000 people attended the laying of the foundation stone of the Voortrekker Monument (Source 2B) • Speakers called on Afrikaners to unite as one volk (Source 2B) • The celebrations united Afrikaners across class and party lines (Source 2D) • New organisations followed, e.g. the Ossewabrandwag and the Reddingsdaadbond (Source 2D) • Volkskapitalisme helped poor whites and built Afrikaner businesses (Source 2D) • Afrikaner nationalism contributed to the victory of Malan’s party in 1948 (Source 2D) • 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 the centenary celebrations of the Great Trek in 0–2 1938 strengthened Afrikaner nationalism. • 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 the centenary celebrations of the Great Trek 3–4 in 1938 strengthened Afrikaner nationalism. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how the centenary celebrations of the Great Trek in 1938 5–6 strengthened Afrikaner nationalism. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 18 History/P2 18 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines QUESTION 3: HOW DID THE RESIDENTS OF SOPHIATOWN RESPOND TO THE FORCED REMOVALS OF THE 1950s? 3.1 3.1.1 [Definition of a historical concept from Source 3A – L1] • The compulsory removal of people, mainly black people, from their homes and land by the government in order to enforce racial segregation (e.g. under the Group Areas Act) • Any other relevant response (any 1 x 2) (2) 3.1.2 [Extraction of evidence from Source 3A – L1] • It was one of the few places in a South African city where black people could own land with freehold title • Africans, coloured people, Indians and Chinese lived there side by side • It was famous for its lively culture, e.g. jazz musicians and writers of Drum magazine (any 2 x 1) (2) 3.1.3 [Extraction of evidence from Source 3A – L1] • The Natives Resettlement Act (1 x 1) (1) 3.1.4 [Interpretation of evidence from Source 3A and own knowledge – L2] • White suburbs such as Westdene had been built close to Sophiatown and white voters demanded the removal of black residents • The government regarded Sophiatown as a ‘black spot’ in a white area • The apartheid policy (the Group Areas Act) required different racial groups to live in separate areas • Black people’s freehold rights in the city contradicted the apartheid idea that Africans were only temporary residents in urban areas • Sophiatown was a centre of political resistance and a non-racial community, which threatened apartheid • Any other relevant response (any 2 x 2) (4) 3.1.5 [Interpretation of evidence from Source 3A – L2] • It was an area where black people lived and owned land in the middle of areas that the government wanted for white people • The government saw black residence close to white suburbs as a problem that had to be removed • The term reflected the racist thinking of the apartheid government • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 19 History/P2 19 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.2 3.2.1 [Extraction of evidence from Source 3B – L1] • ‘We won’t move’ (1 x 1) (1) 3.2.2 [Extraction of evidence from Source 3B – L1] • The African National Congress (ANC) • The Transvaal Indian Congress • Local residents’ organisations (any 2 x 1) (2) 3.2.3 [Interpretation of evidence from Source 3B – L2] • The government had learnt that resistance was being planned • To take the residents by surprise before they could organise • To prevent mass protests and possible violence on the day of the removals • Any other relevant response (any 1 x 2) (2) 3.2.4 [Interpretation of evidence from Source 3B – L2] • The leaders of the campaign had not agreed on a clear plan of action • Meetings were banned and a large, armed police force made open resistance very dangerous • The government brought the removals forward and took the residents by surprise • Many tenants were willing to move to the new houses in Meadowlands to escape high rents and overcrowding • The government had legal power under the Natives Resettlement Act • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 20 History/P2 20 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.3 3.3.1 [Interpretation of evidence from Source 3C – L2] • Families were forced to leave their homes against their will • The removals were carried out under police supervision and the threat of force • Residents’ belongings were loaded onto government lorries and taken away • The words ‘WE WON’T MOVE’ show that residents had resisted the removals • The removals caused hardship and distress, especially for children (rain, mud, silent neighbours) • Any other relevant response (any 2 x 2) (4) 3.3.2 [Interpretation of evidence from Source 3C – L2] • To intimidate the residents and prevent resistance • The government expected protests because of the ‘We won’t move’ campaign • To make sure that the removals were carried out according to the law • Any other relevant response (any 1 x 2) (2) 3.3.3 [Ascertaining the usefulness of Source 3C – L3] The source is USEFUL because: • It is based on photographs taken on the day of the first removals (9 February 1955) • It shows how families were removed and how their belongings were transported • It shows the presence of armed police • It shows the slogan of the resistance campaign on the walls of the houses • It shows the human impact of the removals on families and children • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 21 History/P2 21 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.4 [Comparison of evidence from Sources 3B and 3C – L3] • Source 3B states that the removals took place in heavy rain on 9 February 1955, and Source 3C describes an early morning on which it is raining • Source 3B states that about 2 000 police officers armed with rifles and sticks moved in, and Source 3C shows police officers carrying rifles and sticks • Source 3B states that families were ordered to load their furniture and belongings onto government lorries, and Source 3C shows a family loading a wardrobe and other belongings onto a government lorry • Source 3B states that the slogan ‘We won’t move’ was painted on walls, and Source 3C shows the words ‘WE WON’T MOVE’ painted on the wall of a house • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 22 History/P2 22 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 3.5 3.5.1 [Extraction of evidence from Source 3D – L1] • Meadowlands (Soweto) (1 x 1) (1) 3.5.2 [Extraction of evidence from Source 3D – L1] • Triomf (1 x 1) (1) 3.5.3 [Interpretation of evidence from Source 3D – L2] • They lost their freehold rights and had to rent houses from the government • Neighbours and communities were split up along racial and ethnic lines • Workers had to spend more time and money travelling to their jobs in the city • The vibrant culture of Sophiatown was destroyed • They lost their homes, property and sense of belonging • Any other relevant response (any 2 x 2) (4) 3.5.4 [Interpretation of evidence from Source 3D – L2] • The name celebrated the government’s ‘victory’ over the residents of Sophiatown • It symbolised the triumph of apartheid and white supremacy • It was meant to humiliate the people who had been removed • Any other relevant response (any 1 x 2) (2) 3.5.5 [Ascertaining the limitations of Source 3D – L3] The source is LIMITED because: • It is not drawn to scale • It shows only where African residents were moved to and not where coloured, Indian and Chinese residents went • It does not show the resistance of the residents or the human impact of the removals • It shows only a few places and distances • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 23 History/P2 23 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: • Sophiatown was a non-racial community where black people owned land with freehold title (Source 3A) • The ANC, the Transvaal Indian Congress and residents’ organisations campaigned against the removals (Source 3B) • Mass meetings were held at Freedom Square, addressed by leaders such as Mandela and Huddleston (Source 3B) • Residents adopted the slogan ‘We won’t move’ / ‘Ons dak nie, ons phola hier’ (Sources 3B and 3C) • The government banned meetings and brought the removals forward (Source 3B) • About 2 000 armed police forced families onto lorries on 9 February 1955 (Sources 3B and 3C) • Some tenants were willing to move, while other families tried to avoid removal by moving elsewhere (Source 3B) • The resistance failed and residents were moved to Meadowlands; Sophiatown became Triomf (Source 3D) • Writers, musicians and journalists recorded the destruction of Sophiatown (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 the residents of Sophiatown responded to the 0–2 forced removals of the 1950s. • 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 the residents of Sophiatown responded to 3–4 the forced removals of the 1950s. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how the residents of Sophiatown responded to the forced removals 5–6 of the 1950s. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 24 History/P2 24 Hlayiso/Gr 11 Mock 2026 NSC – Marking Guidelines 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 critically discuss how African nationalism in South Africa changed from moderate, constitutional protest into mass-based resistance between 1912 and the early 1950s. They should show how and why the methods of African nationalists changed and support their line of argument with relevant historical evidence. MAIN ASPECTS Candidates could include the following aspects in their essays: • Introduction: Candidates should take a stance and indicate how they intend to support their line of argument, e.g. the failure of moderate methods, the effects of the Second World War and the rise of the Youth League transformed African nationalism into a militant mass movement by the early 1950s. ELABORATION • Background: The Union of South Africa (1910) excluded most black people from political power; the South African Native National Congress (SANNC) was formed in Bloemfontein in January 1912 (Pixley ka Isaka Seme, John Dube, Sol Plaatje) to unite Africans. • Moderate methods (1912–1930s): Led by educated elites; petitions, deputations, letters and meetings; deputation to Britain against the Natives Land Act (1914) and to the Versailles Peace Conference (1919); the SANNC was renamed the ANC in 1923; these methods achieved little. • Other forms of protest: Women’s anti-pass protests in Bloemfontein (1913) and the Bantu Women’s League (Charlotte Maxeke); the Industrial and Commercial Workers’ Union (ICU) under Clements Kadalie became a mass organisation in the 1920s but declined; the Communist Party organised workers. • The 1930s: The ANC was weak and divided; the Hertzog Bills (1936) removed African voters in the Cape from the common voters’ roll; the All African Convention (1935) protested without success. • The Second World War: Urbanisation and industrialisation; poor conditions in the cities; the Atlantic Charter (1941); Dr Xuma revived the ANC; Africans’ Claims in South Africa (1943) demanded full citizenship and the vote; the Alexandra bus boycotts and the African mineworkers’ strike (1946) showed the power of mass action. • The ANC Youth League (1944): Anton Lembede, A. P. Mda, Walter Sisulu, Oliver Tambo and Nelson Mandela; Africanism; criticism of the cautious ANC leadership; the call for mass action. • The impact of apartheid: The National Party victory in 1948 and new apartheid laws increased the urgency of resistance. • The Programme of Action (1949): Boycotts, strikes, stay-aways, civil disobedience and non-co-operation; Xuma was replaced by Moroka; Sisulu became secretary-general. • Mass resistance: The May Day strike and the National Day of Protest (26 June 1950); Copyright reserved Please turn over Text truncated here. 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