# History Grade 12 P2 NSC November Prediction 2026 Memo (Eng) > Grade 12 History Paper 2 memorandum from the NSC November Prediction Exam 2026 (English), 27 pages. Read online or download the free PDF. - Page: https://www.hlayiso.com/library/grade-12-history-2026-nsc-november-prediction-exam-memorandum-paper-2/ed1667f3-a73c-4927-b41f-21269ff9fba8 - Updated: 2026-10-29 - Subject: History - Grade: Grade 12 - Language: English - Document type: Memorandum - Year: 2026 - Exam period: NSC November Prediction Exam - Paper: 2 - Publisher: Hlayiso - Curriculum: CAPS - Pages: 27 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 Prediction 2026 Memo (Eng)](https://www.hlayiso.com/library/grade-12-history-2026-nsc-november-prediction-exam-memorandum-paper-2/ed1667f3-a73c-4927-b41f-21269ff9fba8) ## About this document History · Grade 12 · NSC November Prediction Exam · 2026 · English. Memorandum, 27 pages. Read online or download the PDF. Read it free online on the page above; download the PDF from there. ## Document text Text extracted from the PDF. Layout, diagrams and tables may not survive extraction. ### Page 1 hlayiso mock exams Practice Series: Grade 12 NSC Preparation WWW.HLAYISO.COM NATIONAL SENIOR CERTIFICATE GRADE 12 HISTORY P2 PREDICTION EXAMINATION 2026 MARKING GUIDELINES MARKS: 150 These marking guidelines consist of 27 pages. Copyright reserved Please turn over ### Page 2 History/P2 2 Hlayiso/Prediction 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. Copyright reserved Please turn over ### Page 3 History/P2 3 Hlayiso/Prediction 2026 NSC – Marking Guidelines • 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. • • • 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. Copyright reserved Please turn over ### Page 4 History/P2 4 Hlayiso/Prediction 2026 NSC – Marking Guidelines • The following symbols MUST be used when assessing an essay: 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/Prediction 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/Prediction 2026 NSC – Marking Guidelines SECTION A: SOURCE-BASED QUESTIONS QUESTION 1: HOW DID ANTI-APARTHEID ORGANISATIONS CHALLENGE THE APARTHEID STATE DURING THE STATES OF EMERGENCY IN THE 1980s? 1.1 1.1.1 [Extraction of evidence from Source 1A – L1] • Rent increases (announced by their local council) • (Protests on) the day the new tricameral constitution came into effect (Marker’s note: rent increases is the expected answer; also accept the coming into effect of the tricameral constitution.) (1 x 1) (1) 1.1.2 [Definition of a historical concept from Source 1A – L1] • The control of township affairs by the residents themselves through their own democratic structures (e.g. street committees, people’s courts) instead of apartheid structures • Community self-government that replaced the authority of the apartheid state in the townships • Any other relevant response (any 1 x 2) (2) 1.1.3 [Extraction of evidence from Source 1A – L1] • Street committees • Area committees • People’s courts (any 2 x 1) (2) 1.1.4 [Interpretation of evidence from Source 1A and own knowledge – L2] • They served in structures created by the apartheid government (Black Local Authorities Act, 1982) • They were blamed for rent increases and higher service charges • They were regarded as corrupt and as enriching themselves at the expense of the community • They were seen as helping the government to keep apartheid alive in the townships • They were elected in elections with very low voter turnout and therefore had no legitimacy • They were seen as part of PW Botha’s reforms that excluded black South Africans from real political power • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 7 History/P2 7 Hlayiso/Prediction 2026 NSC – Marking Guidelines 1.1.5 [Interpretation of evidence from Source 1A – L2] • To prevent mass protests on the 10th anniversary of the Soweto uprising (16 June 1986) • The unrest had spread across the whole country and the government had lost control of many townships • To give the police and army wide powers to detain activists and crush resistance • To restrict media reporting of unrest and police action • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 8 History/P2 8 Hlayiso/Prediction 2026 NSC – Marking Guidelines 1.2 1.2.1 [Interpretation of evidence from Source 1B – L2] • The ECC demanded the withdrawal of SADF soldiers from black townships • The ECC opposed the use of the army against black South Africans in the townships • The army should not be used to suppress resistance against apartheid • Any other relevant response (any 1 x 2) (2) 1.2.2 [Interpretation of evidence from Source 1B – L2] • It symbolises the rejection of war/violence and of military service in the SADF (conscription) • It symbolises the call to stop the use of force against the people in the townships • It symbolises a desire for peace • Any other relevant response (any 1 x 2) (2) 1.2.3 [Interpretation of evidence from Source 1B – L2] • Only young white men were conscripted (called up) for compulsory military service in the SADF • To persuade them not to serve in the SADF / to refuse the call-up • To make them aware that they would be used to fight fellow South Africans in the townships • To win white support for the struggle against apartheid • Any other relevant response (any 1 x 2) (2) 1.3 [Comparison of evidence from Sources 1A and 1B – L3] • Source 1A states that from October 1984 SADF soldiers were sent into the townships, and Source 1B (‘TROOPS OUT OF THE TOWNSHIPS!’) shows that the ECC opposed the presence of troops in the townships • Source 1A states that the army received wide powers under the states of emergency, and Source 1B (‘fight your own people’) suggests that soldiers were used against township residents • Source 1A shows that the government used force to crush resistance, and Source 1B shows opposition to the use of conscripts for this purpose (‘STOP THE CALL-UP’) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 9 History/P2 9 Hlayiso/Prediction 2026 NSC – Marking Guidelines 1.4 1.4.1 [Extraction of evidence from Source 1C – L1] • 1955 (1 x 1) (1) 1.4.2 [Extraction of evidence from Source 1C – L1] • People arrested for pass offences • People who had lost the right to live and work in the cities • Workers who had been unfairly dismissed • Elderly people who struggled to obtain their pensions • Communities threatened with forced removals (any 3 x 1) (3) 1.4.3 [Explanation of a historical concept from Source 1C – L2] • Apartheid laws (e.g. the pass laws) that controlled and restricted the movement of black South Africans into the urban areas • A system that limited the number of black people allowed to live and work in the cities • Any other relevant response (any 1 x 2) (2) 1.4.4 [Interpretation of evidence from Source 1C – L2] • The emergency regulations banned most outdoor gatherings • A woman standing alone did not form a prohibited gathering, so they could protest legally / avoid arrest • To continue their protest against detentions, conscription and forced removals despite the restrictions • Any other relevant response (any 1 x 2) (2) 1.4.5 [Ascertaining the usefulness of evidence from Source 1C – L3] The source is USEFUL because: • It explains the origin of the Black Sash, an organisation of white women, in 1955 • It describes how the Black Sash advice offices assisted black South Africans affected by apartheid laws • It shows how Black Sash members monitored trials, forced removals and detentions in the 1980s • It explains the methods of protest of the Black Sash during the states of emergency (single-person stands) • It gives information about the Black Sash’s activities from the 1950s to the 1980s, including the states of emergency • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 10 History/P2 10 Hlayiso/Prediction 2026 NSC – Marking Guidelines 1.5 1.5.1 [Extraction of evidence from Source 1D – L1] • Adriaan Vlok (1 x 1) (1) 1.5.2 [Interpretation of evidence from Source 1D – L2] • ‘Within days church leaders …led a march to Parliament in Cape Town to protest against the restrictions’ • ‘The churches declared that they would continue to speak out on behalf of those who had been silenced’ • ‘The restrictions did not end resistance’ • ‘…in 1989 the struggle continued under the banner of the Mass Democratic Movement (MDM)’ (any 1 x 2) (2) 1.5.3 [Interpretation of evidence from Source 1D and own knowledge – L2] • The ECC campaigned against the presence of troops in the townships • It encouraged young white men to question/refuse military service, which threatened the manpower of the SADF • It weakened white support for the government and its policy of ‘total strategy’ • It exposed the role of the SADF in repressing black South Africans and in wars in Angola and Namibia • It showed that some white South Africans were joining the anti-apartheid struggle • Any other relevant response (any 2 x 2) (4) 1.5.4 [Interpretation of evidence from Source 1D – L2] • It showed that resistance to apartheid was growing among young white South Africans • It openly defied the government’s decision to ban the ECC • They were prepared to go to prison rather than serve in the SADF, which embarrassed the government • It undermined the government’s claim that it had the support of white South Africans • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 11 History/P2 11 Hlayiso/Prediction 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 UDF united hundreds of organisations against PW Botha’s reforms (Source 1A) • Township residents rose against black local councillors, e.g. the Vaal uprising of 1984 (Source 1A) • Activists made the townships ungovernable and built ‘people’s power’ through street committees and people’s courts (Source 1A) • Rent, consumer and school boycotts (Source 1A) • The ECC campaigned against conscription and demanded ‘troops out of the townships’ (Sources 1B and 1D) • The Black Sash helped victims of the pass laws and forced removals through its advice offices (Source 1C) • The Black Sash monitored trials and detentions and held single-person stands (Source 1C) • Church leaders marched to Parliament against the restrictions of 1988 (Source 1D) • 143 young white men publicly refused to serve in the SADF (Source 1D) • The struggle continued under the MDM in 1989, e.g. the Defiance Campaign (Source 1D and own knowledge) • COSATU organised strikes and stayaways (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 anti-apartheid organisations challenged the 0–2 apartheid state during the states of emergency in the 1980s. • 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 anti-apartheid organisations challenged the 3–5 apartheid state during the states of emergency in the 1980s. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how anti-apartheid organisations challenged the apartheid state 6–8 during the states of emergency in the 1980s. • 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/Prediction 2026 NSC – Marking Guidelines QUESTION 2: HOW DID THE TRUTH AND RECONCILIATION COMMISSION’S (TRC’S) DECISION TO GRANT AMNESTY TO THE KILLERS OF AMY BIEHL CONTRIBUTE TO RECONCILIATION IN SOUTH AFRICA? 2.1 2.1.1 [Extraction of evidence from Source 2A – L1] • She was on a Fulbright scholarship • She worked with the Community Law Centre at UWC on research about the rights of women • She helped with voter-education programmes for the first democratic elections (any 1 x 2) (2) 2.1.2 [Extraction of evidence from Source 2A – L1] • Pan Africanist Students’ Organisation (PASO) (1 x 1) (1) 2.1.3 [Interpretation of evidence from Source 2A – L2] • The attack was politically motivated – the youths regarded all white people as ‘settlers’/colonisers and therefore as enemies • The youths were influenced by the call of APLA/PAC supporters to attack white people • She was attacked because she was white and not because of who she was personally • Any other relevant response (any 1 x 2) (2) 2.1.4 [Definition of a historical concept from Source 2A – L1] • A pardon (freedom from prosecution and punishment) granted to people who committed politically motivated crimes • Official forgiveness/indemnity for an offence so that the person is not prosecuted or is released from prison • Any other relevant response (any 1 x 2) (2) 2.1.5 [Extraction of evidence from Source 2A – L1] • Mongezi Manqina • Vusumzi Ntamo • Ntobeko Peni • Easy Nofemela (any 2 x 1) (2) Copyright reserved Please turn over ### Page 13 History/P2 13 Hlayiso/Prediction 2026 NSC – Marking Guidelines 2.2 2.2.1 [Extraction of evidence from Source 2B – L1] • The act had to be committed between 1 March 1960 and 10 May 1994 • The act had to be associated with a political objective • The applicant had to make a full disclosure of all the relevant facts (any 2 x 1) (2) 2.2.2 [Extraction of evidence from Source 2B – L1] • The applicants ‘had acted as supporters of a political organisation during a political struggle’ • They ‘had not been motivated by personal gain or by personal hatred of Amy Biehl’ (any 1 x 2) (2) 2.2.3 [Interpretation of evidence from Source 2B – L2] • They supported the TRC’s aim of truth and reconciliation, in which their daughter had believed • They were willing to forgive the killers of their daughter • They believed that reconciliation was more important than revenge/punishment • They wanted to honour their daughter’s commitment to a democratic South Africa • Any other relevant response (any 1 x 2) (2) 2.2.4 [Explanation of a historical concept from Source 2B – L2] • Applicants had to tell the whole truth about all the relevant facts of the crimes for which they applied for amnesty • Perpetrators had to reveal everything they did (who, what, when, why and on whose orders) before amnesty could be granted • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 14 History/P2 14 Hlayiso/Prediction 2026 NSC – Marking Guidelines 2.2.5 [Ascertaining the reliability of evidence from Source 2B – L3] The source is RELIABLE because: • It is adapted from the official decision of the TRC’s Amnesty Committee (28 July 1998) • It was produced by an official body after a public hearing at which the applicants gave evidence • It explains the legal requirements for amnesty in terms of the Promotion of National Unity and Reconciliation Act • It gives the reasons for the decision of the Amnesty Committee (political objective and full disclosure) • The information can be corroborated by other sources, e.g. Source 2A (Candidates may also refer to limitations, e.g. it is a summary and gives mainly the version of the applicants.) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 15 History/P2 15 Hlayiso/Prediction 2026 NSC – Marking Guidelines 2.3 2.3.1 [Interpretation of evidence from Source 2C – L2] • Amnesty favoured truth and reconciliation over justice • Perpetrators who made a full disclosure could escape punishment • Victims and their families felt that justice had been sacrificed for peace (‘THE PRICE OF PEACE’) • The amnesty process left many victims dissatisfied/asking for justice • Any other relevant response (any 2 x 2) (4) 2.3.2(a) [Interpretation of evidence from Source 2C – L2] • The amnesty process gave more weight to truth (full disclosure) and reconciliation than to justice / justice was sacrificed in order to obtain the truth • The TRC’s amnesty process, which had to weigh up truth and reconciliation against justice • The balance/choice that the TRC had to make between reconciliation and the punishment of perpetrators • Any other relevant response (any 1 x 2) (2) 2.3.2(b) [Interpretation of evidence from Source 2C – L2] • The victims and families of victims of gross human rights violations • Victims who lost loved ones and felt that the perpetrators should be punished/that justice was not done • Any other relevant response (any 1 x 2) (2) 2.4 [Comparison of evidence from Sources 2B and 2C – L3] • Source 2B shows that the Biehl family did not oppose amnesty and supported reconciliation, while Source 2C shows a victim’s family asking for justice • Source 2B presents amnesty as a fair legal process based on full disclosure and a political motive, while Source 2C suggests that amnesty sacrificed justice • Source 2B shows that the killers were released after making full disclosure, while Source 2C implies that full disclosure outweighed justice for victims • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 16 History/P2 16 Hlayiso/Prediction 2026 NSC – Marking Guidelines 2.5 2.5.1 [Extraction of evidence from Source 2D – L1] • After-school programmes • Sport activities • Music and arts activities • Literacy projects • Health-education projects (any 3 x 1) (3) 2.5.2 [Interpretation of evidence from Source 2D – L2] • The men who had killed Amy Biehl were now working with her family to build a better society • It showed that victims and perpetrators could work together after the truth was told and forgiveness was given • They used their own experience to teach young people about the dangers of violence and the importance of reconciliation • Any other relevant response (any 1 x 2) (2) 2.5.3 [Interpretation of evidence from Source 2D and own knowledge – L2] • Amnesty allowed killers to go free without punishment • It took away the victims’ right to justice in the courts (e.g. civil claims and prosecutions) • Many perpetrators, including senior politicians and security force commanders, never applied for amnesty • Many families never found out the truth about what happened to their loved ones • Reparations were delayed and too small (once-off R30 000) • Families such as those of Biko, Mxenge and Ribeiro and AZAPO challenged the amnesty provisions in the Constitutional Court (1996) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 17 History/P2 17 Hlayiso/Prediction 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: • Amy Biehl came to South Africa to support the transition to democracy and was killed in Gugulethu in 1993 (Source 2A) • The four convicted men applied for amnesty and told the truth about the killing (Sources 2A and 2B) • They asked the Biehl family for forgiveness (Source 2B) • Peter and Linda Biehl did not oppose amnesty and supported truth and reconciliation (Source 2B) • The Amnesty Committee found that the killing was politically motivated and that full disclosure was made; amnesty was granted in 1998 (Source 2B) • The Biehl family set up the Amy Biehl Foundation to help township youth (Source 2D) • Nofemela and Peni worked for the foundation and promoted reconciliation (Source 2D) • The case became an example of forgiveness and reconciliation in South Africa and internationally (own knowledge) • However, many felt that amnesty sacrificed justice (Sources 2C and 2D) • 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 TRC’s decision to grant amnesty to the killers 0–2 of Amy Biehl contributed to reconciliation in South Africa. • 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 TRC’s decision to grant amnesty to the 3–5 killers of Amy Biehl contributed to reconciliation in South Africa. • 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 TRC’s decision to grant amnesty to the killers of Amy Biehl 6–8 contributed to reconciliation in South Africa. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 18 History/P2 18 Hlayiso/Prediction 2026 NSC – Marking Guidelines QUESTION 3: HOW DID SOUTH AFRICA USE ITS PRESIDENCY OF THE GROUP OF TWENTY (G20) IN 2025 TO ADVANCE THE INTERESTS OF AFRICA IN A GLOBALISED WORLD? 3.1 3.1.1 [Extraction of evidence from Source 3A – L1] • 1999 (1 x 1) (1) 3.1.2 [Extraction of evidence from the table in Source 3A – L1] • About 85% of the world’s gross domestic product (GDP) • About 75% of international trade • About two-thirds of the world’s population (3 x 1) (3) 3.1.3 [Definition of a historical concept from Source 3A – L1] • The process by which the economies, societies and cultures of the world become increasingly integrated and interdependent through trade, investment, technology and communication • The growing interconnection of countries through the free movement of goods, services, money, people and ideas • Any other relevant response (any 1 x 2) (2) 3.1.4 [Interpretation of evidence from Source 3A – L2] • Africa (the whole continent) gained a permanent voice in the G20, where major global economic decisions are made • Before 2023 South Africa was the only African member, so African interests were under-represented • It recognised the growing importance of Africa in the global economy • Any other relevant response (any 1 x 2) (2) Copyright reserved Please turn over ### Page 19 History/P2 19 Hlayiso/Prediction 2026 NSC – Marking Guidelines 3.1.5 [Interpretation of evidence from Source 3A and own knowledge – L2] • It was the first time that an African country led the G20 • The first G20 Leaders’ Summit was held on African soil (Johannesburg) • It allowed South Africa to place African and Global South issues on the global agenda • It continued a series of Global South presidencies (Indonesia, India, Brazil, South Africa) • It showed South Africa’s growing role in the new world order after apartheid, e.g. as a member of BRICS and the G20 (Candidates who use only relevant information from Sources 3A–3D should be given full credit; own knowledge is not required to reach the maximum mark.) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 20 History/P2 20 Hlayiso/Prediction 2026 NSC – Marking Guidelines 3.2 3.2.1 [Extraction of evidence from Source 3B – L1] • Strengthening disaster resilience and response • Ensuring debt sustainability for low-income countries • Mobilising finance for a just energy transition • Harnessing critical minerals for inclusive growth and development (any 3 x 1) (3) 3.2.2 [Explanation of a historical concept from Source 3B – L2] • A move from coal and other fossil fuels to renewable energy in a fair way that protects the workers and communities who depend on the old industries • A shift to clean energy that does not leave poor countries, workers and communities behind • Any other relevant response (any 1 x 2) (2) 3.2.3 [Interpretation of evidence from Source 3B – L2] • Many African countries spend a large share of their income on paying interest on foreign loans • Debt repayments leave less money for health care, education and infrastructure • High debt keeps poor countries trapped in poverty and dependent on rich countries/lenders • Any other relevant response (any 1 x 2) (2) 3.2.4 [Interpretation of evidence from Source 3B – L2] • To create jobs and industries in Africa instead of in other countries • Raw minerals were exported cheaply and processed elsewhere, where most of the profits were made • To increase the value of African exports and earn more income • To end the colonial pattern of Africa supplying only raw materials to the industrialised world • To benefit from the growing global demand for critical minerals (batteries, solar panels, electric vehicles) • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 21 History/P2 21 Hlayiso/Prediction 2026 NSC – Marking Guidelines 3.3 3.3.1 [Interpretation of evidence from Source 3C – L2] • The USA did not attend/boycotted the G20 Leaders’ Summit in Johannesburg • The most powerful country in the world was absent from an important meeting on global problems • Any other relevant response (any 1 x 2) (2) 3.3.2 [Interpretation of evidence from Source 3C – L2] • Relations between South Africa and the USA were tense/poor • South Africa was prepared to continue with its agenda without the USA • South Africa did not want to be dictated to by the USA • Any other relevant response (any 1 x 2) (2) 3.3.3 [Ascertaining the limitations of evidence from Source 3C – L3] The cartoon is LIMITED because: • It shows only one point of view (that of the South African hosts) • It does not explain why the USA stayed away • It does not show the outcome/declaration of the summit • It does not show all the members that attended • It is a simplified, symbolic representation • It was drawn for an examination, not at the time of the summit • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 22 History/P2 22 Hlayiso/Prediction 2026 NSC – Marking Guidelines 3.4 3.4.1 [Extraction of evidence from Source 3D – L1] • 2000 (1 x 1) (1) 3.4.2 [Extraction of evidence from Source 3D – L1] • Citrus fruit • Motor vehicles • Wine (any 2 x 1) (2) 3.4.3 [Explanation of a historical concept from Source 3D – L2] • A tax/duty that the USA charged on goods imported from South Africa, which made South African goods more expensive in the USA • A trade barrier used by a country to protect its own industries or to put pressure on another country • Any other relevant response (any 1 x 2) (2) 3.4.4 [Interpretation of evidence from Source 3D – L2] • It showed that the countries of the Global South could take decisions without the USA/the most powerful country • It placed issues important to developing countries (climate change, debt relief, critical minerals) on the global agenda • It strengthened multilateralism and the voice of Africa and the Global South • It showed that the balance of power in the world was shifting • Any other relevant response (any 1 x 2) (2) 3.5 [Comparison of evidence from Sources 3C and 3D – L3] • Source 3C shows an empty chair labelled ‘USA’, and Source 3D states that the US government did not send a delegation to the summit • Source 3C shows South Africa saying it will carry on without the USA, and Source 3D states that the summit went ahead without the USA • Source 3C shows an agenda of debt, climate and critical minerals, and Source 3D states that the declaration called for action on climate change, debt relief and critical minerals • Both sources show tense relations between the USA and South Africa • Any other relevant response (any 2 x 2) (4) Copyright reserved Please turn over ### Page 23 History/P2 23 Hlayiso/Prediction 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: • South Africa became the first African country to lead the G20 (1 December 2024 – 30 November 2025) (Source 3A) • It used the theme ‘Solidarity, Equality, Sustainability’ (Source 3A) • It built on the admission of the African Union as a permanent member (2023) (Source 3A) • It set priorities important to Africa: disaster resilience, debt sustainability, a just energy transition and critical minerals (Source 3B) • It called for the beneficiation of critical minerals in Africa to create jobs (Source 3B) • It called for the reform of the IMF and the World Bank (Source 3B) • It hosted the first G20 Leaders’ Summit in Africa despite the absence of the USA (Sources 3C and 3D) • The declaration adopted at the summit called for action on climate change, debt relief and critical minerals (Source 3D) • It promoted multilateralism and the voice of the Global South (Source 3D and own knowledge) • However, tensions with the USA (tariffs, AGOA) showed the limits of South Africa’s influence (Source 3D) (Candidates who use only relevant information from Sources 3A–3D should be given full credit; own knowledge is not required to reach the maximum mark.) • 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 South Africa used its presidency of the G20 in 0–2 2025 to advance the interests of Africa in a globalised world. • 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 South Africa used its presidency of the G20 3–5 in 2025 to advance the interests of Africa in a globalised world. • Uses evidence in a basic manner to write a paragraph. LEVEL 3 • Uses relevant evidence, e.g. demonstrates a thorough understanding MARKS: of how South Africa used its presidency of the G20 in 2025 to advance 6–8 the interests of Africa in a globalised world. • Uses evidence very effectively in an organised paragraph that shows an understanding of the topic. [50] Copyright reserved Please turn over ### Page 24 History/P2 24 Hlayiso/Prediction 2026 NSC – Marking Guidelines SECTION B: ESSAY QUESTIONS QUESTION 4: CIVIL RESISTANCE, 1970s TO 1980s: SOUTH AFRICA: THE CHALLENGE OF BLACK CONSCIOUSNESS TO THE APARTHEID STATE [Plan and construct an original argument based on relevant evidence using analytical and interpretative skills] SYNOPSIS Candidates should critically discuss the statement that the philosophy of Black Consciousness inspired the youth of South Africa to challenge the apartheid state in the 1970s, culminating in the Soweto uprising of 1976. They should take a stance and support their line of argument with relevant historical evidence. Candidates may also show that other factors (e.g. Bantu Education, the Afrikaans Medium Decree, poor living conditions) contributed to the uprising. 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 • Background – the political vacuum of the 1960s: The ANC and PAC were banned in 1960; leaders were imprisoned (Rivonia Trial, 1963–1964) or went into exile; open black political resistance was silenced. • Formation of SASO (1968–1969): Black students broke away from NUSAS, which was dominated by white liberals; Steve Biko was SASO’s first president; the slogan ‘Black man, you are on your own’. • The philosophy of Black Consciousness: Psychological liberation – black people had to free their minds from feelings of inferiority; black pride, self-reliance and solidarity among all the oppressed (Africans, coloureds and Indians); influence of the Black Power movement in the USA and of Pan-Africanism and Negritude. • Spreading the message: SASO publications (SASO Newsletter), the writings of Biko (‘I write what I like’ under the pseudonym Frank Talk), formative schools and leadership training; the Black People’s Convention (BPC, 1972) for adults. • Community projects (self-reliance): The Black Community Programmes (BCP), e.g. the Zanempilo Community Health Centre, Ginsberg Educational Trust, home industries; Dr Mamphela Ramphele. • Influence on workers and culture: The Black Allied Workers’ Union (BAWU); the Durban strikes of 1973; Black Consciousness poetry, theatre and art; Black Theology. • State response: Banning orders on Biko and other SASO/BPC leaders (1973); the Viva FRELIMO rallies (1974) and the SASO/BPC trial; detention without trial. • Influence on the youth: The South African Students’ Movement (SASM, 1972) spread Black Consciousness among secondary school learners; the youth became confident and assertive; the National Youth Organisation. • The Soweto uprising (16 June 1976): The Afrikaans Medium Decree (1974) required Afrikaans as a medium of instruction; learners rejected Afrikaans as the language of the oppressor and rejected Bantu Education; the Soweto Students’ Representative Council Copyright reserved Please turn over Text truncated here. 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