# History Grade 12 P2 NSC November Mock 2026 Memo (English) > Grade 12 History Paper 2 memorandum from the NSC November Mock Exam 2026 (English), 26 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-history-2026-nsc-november-mock-exam-memorandum-paper-2/693e8f4f-2da2-4dc9-9ba7-3326f95ab21d - Updated: 2026-10-29 - Subject: History - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: NSC November Mock Exam - Paper: 2 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 26 Breadcrumbs: [Home](https://www.hlayiso.com/) › [Library](https://www.hlayiso.com/library) › [Grade 12](https://www.hlayiso.com/library/grade-12) › [History](https://www.hlayiso.com/library/grade-12/history) › [History Grade 12 P2 NSC November Mock 2026 Memo (English)](https://www.hlayiso.com/library/grade-12-history-2026-nsc-november-mock-exam-memorandum-paper-2/693e8f4f-2da2-4dc9-9ba7-3326f95ab21d) ## About this document History · Grade 12 · NSC November Mock Exam · 2026 · English. Memorandum, 26 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 12 NSC Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 MOCK EXAMINATION 2026 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 26 pages. Copyright reserved Please turn over ### Page 2 History/P2 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 ### Page 3 History/P2 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 ### Page 4 History/P2 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 ### Page 5 History/P2 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 ### Page 6 History/P2 6 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID THE BLACK CONSCIOUSNESS MOVEMENT CHALLENGE THE APARTHEID STATE IN THE 1970s? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • African National Congress (ANC) • Pan Africanist Congress (PAC) (2 x 1) (2) 1.1.2 [Interpretation of evidence from Source 1A – L2] • Their leaders were imprisoned, exiled or silenced, so there was no organisation inside the country to lead black opposition • Open political activity by black South Africans was crushed and people were afraid of state repression • There was no legal political voice for black South Africans • Any other relevant response (any 1 x 2) (2) 1.1.3 [Extraction of evidence from Source 1A – L1] • ‘…NUSAS was dominated (controlled) by white liberal students …’ • ‘…who spoke on behalf of black people …’ • ‘…who could never fully share the experience of oppression’ • ‘…their own concerns were not taken seriously in the organisation’ (any 2 x 1) (2) 1.1.4 [Definition of a historical concept from Source 1A – L1] • A philosophy that encouraged black people to free themselves from feelings of inferiority, to be proud of their identity and culture, and to rely on themselves to achieve liberation • An attitude of mind and way of life that rejected white domination and promoted black pride and self-reliance • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 7 History/P2 7 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.2 1.2.1 [Interpretation of evidence from Source 1B – L2] • To put the Black Consciousness idea of self-reliance into practice • To provide health care to poor black communities that were neglected by the apartheid government • To show that black people could solve their own problems without white charity or government help • To restore the dignity and self-confidence of black communities • Any other relevant response (any 1 x 2) (2) 1.2.2 [Interpretation of evidence from Source 1B and own knowledge – L2] • The government regarded Black Consciousness as a threat to apartheid • Biko was an influential leader whose ideas were spreading among students and the youth • To silence him – he was not allowed to speak in public or to be quoted in the press • To weaken SASO and the BPC and stop the growth of the movement • To prevent the revival of mass resistance after the banning of the ANC and PAC • Any other relevant response (any 2 x 2) (4) 1.2.3 [Interpretation of evidence from Source 1B – L2] • FRELIMO’s victory over Portuguese colonialism showed that liberation in southern Africa was possible • To inspire black South Africans to challenge the apartheid state • To show solidarity with African liberation movements • To openly defy the apartheid government and mobilise support for Black Consciousness • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 8 History/P2 8 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.3 1.3.1 [Extraction of evidence from Source 1C – L1] • ‘In 1974 the Bantu Education Department issued an instruction known as the Afrikaans Medium Decree’ • ‘It required black secondary schools to use Afrikaans and English equally as languages of instruction …’ • ‘Many learners and teachers rejected Afrikaans as the language of the oppressor’ (any 1 x 2) (2) 1.3.2 [Interpretation of evidence from Source 1C – L2] • SASM members discussed the Afrikaans issue and the ideas of Black Consciousness in schools • They held meetings and formed an action committee (the Soweto Students’ Representative Council) to organise the protest • They encouraged learners to reject Bantu Education and to take pride in themselves • They developed student leaders, e.g. Tsietsi Mashinini • Any other relevant response (any 1 x 2) (2) 1.3.3 [Interpretation of visual evidence from Source 1C – L2] • The police were armed and prepared to shoot at learners • The police used brutal/excessive force against unarmed and peaceful learners • The police treated the learners as enemies/a threat rather than as children • The apartheid state was prepared to use violence to crush any opposition • Any other relevant response (any 2 x 2) (4) 1.3.4 [Ascertaining the usefulness of Source 1C – L3] The photograph is USEFUL because: • It was taken at the scene on 16 June 1976 by a press photographer (primary evidence) • It shows that the police were armed and aimed their firearms at learners • It shows the brutal response of the police to a student protest • It was published overseas on the same day and shows how the event turned international opinion against apartheid • It is supported by other accounts of the events of 16 June 1976 LIMITATION (any relevant point may also be credited): • It shows only the police and not the learners, so it shows only one side of the events • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 9 History/P2 9 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.4 [Comparison of evidence from Sources 1A and 1C – L3] • Source 1A states that Black Consciousness taught black people to free their minds and take pride in themselves, and Source 1C shows learners rejecting Afrikaans as the language of the oppressor • Source 1A refers to self-reliance (‘Black man, you are on your own’), and in Source 1C the students organised their own action committee and protest • Source 1A shows SASO spreading Black Consciousness among students, and in Source 1C SASM members, influenced by Black Consciousness, led the protest • Source 1A shows Black Consciousness challenging white domination, and Source 1C shows students openly challenging Bantu Education • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 10 History/P2 10 Hlayiso/Mock 2026 NSC – Marking Guidelines 1.5 1.5.1 [Extraction of evidence from Source 1D – L1] • 18 August 1977 (1 x 1) (1) 1.5.2 [Extraction of evidence from Source 1D – L1] • He was kept naked • He was kept in leg irons • He was assaulted and suffered serious head injuries • He did not receive proper medical treatment • He was placed naked in the back of a Land Rover and driven more than 1 000 km to Pretoria (any 3 x 1) (3) 1.5.3 [Definition of a historical concept from Source 1D – L1] • Imprisonment of a person by the state without being charged with a crime or brought before a court • Holding a person in custody for long periods without a trial, often in solitary confinement • Any other relevant response (any 1 x 2) (2) 1.5.4 [Interpretation of evidence from Source 1D – L2] • The government did not care about the deaths of political detainees • The government was arrogant/insensitive and showed no respect for black lives • The government refused to take responsibility for Biko’s death • The government condoned (accepted) police brutality • Any other relevant response (any 1 x 2) (2) 1.5.5 [Interpretation of evidence from Source 1D – L2] • To crush the Black Consciousness Movement, which it blamed for the unrest after 1976 • To silence criticism and media reporting of Biko’s death • The World reported sympathetically on the struggle and had to be silenced • To prevent further protests and restore its control • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 11 History/P2 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: • Black students broke away from NUSAS and formed SASO in 1968–1969 to lead their own struggle (Source 1A) • Black Consciousness freed black people from feelings of inferiority and promoted black pride and self-reliance (Source 1A) • It filled the political vacuum left by the banning of the ANC and PAC (Source 1A) • The BPC and SASM spread Black Consciousness to adults and school learners (Source 1B) • Black Community Programmes, e.g. the Zanempilo Community Health Centre, promoted self-reliance (Source 1B) • Viva FRELIMO rallies openly defied the government (Source 1B) • Black Consciousness inspired the learners of Soweto to reject Afrikaans and Bantu Education on 16 June 1976 (Source 1C) • The Soweto uprising spread across the country and drew international condemnation (Source 1C) • Biko’s death in detention exposed the brutality of the apartheid state to the world (Source 1D) • The movement’s ideas survived the bannings of 19 October 1977, e.g. AZAPO was formed in 1978 (Source 1D) • Black Consciousness influenced trade unions (e.g. BAWU) and the 1973 Durban strikes (own knowledge) • Many students went into exile and joined the ANC and PAC (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 Black Consciousness Movement challenged 0–2 the apartheid state in the 1970s. • 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 Black Consciousness Movement 3–5 challenged the apartheid state in the 1970s. • 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 Black Consciousness Movement challenged the apartheid 6–8 state in the 1970s. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 12 History/P2 12 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION (TRC) ATTEMPT TO DEAL WITH SOUTH AFRICA’S VIOLENT PAST? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • deeply divided • strife • conflict • untold suffering • injustice (any 3 x 1) (3) 2.1.2 [Interpretation of evidence from Source 2A – L2] • It linked the divided, oppressive apartheid past with a democratic future • It made a peaceful transition from apartheid to democracy possible • It laid the foundation for human rights and democracy for all South Africans, irrespective of race, class, belief or sex • Any other relevant response (any 1 x 2) (2) 2.1.3 [Definition of a historical concept from Source 2A – L1] • An official pardon granted to people who committed politically motivated crimes, which frees them from prosecution • Freedom from criminal and civil liability for crimes committed for political reasons, granted after full disclosure • Any other relevant response (any 1 x 2) (2) 2.1.4 [Interpretation of evidence from Source 2A – L2] • South Africans should try to understand the causes and motives of past violence instead of seeking revenge • Reconciliation rather than punishment (e.g. Nuremberg-style trials) was needed to unite the nation • Victims and perpetrators should be brought together to heal the divisions of the past • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 13 History/P2 13 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.1.5 [Ascertaining the usefulness of Source 2A – L3] The source is USEFUL because: • It is an extract from an official legal document, the Interim Constitution of 1993 (primary source) • It shows that the negotiators agreed that amnesty would be granted, which formed the basis of the TRC • It explains why reconciliation was preferred to vengeance and retaliation • It shows that the TRC was part of the negotiated settlement • It reflects the values (e.g. ubuntu) on which the new democracy was to be built • Any other relevant response (any 2 x 2) (4) 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] • 1 March 1960 (1 x 1) (1) 2.2.2 [Extraction of evidence from Source 2B – L1] • Make full disclosure of all the relevant facts • The acts must be associated with a political objective • Comply with the requirements of the Act (any 2 x 1) (2) 2.2.3 [Interpretation of evidence from Source 2B – L2] • To restore their human and civil dignity • To allow victims to heal by having their suffering publicly acknowledged • To establish as complete a picture as possible of the truth about past violations • To establish the fate or whereabouts of victims • Any other relevant response (any 1 x 2) (2) 2.2.4 [Explanation of a historical concept from Source 2B – L2] • Compensation (financial, symbolic or community-based) to victims of gross human rights violations to help restore their dignity and rebuild their lives • Measures to make amends for the suffering of victims • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 14 History/P2 14 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.3 2.3.1 [Extraction of evidence from Source 2C – L1] • Archbishop Desmond Tutu (1 x 1) (1) 2.3.2(a) [Extraction of evidence from Source 2C – L1] • Amnesty Committee (1 x 1) (1) 2.3.2(b) [Extraction of evidence from Source 2C – L1] • Reparation and Rehabilitation Committee (1 x 1) (1) 2.3.3 [Interpretation of evidence from Source 2C – L2] • The TRC had different objectives (truth, amnesty and reparation) that required specialised work • There were thousands of statements and applications to process • Amnesty decisions required a separate, court-like (judicial) process from the victims’ hearings • To work efficiently and complete the process within the time available • Any other relevant response (any 1 x 2) (2) 2.4 [Comparison of evidence from Sources 2B and 2C – L3] • Source 2B refers to establishing a picture of gross human rights violations, and in Source 2C the Human Rights Violations Committee investigated violations committed between 1960 and 1994 • Source 2B refers to amnesty for persons who make full disclosure of politically motivated acts, and in Source 2C the Amnesty Committee required full disclosure and political motivation • Source 2B refers to victims relating their own accounts, and in Source 2C victims told their stories at public hearings • Source 2B refers to recommending reparation measures, and in Source 2C the Reparation and Rehabilitation Committee recommended reparation to the government • Both sources refer to the Promotion of National Unity and Reconciliation Act 34 of 1995 • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 15 History/P2 15 Hlayiso/Mock 2026 NSC – Marking Guidelines 2.5 2.5.1 [Extraction of evidence from Source 2D – L1] • Biko • Mxenge • Ribeiro (3 x 1) (3) 2.5.2 [Interpretation of evidence from Source 2D – L2] • Amnesty took away their right to have the killers of their loved ones prosecuted in a court of law • Amnesty took away their right to claim damages (compensation) from the perpetrators • They wanted justice and believed that perpetrators should be punished • They believed that the amnesty provisions were unconstitutional • Any other relevant response (any 2 x 2) (4) 2.5.3 [Interpretation of evidence from Source 2D – L2] • He regarded the TRC as biased/a ‘circus’/a witch-hunt against Afrikaners and the National Party • He did not want to take responsibility for human rights violations committed under his government • He did not recognise the legitimacy of the TRC • He feared that he would incriminate himself • Any other relevant response (any 1 x 2) (2) 2.5.4 [Interpretation of evidence from Source 2D – L2] • The government did not fully implement the TRC’s recommendations on reparations • The payment was inadequate compared with the suffering of the victims • The government lacked the funds or the commitment to pay regular grants • Victims felt neglected because the payment came late (2003) • Any other relevant response (any 1 x 2) (2) 2.5.5 [Interpretation of evidence from Source 2D – L2] • Perpetrators who received amnesty were never punished and could not be sued • Many senior politicians and generals never applied for amnesty and were not prosecuted • Reparations to victims were inadequate • Some leaders refused to co-operate or tried to stop the publication of findings • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 16 History/P2 16 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 Interim Constitution (1993) provided for amnesty as a ‘historic bridge’ between the past and the future (Source 2A) • It called for understanding rather than vengeance, reparation rather than retaliation, ubuntu rather than victimisation (Source 2A) • The TRC was established by the Promotion of National Unity and Reconciliation Act 34 of 1995 (Sources 2B and 2C) • It aimed to establish as complete a picture as possible of gross human rights violations from 1960 to 1994 (Source 2B) • Amnesty was granted to perpetrators who made full disclosure of politically motivated acts (Sources 2B and 2C) • Victims told their stories at public hearings, which restored their dignity (Sources 2B and 2C) • The Reparation and Rehabilitation Committee recommended reparations (Source 2C) • The final report was handed to President Mandela on 29 October 1998 (Source 2C) • The TRC faced criticism, e.g. the AZAPO case, PW Botha’s refusal to appear, the challenges by De Klerk and the ANC (Source 2D) • Reparations were limited to a once-off payment of R30 000 (Source 2D) • Public hearings were broadcast on radio and television so that South Africans learnt the truth about the past (own knowledge) • Examples of hearings, e.g. the amnesty applications of the killers of Steve Biko and the testimony of Eugene de Kock (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 Truth and Reconciliation Commission (TRC) 0–2 attempted to deal with South Africa’s violent past. • 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 Truth and Reconciliation Commission 3–5 (TRC) attempted to deal with South Africa’s violent past. • 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 Truth and Reconciliation Commission (TRC) attempted to 6–8 deal with South Africa’s violent past. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 17 History/P2 17 Hlayiso/Mock 2026 NSC – Marking Guidelines QUESTION 3: WHAT IMPACT DID GLOBALISATION HAVE ON DEVELOPING COUNTRIES AFTER THE END OF THE COLD WAR? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1] • December 1991 (1 x 1) (1) 3.1.2 [Extraction of evidence from Source 3A – L1] • International Monetary Fund (IMF) • World Bank (2 x 1) (2) 3.1.3 [Definition of a historical concept from Source 3A – L1] • The process by which the world becomes increasingly interconnected through trade, investment, technology, communication and culture • The integration of national economies into a single world economy • Any other relevant response (any 1 x 2) (2) 3.1.4 [Interpretation of evidence from Source 3A – L2] • The Soviet Union, the only rival superpower, collapsed and was dissolved • Communism lost credibility and the world became unipolar • The USA had the strongest economy and military in the world and no longer faced a counterbalance • Any other relevant response (any 1 x 2) (2) 3.1.5 [Interpretation of evidence from Source 3A and own knowledge – L2] • They were deeply in debt and needed loans to survive • After the collapse of the Soviet Union there was no alternative source of aid; they could no longer play the superpowers against each other • The IMF and World Bank were controlled by the USA and Western Europe, which set the conditions • They needed foreign investment to develop their economies • Loans were only granted if they agreed to structural adjustment programmes • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 18 History/P2 18 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.2 3.2.1 [Extraction of evidence from Source 3B – L1] • ‘…to ensure that globalization becomes a positive force for all the world’s people’ (1 x 2) (2) 3.2.2 [Extraction of evidence from Source 3B – L1] • Developing countries • Countries with economies in transition (2 x 1) (2) 3.2.3 [Interpretation of evidence from Source 3B – L2] • Rich/developed countries gained most of the profits while poor countries gained very little • The gap between rich and poor countries widened • The costs of globalisation, e.g. job losses and debt, were carried mainly by developing countries • Any other relevant response (any 1 x 2) (2) 3.2.4 [Ascertaining the reliability of Source 3B – L3] The source is RELIABLE because: • It is an official declaration adopted by the United Nations General Assembly, representing the world’s governments • It is a primary source produced at the time (2000) • It is balanced: it acknowledges both the opportunities and the costs of globalisation • The information is supported by other sources, e.g. Sources 3C and 3D • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 19 History/P2 19 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.3 3.3.1 [Extraction of visual evidence from Source 3C – L1] • The passengers on the ship are raising glasses (celebrating) • The sign ‘FIRST CLASS: PROFITS, TECHNOLOGY, INVESTMENT’ • The large, sturdy ship labelled ‘GLOBALISATION’ is moving ahead • The flag ‘NORTH’ flies over the comfortable ship (any 2 x 1) (2) 3.3.2(a) [Interpretation of visual evidence from Source 3C – L2] • Developing countries are tied to and dependent on the economies of developed countries • They have no choice but to follow the direction set by the developed North • They are dragged along by a world economy that they do not control • Any other relevant response (any 1 x 2) (2) 3.3.2(b) [Interpretation of visual evidence from Source 3C – L2] • Debt is a burden that threatens to sink developing countries • Developing countries struggle to stay afloat because debt repayments drain their resources • Loans with conditions (SAPs) trapped developing countries • Any other relevant response (any 1 x 2) (2) 3.3.3 [Interpretation of visual evidence from Source 3C – L2] • Globalisation benefits developed countries, while developing countries struggle to survive • The relationship is unequal: the North enjoys the profits while the South carries the costs • The claim that ‘we’re all in the same ocean’ hides the inequality between rich and poor countries • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 20 History/P2 20 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.4 [Comparison of evidence from Sources 3B and 3C – L3] • Source 3B states that the benefits of globalisation are very unevenly shared, and Source 3C shows the developed countries enjoying ‘first class’ profits, technology and investment while the developing countries are in a small boat • Source 3B states that the costs are unevenly distributed, and Source 3C shows the developing countries’ boat filling with ‘DEBT’ • Source 3B states that developing countries face special difficulties, and Source 3C shows people in the small boat bailing water and struggling to keep up • Source 3B calls for globalisation to become a positive force for all, while Source 3C shows the claim ‘we’re all in the same ocean’ to be unequal in reality • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 21 History/P2 21 Hlayiso/Mock 2026 NSC – Marking Guidelines 3.5 3.5.1 [Extraction of evidence from Source 3D – L1] • Seattle • Genoa • Porto Alegre (3 x 1) (3) 3.5.2 [Interpretation of evidence from Source 3D – L2] • A fairer form of globalisation that puts people and the environment before profits is possible • There are alternatives to free-market globalisation controlled by rich countries and multinational companies • Ordinary people can work together to change unfair global trade rules • Any other relevant response (any 1 x 2) (2) 3.5.3 [Interpretation of evidence from Source 3D and own knowledge – L2] • They forced governments to cut spending on health care and education • People had to pay fees for basic services • Workers lost their jobs when state companies were privatised or downsized • Removal of subsidies increased the prices of food and fuel • They were imposed by outside institutions, which undermined national sovereignty • Any other relevant response (any 1 x 2) (2) 3.5.4 [Interpretation of evidence from Source 3D – L2] • Tariffs were reduced, allowing cheaper imports, especially from China, to flood the local market • Local factories could not compete with cheaper imports and closed down • The GEAR strategy followed free-market principles that exposed local industries to global competition • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 22 History/P2 22 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 end of the Cold War left the USA as the only superpower and spread free-market capitalism (Source 3A) • Developing countries privatised state companies, lowered trade barriers and welcomed foreign investment (Source 3A) • Indebted developing countries had to accept IMF/World Bank loans with structural adjustment conditions (Source 3A) • The benefits of globalisation were unevenly shared and the costs unevenly distributed (Source 3B) • Developing countries were tied to the developed North and burdened by debt (Source 3C) • Anti-globalisation protests, e.g. Seattle (1999) and Genoa (2001), and the World Social Forum (Source 3D) • Cuts to health care and education, user fees and job losses under SAPs (Source 3D) • South Africa’s clothing and textile industry lost thousands of jobs to cheaper imports (Source 3D) • Some benefits: new investment, cheaper technology, mobile phones (Source 3D) • Developing countries formed new partnerships, e.g. South Africa joined BRICS in 2010/2011 (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 the impact that globalisation had on developing 0–2 countries after the end of the Cold War. • 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 the impact that globalisation had on developing 3–5 countries after the end of the Cold War. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of the impact that globalisation had on developing countries after the 6–8 end of the Cold War. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 23 History/P2 23 Hlayiso/Mock 2026 NSC – Marking Guidelines SECTION B: ESSAY QUESTIONS QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CRISIS OF APARTHEID IN THE 1980s [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should indicate whether they agree or disagree with the statement that PW Botha’s reforms of the 1980s were an attempt to modernise apartheid rather than to end it, and that they intensified resistance and plunged the apartheid state into crisis. 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 need to take a stance (e.g. agree) and indicate how they intend to support their line of argument. ELABORATION • Background: PW Botha became Prime Minister in 1978; apartheid faced economic problems, international isolation and growing resistance after 1976. Botha warned white South Africans that they had to ‘adapt or die’. • Total Strategy: Response to a perceived ‘total onslaught’ by communism and the liberation movements; reform combined with repression; growing power of the State Security Council and the military; cross-border raids into neighbouring states. • Labour reforms: The Wiehahn Commission (1979) led to the legal recognition of black trade unions; the Riekert Commission (1979) separated urban ‘insiders’ from rural ‘outsiders’. ▷ The reforms strengthened the unions: FOSATU (1979) and COSATU (1985) became powerful forces of resistance; strikes and stayaways increased • Political reforms – the Tricameral Parliament (1983/1984): Separate houses for whites (House of Assembly), coloureds (House of Representatives) and Indians (House of Delegates); whites retained control; black Africans were excluded and expected to exercise political rights in the homelands. ▷ Low voter turnout in the coloured and Indian elections of August 1984 showed rejection of the system ▷ The United Democratic Front (UDF) was launched on 20 August 1983 in Mitchells Plain, uniting hundreds of organisations against the reforms (‘UDF unites, apartheid divides’); the National Forum (1983) represented Black Consciousness groups • Black Local Authorities Act (1982): Black town councils were seen as puppets of the government; rent increases sparked the Vaal Uprising (3 September 1984), which spread across the country. • Resistance intensified: The ANC called on people to make the townships ungovernable (1985); rent, consumer and school boycotts; street committees and people’s courts; the National Education Crisis Committee (‘People’s Education for People’s Power’); violence between activists and those seen as collaborators. • Repression: Partial State of Emergency (July 1985) and national State of Emergency Copyright reserved Please turn over Text truncated here. 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