History Grade 12 P1 NSC November Mock 2026 Memo (English)

hlayiso mock exams Practice Series: Grade 12 NSC Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P1 MOCK EXAMINATION 2026 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 27 pages. Copyright reserved Please turn over

History/P1 2 Hlayiso/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 in own words LEVEL 2 • Interpretation of evidence from sources 40% • Explain information gathered from sources (20) • Analyse evidence from sources • Explain historical concepts in context LEVEL 3 • Interpret and evaluate evidence from sources 30% • Engage with sources to determine usefulness, reliability, (15) 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

History/P1 3 Hlayiso/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

History/P1 4 Hlayiso/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

History/P1 5 Hlayiso/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

History/P1 6 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE UNITED STATES OF AMERICA (USA) RESPOND TO THE PLACING OF SOVIET NUCLEAR MISSILES IN CUBA IN 1962? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • January 1959 (1 x 1) (1) 1.1.2 [Extraction of evidence from Source 1A – L1] • It nationalised (took over) American-owned sugar plantations, oil refineries and other businesses • It signed a trade agreement with the Soviet Union • Castro declared that the Cuban revolution was socialist (any 2 x 1) (2) 1.1.3 [Interpretation of evidence from Source 1A – L2] • Castro feared another American invasion and needed military protection • The hostility of the USA made the Soviet Union Cuba’s natural ally • Castro declared the revolution socialist and turned to the Soviet Union for economic and military support • Any other relevant response (any 1 x 2) (2) 1.1.4 [Extraction of evidence from Source 1A – L1] • ‘He wanted to protect Cuba …from another American invasion’ • ‘…the USA had far more long-range nuclear missiles than the Soviet Union’ • ‘…American Jupiter missiles had been placed in Turkey, close to the Soviet border’ • ‘…would allow the Soviet Union to strike most American cities’ • ‘…would reduce the American advantage in the nuclear arms race’ (any 2 x 1) (2) 1.1.5 [Interpretation of evidence from Source 1A – L2] • They were close to the Soviet border and could strike Soviet cities within minutes • They threatened the security of the Soviet Union, which felt surrounded by American bases • They increased the American advantage in the nuclear arms race • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 7 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.2 1.2.1 [Extraction of evidence from Source 1B – L1] • ‘This Government, as promised, has maintained the closest surveillance of the Soviet military build-up on the island of Cuba’ • ‘Within the past week, unmistakable evidence has established the fact that a series of offensive missile sites is now in preparation …’ (any 1 x 2) (2) 1.2.2 [Interpretation of evidence from Source 1B – L2] • He regarded Cuba as being under a communist dictatorship in which the people were not free • He suggested that Cuba was controlled by the Soviet Union • To portray communism negatively and win the support of the American people (propaganda) • Any other relevant response (any 1 x 2) (2) 1.2.3 [Interpretation of evidence from Source 1B – L2] • A blockade is regarded as an act of war under international law • To avoid provoking the Soviet Union into war and give Khrushchev room to back down • ‘Quarantine’ sounded defensive and was limited to offensive weapons only • Any other relevant response (any 1 x 2) (2) 1.2.4 [Interpretation of evidence from Source 1B – L2] • Any missile launched from Cuba would be regarded as an attack by the Soviet Union and would lead to a nuclear counter-attack on the Soviet Union • The USA was prepared to go to nuclear war to defend the Western Hemisphere • Khrushchev would be held personally responsible for any attack from Cuba (deterrence) • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 8 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.2.5 [Ascertaining the limitations of Source 1B – L3] The source is LIMITED because: • It presents only the American perspective (one-sided) • It is a public speech intended to justify American actions and win public support • It does not explain the Soviet reasons for placing missiles in Cuba, e.g. to protect Cuba or to respond to the Jupiter missiles in Turkey • It ignores American actions that provoked the crisis, e.g. the Bay of Pigs invasion • It covers only the beginning of the crisis (22 October 1962) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 9 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.3 1.3.1 [Extraction of evidence from Source 1C – L1] • 14 October 1962 (1 x 1) (1) 1.3.2 [Interpretation of evidence from Source 1C – L2] • An American U-2 plane was shot down and its pilot killed, which could have led to American retaliation • Khrushchev made new demands in his second letter, which made a settlement more difficult • American forces prepared for a possible attack on Cuba, which could have escalated into nuclear war • Any other relevant response (any 1 x 2) (2) 1.3.3 [Interpretation of evidence from Source 1C and own knowledge – L2] • The USA promised not to invade Cuba, so his aim of protecting Cuba was achieved • The USA secretly agreed to remove its Jupiter missiles from Turkey • To avoid a nuclear war that would have destroyed both superpowers • The quarantine prevented further Soviet shipments of weapons to Cuba • The USA had nuclear superiority and was preparing to attack Cuba • Any other relevant response (any 2 x 2) (4) 1.4 [Comparison of evidence from Sources 1B and 1C – L3] • Source 1B refers to ‘unmistakable evidence’ of missile sites in Cuba, and Source 1C shows that a U-2 spy plane photographed missile sites on 14 October 1962 • Source 1B announces a strict quarantine, and Source 1C shows that Kennedy announced the quarantine on 22 October and that it came into force on 24 October • Source 1B states that ships carrying offensive weapons would be turned back, and Source 1C shows that Soviet ships stopped or turned back • Source 1B threatens a ‘full retaliatory response’, and Source 1C shows American forces preparing for a possible attack on Cuba • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 10 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.5 1.5.1 [Extraction of evidence from Source 1D – L1] • The Soviet Union agreed to dismantle its missiles in Cuba and ship them back home • The USA promised that it would not invade Cuba • The USA secretly agreed to remove the Jupiter missiles from Turkey (3 x 1) (3) 1.5.2 [Interpretation of evidence from Source 1D – L2] • Kennedy did not want to appear weak or to have given in to Soviet pressure • To avoid damaging relations with NATO allies such as Turkey • To allow the USA to claim victory in the crisis • Any other relevant response (any 1 x 2) (2) 1.5.3 [Interpretation of evidence from Source 1D – L2] • He was not consulted about the agreement between the superpowers • Cuba was treated as a pawn in the Cold War • The missiles that were meant to protect Cuba were removed • Any other relevant response (any 1 x 2) (2) 1.5.4 [Extraction of evidence from Source 1D – L1] • The Partial Nuclear Test Ban Treaty (1 x 1) (1) 1.5.5 [Definition of a historical concept from Source 1D – L1] • A direct communication link between the leaders of the USA and the Soviet Union (Washington and Moscow) to allow quick communication in a crisis and avoid misunderstandings • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 11 Hlayiso/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: • The USA had opposed Castro since 1959 with an embargo and the Bay of Pigs invasion (Source 1A) • American U-2 spy planes discovered the missile sites on 14 October 1962 (Source 1C) • Kennedy formed ExComm to consider options such as air strikes, an invasion or a quarantine (Source 1C) • Kennedy announced a naval quarantine of Cuba on 22 October 1962 (Sources 1B and 1C) • He warned that any missile launched from Cuba would lead to a full retaliatory response against the Soviet Union (Source 1B) • American warships enforced the quarantine and Soviet ships turned back (Source 1C) • American forces prepared for a possible attack on Cuba (Source 1C) • The USA promised not to invade Cuba and secretly agreed to remove the Jupiter missiles from Turkey (Source 1D) • The superpowers set up a hotline and signed the Partial Nuclear Test Ban Treaty in 1963 (Source 1D) • American forces were placed on a high state of alert (DEFCON 2) (own knowledge) • Any other relevant response (8) 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 United States of America (USA) responded 0–2 to the placing of Soviet nuclear missiles in Cuba in 1962. • 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 United States of America (USA) 3–5 responded to the placing of Soviet nuclear missiles in Cuba in 1962. • 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 United States of America (USA) responded to the placing of 6–8 Soviet nuclear missiles in Cuba in 1962. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over

History/P1 12 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 2: HOW DID FOREIGN INTERVENTION TURN THE STRUGGLE FOR POWER IN ANGOLA INTO A COLD WAR CONFLICT BETWEEN 1974 AND 1976? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • Popular Movement for the Liberation of Angola (MPLA) • National Front for the Liberation of Angola (FNLA) • National Union for the Total Independence of Angola (UNITA) (3 x 1) (3) 2.1.2 [Interpretation of evidence from Source 2A – L2] • The new Portuguese government decided to end its colonial wars and grant independence to its African colonies, including Angola • It opened the way to Angolan independence in 1975 • Any other relevant response (any 1 x 2) (2) 2.1.3 [Definition of a historical concept from Source 2A – L1] • A temporary government that rules a country during a period of change (e.g. from colonial rule to independence) until elections are held • Any other relevant response (any 1 x 2) (2) 2.1.4 [Interpretation of evidence from Source 2A and own knowledge – L2] • The three movements did not trust one another • They had different ideologies (the Marxist MPLA against the pro-Western FNLA and UNITA) • They were divided along ethnic and regional lines • Each movement was determined to control Luanda before independence • Foreign powers supplied weapons and encouraged the movements to fight • Portugal was unable or unwilling to enforce the agreement • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 13 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] • Soviet Union (1 x 1) (1) 2.2.2 [Extraction of evidence from Source 2B – L1] • USA • South Africa (2 x 1) (2) 2.2.3 [Interpretation of evidence from Source 2B – L2] • The USA followed a policy of containment to prevent the Marxist MPLA from taking power • To prevent the spread of Soviet influence in southern Africa • To protect Western economic interests in Angola, e.g. oil and minerals • Any other relevant response (any 1 x 2) (2) 2.2.4 [Interpretation of evidence from Source 2B and own knowledge – L2] • The apartheid government feared a communist government on the border of South West Africa (Namibia) (‘total onslaught’) • To stop SWAPO from using Angola as a base for its struggle for Namibian independence • To protect the hydroelectric and water project on the Kunene River (Calueque/Ruacana) • To support the anti-communist UNITA • It was encouraged by the USA • Any other relevant response (any 2 x 2) (4) 2.2.5 [Ascertaining the limitations of Source 2B – L3] The diagram is LIMITED because: • It is a simplified summary compiled by the examiner • It does not show the extent or amount of support given by each country • It does not show how support changed over time, e.g. American aid stopped in 1976 • It does not show all links, e.g. South African co-operation with the FNLA • It does not explain why the foreign powers became involved • It refers only to 1975 • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 14 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.3 2.3.1 [Extraction of evidence from Source 2C – L1] • Operation Carlota (1 x 1) (1) 2.3.2 [Extraction of evidence from Source 2C – L1] • ‘…they captured a number of towns and advanced rapidly northwards towards Luanda’ • ‘…columns of the South African Defence Force (SADF) crossed from Namibia into southern Angola’ (any 1 x 2) (2) 2.3.3 [Extraction of evidence from Source 2C – L1] • Agostinho Neto (1 x 1) (1) 2.3.4 [Interpretation of evidence from Source 2C – L2] • It ended American covert support for the FNLA and UNITA • It left South Africa without American support and isolated • It showed that the USA was unwilling to become involved in another war after Vietnam • It allowed the MPLA to consolidate its power • Any other relevant response (any 1 x 2) (2) 2.3.5 [Interpretation of evidence from Source 2C – L2] • It had lost American support after the decision of the US Congress • It faced growing numbers of Cuban troops armed with Soviet weapons • Its invasion was condemned internationally and the MPLA government gained recognition • It wanted to avoid heavy casualties • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 15 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.4 [Comparison of evidence from Sources 2B and 2C – L3] • Source 2B shows Cuba supporting the MPLA with troops, and Source 2C shows Cuba sending thousands of troops to Angola in Operation Carlota • Source 2B shows the Soviet Union supporting the MPLA with weapons, and Source 2C states that the Soviet Union supplied weapons • Source 2B shows South Africa supporting UNITA with troops, and Source 2C shows the SADF working with UNITA in Operation Savannah • Source 2B shows Zaire supporting the FNLA, and Source 2C refers to FNLA and Zairian troops at the Battle of Quifangondo • Source 2B shows the USA (CIA) supporting the FNLA and UNITA, and Source 2C refers to American covert aid and encouragement of South Africa • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 16 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.5 2.5.1 [Extraction of evidence from Source 2D – L1] • The civil war continued until 2002 • Hundreds of thousands of Angolans died • Millions were displaced from their homes • The country was left with millions of landmines • The economy was badly damaged • It led to the independence of Namibia (any 2 x 1) (2) 2.5.2 [Interpretation of evidence from Source 2D – L2] • The superpowers did not fight each other directly but supported opposing sides with weapons, money and troops (a proxy war) • The Soviet Union and Cuba supported the MPLA, while the USA and South Africa supported UNITA • Any other relevant response (any 1 x 2) (2) 2.5.3 [Interpretation of evidence from Source 2D – L2] • The military stalemate at Cuito Cuanavale (1987–1988) led to negotiations • The New York Accords linked the withdrawal of Cuban troops from Angola to South Africa implementing UN Resolution 435, which led to Namibian independence in 1990 • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 17 Hlayiso/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: • The three movements were divided by ideology, ethnicity and region (Source 2A) • The Alvor Agreement collapsed and fighting broke out for control of Luanda (Source 2A) • The Soviet Union and Cuba supported the Marxist MPLA (Sources 2B and 2C) • The USA (CIA), Zaire and China supported the FNLA; the USA and South Africa supported UNITA (Source 2B) • The SADF invaded Angola in Operation Savannah (October 1975), encouraged by the USA (Source 2C) • Cuba sent thousands of troops in Operation Carlota with Soviet weapons (Source 2C) • The MPLA won the Battle of Quifangondo and declared independence on 11 November 1975 (Source 2C) • The US Congress stopped covert aid and the SADF withdrew by March 1976 (Source 2C) • Angola became a Cold War battlefield in which the civil war continued until 2002 (Source 2D) • The USA applied its policy of containment; the Soviet Union wanted to expand its influence in Africa (own knowledge) • Any other relevant response (8) 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 foreign intervention turned the struggle for power 0–2 in Angola into a Cold War conflict between 1974 and 1976. • 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 foreign intervention turned the struggle for 3–5 power in Angola into a Cold War conflict between 1974 and 1976. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how foreign intervention turned the struggle for power in Angola into 6–8 a Cold War conflict between 1974 and 1976. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over

History/P1 18 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 3: HOW DID THE CIVIL RIGHTS MOVEMENT CHALLENGE SEGREGATION IN SCHOOLS IN THE USA IN THE 1950s? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1] • Thurgood Marshall (1 x 1) (1) 3.1.2 [Extraction of evidence from Source 3A – L1] • Plessy v. Ferguson (1 x 1) (1) 3.1.3 [Definition of a historical concept from Source 3A – L1] • The separation of people on the basis of race in public places such as schools, transport and restaurants • A policy that kept black and white Americans apart by law or custom • Any other relevant response (any 1 x 2) (2) 3.1.4 [Extraction of evidence from Source 3A – L1] • ‘We conclude that in the field of public education the doctrine of “separate but equal” has no place’ • ‘Separate educational facilities are inherently unequal’ (any 1 x 2) (2) 3.1.5 [Interpretation of evidence from Source 3A – L2] • Segregation made black children feel that they were less worthy than white children • It damaged their self-esteem and could cause lasting psychological harm • It lowered their status in the community • Any other relevant response (any 1 x 2) (2) 3.1.6 [Interpretation of evidence from Source 3A and own knowledge – L2] • It overturned the ‘separate but equal’ principle of Plessy v. Ferguson in education • It made segregation in public schools unconstitutional • It provided a legal basis to challenge segregation in other areas of life • It showed that the legal strategy of the NAACP could succeed • It encouraged further civil rights activism, e.g. the Montgomery Bus Boycott (1955) • It exposed the determination of white Southerners to resist integration • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 19 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.2 3.2.1 [Interpretation of visual evidence from Source 3B – L2] • The black students could only attend school under military protection • The federal government was prepared to use the army to enforce integration • There was a real danger of violence against the black students from white segregationists • Integration in Little Rock was resisted so strongly that it had to be enforced by force • The black students showed great courage by attending school under such conditions • Any other relevant response (any 2 x 2) (4) 3.2.2 [Interpretation of evidence from Source 3B – L2] • Angry white mobs threatened and attacked the black students • Governor Faubus and the Arkansas authorities refused to protect them • To enforce the Supreme Court ruling (Brown v. Board of Education) on desegregation • To ensure that the students could enter the school safely • Any other relevant response (any 1 x 2) (2) 3.2.3 [Ascertaining the usefulness of Source 3B – L3] The photograph is USEFUL because: • It was taken at the scene in September 1957 (primary evidence) • It shows that federal troops (the 101st Airborne Division) were used to protect the black students • It shows the military vehicles and armed soldiers needed to enforce integration • It shows how serious the resistance to integration in Little Rock was • The information is supported by other sources, e.g. Source 3C LIMITATION (any relevant point may also be credited): • It was taken by the US Army and may have been intended to show the army in a positive light • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 20 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.3 3.3.1 [Extraction of evidence from Source 3C – L1] • ‘Mob rule cannot be allowed to override the decisions of our courts’ • ‘…he could not allow a state governor to defy the Supreme Court’ (any 1 x 2) (2) 3.3.2 [Extraction of evidence from Source 3C – L1] • 101st Airborne Division (1 x 1) (1) 3.3.3 [Extraction of evidence from Source 3C – L1] • Ernest Green (1 x 1) (1) 3.3.4 [Interpretation of evidence from Source 3C and own knowledge – L2] • Governor Faubus defied the ruling of the Supreme Court and challenged federal authority • An angry white mob prevented the students from attending school (mob rule) • The mayor of Little Rock asked the federal government for help • To protect the nine students • The crisis damaged the image of the USA during the Cold War and was used in Soviet propaganda • To uphold the Constitution and the rule of law • Any other relevant response (any 2 x 2) (4) 3.3.5 [Interpretation of evidence from Source 3C – L2] • They were strongly opposed to integration • They were prepared to deny education to all students rather than integrate schools • They were determined to defy the federal government and maintain segregation • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 21 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.4 [Comparison of evidence from Sources 3B and 3C – L3] • Source 3B shows soldiers of the 101st Airborne Division escorting the black students, and Source 3C states that Eisenhower sent about 1 000 paratroopers of the 101st Airborne Division to Little Rock • Source 3B shows the students arriving under military protection, and Source 3C states that the nine students entered the school under the protection of the soldiers • Source 3B shows army vehicles and armed soldiers outside the school, and Source 3C states that the federal government placed the Arkansas National Guard under federal command • Both sources show that the federal government was prepared to use force to uphold the decisions of the courts • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over

History/P1 22 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.5 3.5.1 [Extraction of evidence from Source 3D – L1] • National Association for the Advancement of Colored People (NAACP) (1 x 1) (1) 3.5.2 [Extraction of evidence from Source 3D – L1] • insulted • kicked • tripped • pushed • spat on • their lockers were broken into • students wore badges with anti-integration slogans (any 3 x 1) (3) 3.5.3 [Interpretation of evidence from Source 3D – L2] • They showed great courage and remained non-violent in the face of hostility • They showed that the federal government could be forced to enforce desegregation • Media coverage of their experiences inspired other young people to join the struggle • They were honoured nationally, e.g. with the Congressional Gold Medal • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over

History/P1 23 Hlayiso/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: • The NAACP, led by Thurgood Marshall, challenged school segregation in the courts (Source 3A) • In Brown v. Board of Education (1954) the Supreme Court ruled that separate educational facilities are inherently unequal (Source 3A) • In 1955 the Court ordered desegregation ‘with all deliberate speed’ (Source 3C) • Nine black students enrolled at Little Rock Central High School in 1957 (Sources 3B and 3C) • They faced the Arkansas National Guard and hostile white mobs (Sources 3B and 3C) • The crisis forced President Eisenhower to send federal troops to protect the students (Source 3C) • Ernest Green became the first black graduate in 1958 (Source 3C) • Daisy Bates and the NAACP supported the students despite threats (Source 3D) • The Little Rock Nine endured harassment non-violently and became symbols of the movement (Source 3D) • Media coverage exposed racism and won national and international sympathy (own knowledge) • Any other relevant response (8) Use the following rubric to allocate marks: LEVEL 1 • Uses evidence in an elementary manner, e.g. shows no or MARKS: little understanding of how the Civil Rights Movement challenged 0–2 segregation in schools in the USA in 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 Civil Rights Movement challenged 3–5 segregation in schools in the USA in 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 Civil Rights Movement challenged segregation in schools in 6–8 the USA in the 1950s. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over

History/P1 24 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION B: ESSAY QUESTIONS QUESTION 4: THE EXTENSION OF THE COLD WAR: CASE STUDY – VIETNAM [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should explain to what extent the policy of containment led the USA into the Vietnam War and ultimately to its failure in Vietnam between 1954 and 1975. They need to 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. ELABORATION • Containment and the domino theory: The Truman Doctrine (1947) committed the USA to stopping the spread of communism; President Eisenhower’s domino theory (1954) warned that if Vietnam fell to communism, the rest of Southeast Asia would follow. • Background: The French were defeated at Dien Bien Phu (1954); the Geneva Accords (1954) divided Vietnam temporarily at the 17th parallel, with elections planned for 1956; the elections were not held because the USA and the South Vietnamese leader feared that Ho Chi Minh would win. • American support for South Vietnam: The USA supported the unpopular and corrupt government of Ngo Dinh Diem; Diem’s persecution of Buddhists; Kennedy increased the number of American military advisers; Diem was overthrown and killed in November 1963. • The Viet Cong: The National Liberation Front (Viet Cong) was formed in 1960 and supported by North Vietnam along the Ho Chi Minh Trail; North Vietnam received weapons from the Soviet Union and China. • Escalation: The Gulf of Tonkin incident (August 1964) and the Gulf of Tonkin Resolution gave President Johnson wide powers to use military force; Operation Rolling Thunder (1965) bombed North Vietnam; the first combat troops landed in 1965; there were more than 500 000 American troops in Vietnam by 1968. • American tactics failed: Search-and-destroy missions, bombing, napalm and Agent Orange caused civilian deaths and turned many Vietnamese against the USA; the strategic hamlets programme; failure to win ‘hearts and minds’; the My Lai massacre (1968). • Viet Cong tactics: Guerrilla warfare, hit-and-run attacks, tunnels (e.g. Cu Chi), booby traps; support from the peasants; nationalism and determination to unite Vietnam. • The Tet Offensive (January 1968): A military failure for the Viet Cong, but a psychological victory that convinced many Americans that the war could not be won; Johnson decided not to seek re-election. • Opposition in the USA: Television coverage brought the war into American homes; student protests and draft resistance; the Kent State shootings (May 1970); rising costs and casualties. Copyright reserved Please turn over

History/P1 25 Hlayiso/Mock 2026 NSC – Marking Guidelines • Nixon and withdrawal: Vietnamisation; the bombing and invasion of Cambodia and Laos; the Paris Peace Accords (January 1973) and the withdrawal of American troops; the fall of Saigon (30 April 1975); Vietnam was unified under communist rule. • Consequences: About 58 000 American soldiers and millions of Vietnamese died; the credibility of containment was damaged; Congress passed the War Powers Act (1973) to limit the President’s power to wage war. • Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g. containment drew the USA into Vietnam, but its failure was caused by a combination of unsuitable tactics, Vietnamese nationalism and opposition at home. [50] QUESTION 5: INDEPENDENT AFRICA: COMPARATIVE CASE STUDY – THE CONGO AND TANZANIA [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should critically discuss whether Julius Nyerere’s policies in Tanzania were more successful than Mobutu Sese Seko’s policies in the Congo (Zaire) in building a stable and united independent state in the 1960s and 1970s. They should compare the political, economic, social and cultural policies of both leaders. 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. ELABORATION POLITICAL • The Congo: Independence from Belgium (30 June 1960); the Congo Crisis – army mutiny, the secession of Katanga, UN intervention; Patrice Lumumba was dismissed and murdered (January 1961); Mobutu seized power in a coup (November 1965); one-party state under the Popular Movement of the Revolution (MPR) from 1967; dictatorship, personality cult and repression of opponents (e.g. the public execution of former ministers in 1966); support from the USA and the West as an anti-communist ally; a measure of stability, but at the cost of freedom. • Tanzania: Tanganyika became independent (December 1961) and united with Zanzibar to form Tanzania (1964); one-party state under TANU (later CCM, 1977); competitive elections between candidates of the same party; opponents could be detained without trial; no coups; Nyerere stepped down voluntarily in 1985. ECONOMIC • The Congo: The copper-mining company Union Minière was nationalised as Gécamines (1967); ‘Zaireanisation’ (1973) handed foreign-owned businesses to Zairians, often Mobutu’s supporters, and many collapsed; ‘retrocession’ returned some businesses to foreign owners; corruption and kleptocracy (Mobutu built up a vast personal fortune); falling copper prices in the mid-1970s; rising foreign debt; costly prestige projects. • Tanzania: The Arusha Declaration (1967) introduced African socialism and self-reliance; Copyright reserved Please turn over

History/P1 26 Hlayiso/Mock 2026 NSC – Marking Guidelines banks and major industries were nationalised; ujamaa villages and, from the mid-1970s, forced villagisation; agricultural production fell and food shortages followed; dependence on foreign aid; the oil crisis and the war against Uganda (1978–1979) weakened the economy; the leadership code limited corruption. SOCIAL • The Congo: Health and education services declined; a wide gap between the rich elite and the poor majority. • Tanzania: Universal primary education and adult literacy campaigns greatly increased literacy; rural health clinics and clean water projects. CULTURAL • The Congo: Authenticité – African names replaced European names (Mobutu changed his own name to Mobutu Sese Seko; Léopoldville became Kinshasa; the country became Zaire in 1971); the abacost replaced Western suits; Christian names were banned; promoted national identity but also Mobutu’s personality cult. • Tanzania: Kiswahili was promoted as the national language, uniting more than 120 ethnic groups; Nyerere (‘Mwalimu’) built a strong national identity and avoided ethnic conflict. • Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g. Tanzania achieved greater unity and social progress despite economic failure, while Mobutu’s Congo achieved stability through dictatorship but suffered from corruption and economic decline. [50] QUESTION 6: CIVIL SOCIETY PROTESTS FROM THE 1950s TO THE 1970s: THE BLACK POWER MOVEMENT [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 Black Power Movement changed the way in which African Americans challenged racial discrimination in the USA during the 1960s and early 1970s. They need to 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 (e.g. agree) and indicate how they intend to support their line of argument. ELABORATION • Background: The Civil Rights Act (1964) and the Voting Rights Act (1965) ended legal segregation, but poverty, unemployment, poor housing and police brutality continued, especially in the ghettos of the northern cities; frustration with the slow pace of change and with non-violence. • Malcolm X: The Nation of Islam; black nationalism, self-defence and separation from white society; later formed the Organisation of Afro-American Unity (1964); assassinated in February 1965; his ideas inspired the Black Power Movement. Copyright reserved Please turn over

History/P1 27 Hlayiso/Mock 2026 NSC – Marking Guidelines • Stokely Carmichael and SNCC: Carmichael popularised the slogan ‘Black Power’ during the March Against Fear in Mississippi (June 1966); SNCC moved away from non-violence and integration and excluded white members. • Black pride and identity: ‘Black is beautiful’; Afro hairstyles and African-style clothing; music celebrating black identity (e.g. James Brown, ‘Say It Loud – I’m Black and I’m Proud’, 1968); black studies programmes at universities. • The Black Panther Party (1966): Founded in Oakland, California, by Huey Newton and Bobby Seale; Ten-Point Programme; armed patrols to monitor police; community programmes, e.g. the Free Breakfast for Children programme and health clinics; clashes with the police; targeted by the FBI (COINTELPRO); Fred Hampton killed in a police raid (1969). • Urban uprisings: Watts (1965), Newark and Detroit (1967), and riots in many cities after the assassination of Martin Luther King Jr (April 1968). • Symbolic protests: Tommie Smith and John Carlos raised black-gloved fists at the Mexico City Olympics (1968); Muhammad Ali refused to be drafted (1967). • Political and economic empowerment: Black-owned businesses and community control; election of black politicians, e.g. Carl Stokes (Cleveland, 1967) and Shirley Chisholm (first black woman elected to Congress, 1968). • Limitations (for a balanced argument): The slogan divided the civil rights movement and alienated white liberal supporters; Martin Luther King criticised its rejection of non-violence; violence led to a white backlash; government repression and internal divisions weakened the movement by the mid-1970s. • Conclusion: Candidates should tie up their argument with a relevant conclusion, e.g. Black Power shifted the struggle from integration and non-violence to black pride, self-reliance and community empowerment. [50] TOTAL: 150 Copyright reserved