History Grade 11 P1 November Mock 2026 Question Paper (Eng)

Mock hlayiso mock exams Practice Series: Grade 11 Exam Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 11 HISTORY P1 NOVEMBER EXAMINATION 2026 (MOCK) MARKS: 150 TIME: 3 hours This question paper consists of 9 pages and an addendum of 12 pages. Copyright reserved Please turn over

History/P1 2 Hlayiso/Gr 11 Mock 2026 NSC Mock 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: COMMUNISM IN RUSSIA: 1900–1940 QUESTION 2: CAPITALISM IN THE USA: 1900–1940 QUESTION 3: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES SECTION B: ESSAY QUESTIONS QUESTION 4: COMMUNISM IN RUSSIA: 1900–1940 QUESTION 5: CAPITALISM IN THE USA: 1900–1940 QUESTION 6: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES 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 may 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 the 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/P1 3 Hlayiso/Gr 11 Mock 2026 NSC Mock SECTION A: SOURCE-BASED QUESTIONS Answer at least ONE question, but not more than TWO questions, in this section. The source material that is required to answer these questions is contained in the ADDENDUM. QUESTION 1: HOW DID STALIN’S POLICY OF COLLECTIVISATION AFFECT THE PEASANTS OF THE SOVIET UNION BETWEEN 1929 AND 1933? Study Sources 1A, 1B, 1C and 1D and answer the questions that follow. 1.1 Refer to Source 1A. 1.1.1 When, according to the source, did Stalin introduce the first Five-Year Plan? (1 x 1) (1) 1.1.2 Define the term collectivisation in your own words. (1 x 2) (2) 1.1.3 Give THREE reasons from the source why Stalin introduced collectivisation. (3 x 1) (3) 1.1.4 Using the information in the source and your own knowledge, explain why grain was so important to Stalin’s plans to industrialise the Soviet Union. (2 x 2) (4) 1.1.5 Comment on why Stalin regarded the kulaks as ‘class enemies’. (2 x 2) (4) 1.2 Read Source 1B. 1.2.1 Name TWO ways, according to the source, in which peasants resisted collectivisation. (2 x 1) (2) 1.2.2 Quote evidence from the source which shows that the kulaks were treated harshly. (1 x 2) (2) 1.2.3 Why do you think Stalin published the article ‘Dizzy with Success’ in March 1930? (1 x 2) (2) 1.2.4 Explain why the slaughter of livestock by peasants harmed Soviet agriculture. (2 x 2) (4) 1.3 Study Source 1C. 1.3.1 Which category of livestock, according to the table, showed the largest decline in numbers between 1928 and 1933? (1 x 1) (1) 1.3.2 Using the information in the table, explain how collectivisation affected the number of horses in the Soviet Union. (1 x 2) (2) 1.3.3 Explain the usefulness of this table to a historian researching the impact of collectivisation on Soviet agriculture. (1 x 2) (2) 1.4 Refer to Sources 1B and 1C. Explain how the information in Source 1C supports the evidence in Source 1B regarding the reaction of the peasants to collectivisation. (2 x 2) (4) Copyright reserved Please turn over

History/P1 4 Hlayiso/Gr 11 Mock 2026 NSC Mock 1.5 Consult Source 1D. 1.5.1 List THREE measures, from the source, that the Soviet government used to control the peasants in 1932. (3 x 1) (3) 1.5.2 Define the term famine in your own words. (1 x 2) (2) 1.5.3 Why do you think the Soviet government continued to export grain while millions of peasants were starving? (2 x 2) (4) 1.5.4 Explain why the Soviet government denied that a famine was taking place. (1 x 2) (2) 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 Stalin’s policy of collectivisation affected the peasants of the Soviet Union between 1929 and 1933. (6) [50] Copyright reserved Please turn over

History/P1 5 Hlayiso/Gr 11 Mock 2026 NSC Mock QUESTION 2: HOW DID WEAKNESSES IN THE AMERICAN ECONOMY OF THE 1920s LEAD TO THE WALL STREET CRASH OF 1929 AND THE GREAT DEPRESSION? Study Sources 2A, 2B, 2C and 2D and answer the questions that follow. 2.1 Read Source 2A. 2.1.1 List THREE consumer goods, according to the source, that were mass-produced in the USA in the 1920s. (3 x 1) (3) 2.1.2 Define the concept buying on the margin in the context of the American stock market in the 1920s. (1 x 2) (2) 2.1.3 Quote evidence from the source which suggests that wealth was unevenly distributed in the USA in the 1920s. (1 x 2) (2) 2.1.4 Explain why overproduction became a serious problem for American industry and agriculture by the late 1920s. (2 x 2) (4) 2.1.5 Why do you think high American tariffs on imports harmed American exporters? (1 x 2) (2) 2.2 Study Source 2B. 2.2.1 What, according to the graph, was the highest point reached by the Dow Jones Industrial Average in 1929? (1 x 1) (1) 2.2.2 Explain what the graph reveals about the trend in share prices between September 1929 and July 1932. (1 x 2) (2) 2.2.3 Explain why the fall in share prices ruined investors who had bought shares on the margin. (2 x 2) (4) 2.2.4 Comment on the limitations of this graph to a historian researching the causes of the Wall Street Crash. (2 x 2) (4) 2.3 Read Source 2C. 2.3.1 Identify the day in October 1929 that became known as ‘Black Tuesday’. (1 x 1) (1) 2.3.2 What, according to the source, did a group of leading bankers do on 24 October 1929 to try to stop the panic? (1 x 2) (2) 2.3.3 Explain why many American banks failed after the Wall Street Crash. (2 x 2) (4) 2.3.4 Comment on the statement that President Hoover believed ‘prosperity was just around the corner’. (1 x 2) (2) 2.4 Consult Source 2D. 2.4.1 How many Americans, according to the graph, were unemployed in 1933? (1 x 1) (1) 2.4.2 Explain the trend in unemployment shown in the graph between 1929 and 1933. (1 x 2) (2) Copyright reserved Please turn over

History/P1 6 Hlayiso/Gr 11 Mock 2026 NSC Mock 2.4.3 Explain how unemployment on this scale would have affected American families in the early 1930s. (2 x 2) (4) 2.5 Refer to Sources 2C and 2D. Explain how the information in Source 2D supports the evidence in Source 2C regarding the impact of the Wall Street Crash on ordinary Americans. (2 x 2) (4) 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 weaknesses in the American economy of the 1920s led to the Wall Street Crash of 1929 and the Great Depression. (6) [50] Copyright reserved Please turn over

History/P1 7 Hlayiso/Gr 11 Mock 2026 NSC Mock QUESTION 3: HOW DID THE REMOVAL OF ABORIGINAL CHILDREN FROM THEIR FAMILIES REFLECT IDEAS OF RACE IN AUSTRALIA IN THE 20TH CENTURY? 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 Social Darwinism in your own words. (1 x 2) (2) 3.1.2 What, according to the source, did many white Australians believe would happen to the Aboriginal people? (1 x 1) (1) 3.1.3 Name the official who, according to the source, became the legal guardian of Aboriginal children in Western Australia in 1905. (1 x 1) (1) 3.1.4 Explain why the authorities targeted Aboriginal children of mixed descent for removal from their families. (2 x 2) (4) 3.1.5 Comment on why the laws that controlled the lives of Aboriginal people were called ‘protection’ laws. (1 x 2) (2) 3.2 Study Source 3B. 3.2.1 In which year, according to the timeline, did New South Wales allow Aboriginal children to be removed without a court finding that they were neglected? (1 x 1) (1) 3.2.2 Explain what was meant by the policy of ‘absorption’ adopted in 1937. (1 x 2) (2) 3.2.3 Why do you think the referendum of 1967 was regarded as a turning point for Aboriginal people? (2 x 2) (4) 3.2.4 Explain the usefulness of this timeline to a historian researching the removal of Aboriginal children in Australia. (1 x 2) (2) 3.3 Read Source 3C. 3.3.1 List THREE ways, according to the source, in which the identity of the removed children was taken away from them. (3 x 1) (3) 3.3.2 Define the term assimilation in the context of Australian government policy towards Aboriginal people. (1 x 2) (2) 3.3.3 Explain why the removed children were trained mainly as domestic servants and farm labourers. (2 x 2) (4) 3.3.4 Comment on the long-term effects of the removals on the ‘Stolen Generations’. (1 x 2) (2) 3.4 Refer to Sources 3A and 3C. Explain how the information in Source 3C supports the evidence in Source 3A regarding the aim of removing Aboriginal children from their families. (2 x 2) (4) Copyright reserved Please turn over

History/P1 8 Hlayiso/Gr 11 Mock 2026 NSC Mock 3.5 Consult Source 3D. 3.5.1 Who, according to the source, made the National Apology, and on what date? (2 x 1) (2) 3.5.2 Quote the words from the source in which the Prime Minister apologised to the Stolen Generations. (1 x 2) (2) 3.5.3 Why do you think the Australian government decided to make a formal apology to the Stolen Generations? (2 x 2) (4) 3.5.4 Explain why some Aboriginal leaders felt that the apology was not enough. (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 the removal of Aboriginal children from their families reflected ideas of race in Australia in the 20th century. (6) [50] Copyright reserved Please turn over

History/P1 9 Hlayiso/Gr 11 Mock 2026 NSC Mock 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: COMMUNISM IN RUSSIA: 1900–1940 – THE RUSSIAN REVOLUTIONS OF 1917 Explain to what extent the weaknesses of the Tsarist government and the impact of the First World War made it possible for the Bolsheviks to seize power in October 1917. Use relevant historical evidence to support your line of argument. [50] QUESTION 5: CAPITALISM IN THE USA: 1900–1940 – ROOSEVELT’S NEW DEAL ‘Roosevelt’s New Deal changed the role of the federal government in the lives of ordinary Americans during the 1930s.’ Critically discuss this statement with reference to the relief, recovery and reform measures of the New Deal. [50] QUESTION 6: IDEAS OF RACE IN THE LATE 19TH AND 20TH CENTURIES – NAZI GERMANY AND THE HOLOCAUST Explain how Nazi racial ideology led to the escalation of the persecution of Jews in Germany and occupied Europe, from discrimination in 1933 to genocide by 1945. Use relevant historical evidence to support your line of argument. [50] TOTAL: 150 Copyright reserved