Social Sciences Grade 9 Paper 2 November Mock 2026 Memo

Copyright reserved Please turn over Mock hlayiso mock exams Practice Series: Grade 9 Exam Preparation WWW.HLAYISO.COM SENIOR PHASE END-OF-YEAR EXAMINATION GRADE 9 SOCIAL SCIENCES P2 HISTORY NOVEMBER 2026 (MOCK) MARKING GUIDELINES MARKS: 75 These marking guidelines consist of 7 pages.

Social Sciences/P2 2 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 NOTE TO MARKERS: • Accept alternative answers that are correct and relevant to the question, even if they are not listed here. Learners may use their own words. • (1 x 2) means ONE point worth 2 marks: give 2 marks for a complete, well-explained point and 1 mark for a partly correct or vague point. • (2 x 1) means TWO points of 1 mark each. Where a question asks for a number of points (e.g. TWO), mark only the first points given, in the order written. • Do not penalise spelling errors in names (e.g. Pieterson/Peterson, Mashinini/Mashinin, Sobukwe/Sobukhwe) if the person is clearly identified. • Opinion questions (2.2.5, 2.3.4, 4.1.6): credit any reasonable view that is supported by a historically correct reason. • Cognitive levels are shown as [L1] (recall/extract), [L2] (explain/understand) and [L3] (interpret/evaluate/compare). • QUESTION 5 is marked with the paragraph rubric at the end of these marking guidelines. SECTION A: TURNING POINTS IN MODERN SOUTH AFRICAN HISTORY SINCE 1948 QUESTION 1 1.1 1.1.1 B (1) 1.1.2 C (1) 1.1.3 C (1) 1.1.4 B (1) 1.1.5 A (1) [L1] (5 x 1) (5) 1.2 1.2.1 B (1) 1.2.2 D (1) 1.2.3 E (1) 1.2.4 F (1) 1.2.5 A (1) [L1] (5 x 1) (5) [10] QUESTION 2 2.1.1 Group Areas Act (of 1950) (1) [L1] (Accept: Natives Resettlement Act of 1954) (1 x 1) (1) 2.1.2 Meadowlands (in Soweto) (1) [L1] (1 x 1) (1) 2.1.3 It was close to white suburbs / the government called it a ‘black spot’ (1) Black people owned land there, which the government did not want in a ‘white’ city (1) People of different races lived together, which went against apartheid (1) The government wanted the land for white people (Triomf was built there) (1) [L2] [ANY TWO] (2 x 1) (2) Copyright reserved Please turn over

Social Sciences/P2 3 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 2.1.4 People lost their homes and the land they owned (2) They were moved far from their jobs in the city and had to pay more for transport (2) Families, friends and neighbours were split up because each race group was sent to a different area (2) A lively community and its culture (jazz, writing, sport) was destroyed (2) People were humiliated / traumatised when armed police moved them by force (2) The new township houses were small and had few facilities (2) [L2] [ANY TWO] (2 x 2) (4) 2.2.1 The Defiance Campaign (1) [L1] (1 x 1) (1) 2.2.2 Kliptown (near Johannesburg / Soweto) (1) [L1] (Accept: at the Congress of the People) (1 x 1) (1) 2.2.3 All adults (of all races) should have the right to vote / take part in government (2) South Africa should be a democracy in which the majority choose the government (2) (1 mark for a vague answer such as ‘the people must rule’) [L2] (1 x 2) (2) 2.2.4 To protest against the pass laws being extended to women (2) They wanted the government to stop forcing (black) women to carry passes (2) To hand over petitions against passes for women to the Prime Minister (Strijdom) (2) [L2] [ANY ONE] (1 x 2) (2) 2.2.5 The government saw the Freedom Charter as a threat because it demanded equal rights and an end to white minority rule (2) The government claimed that the leaders were communists who wanted to overthrow the state (by violence) (2) To stop / weaken the resistance movement by keeping its leaders busy in court for years (2) [L3] [ANY ONE] (1 x 2) (2) 2.3.1 Pan Africanist Congress (PAC) (1) Robert Sobukwe (1) [L1] (2 x 1) (2) 2.3.2 The crowd was noisy and aggressive / some people threw stones (1) The police feared that the station would be overrun / to protect their lives (1) [L1] [ANY ONE] (1 x 1) (1) 2.3.3 Source 2C says the crowd was aggressive, threw stones and threatened the police, BUT Source 2D says the crowd was peaceful (singing, laughing, women with babies) and had no guns (2) Source 2C suggests the police had to fire in self-defence, BUT Source 2D says there was no warning and people were shot in the back while running away (2) (Learners must refer to BOTH sources for 2 marks; 1 mark if only one source is described.) [L3] (1 x 2) (2) Copyright reserved Please turn over

Social Sciences/P2 4 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 2.3.4 The police wanted to justify the shooting / avoid blame for the deaths (2) The police statement gives only the government’s / police side; the eyewitness had no reason to protect the police (2) The police version is biased (one-sided), while the eyewitness saw what happened from close by (2) [L3] [ANY ONE] (1 x 2) (2) 2.3.5 The government declared a state of emergency and banned the ANC and PAC (1960) (1) The liberation movements gave up non-violent protest and turned to armed struggle (Umkhonto we Sizwe / Poqo, 1961) (1) Many leaders were arrested or went into exile / organisations went underground (1) The world condemned apartheid; it led to growing international isolation (1) 21 March is now remembered as Human Rights Day (1) [L2] [ANY TWO] (2 x 1) (2) [25] TOTAL SECTION A: 35 SECTION B: TURNING POINTS IN SOUTH AFRICAN HISTORY: 1976 AND 1990 QUESTION 3 3.1 3.1.1 B (1) 3.1.2 A (1) 3.1.3 C (1) 3.1.4 B (1) 3.1.5 A (1) [L1] (5 x 1) (5) 3.2 B, E, A, D, C [L2] (B Soweto uprising 1976; E death of Steve Biko 1977; A UDF formed 1983; D Mandela released 1990; C first democratic election 1994) Give 1 mark for each letter in the correct position. (5 x 1) (5) [10] QUESTION 4 4.1.1 16 June (1976) (1) [L1] (1 x 1) (1) 4.1.2 Afrikaans (1) [L1] (1 x 1) (1) 4.1.3 ‘Away with Afrikaans’ – learners did not want to be taught in Afrikaans / it made learning difficult (2) ‘We want equal education’ – black learners received poorer education than white learners and wanted the same standard (2) ‘Blacks are not dustbins’ – learners felt they were being treated as worthless / given a rubbish education (2) ‘Release our students’ – learners who had protested had been arrested and they wanted them freed (2) ‘Down with Bantu Education’ – they rejected the whole system of Bantu Education (2) (Slogan named with no explanation: 1 mark) [L2] [ANY ONE] (1 x 2) (2) Copyright reserved Please turn over

Social Sciences/P2 5 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 4.1.4 They had to learn subjects (Mathematics, Social Studies) in Afrikaans (1) Teachers could hardly speak Afrikaans themselves (1) Classes were full / overcrowded (1) They had to share old textbooks / few resources (1) It prepared them only to be workers / labourers for others (1) [L1] [ANY TWO] (2 x 1) (2) 4.1.5 Hector Pieterson (1) The photograph (by Sam Nzima) was printed in newspapers around the world and showed the brutality of the police / apartheid; it turned world opinion against the government (1) [L2] (2 x 1) (2) 4.1.6 No: The learners were unarmed children marching peacefully; the police used teargas and live bullets and killed / injured many (2) No: The police should have negotiated or let the march continue; their violence caused the uprising to spread (2) (A ‘Yes’ answer can earn 2 marks if it is supported by a historically valid reason, e.g. the police claimed they were restoring order; an opinion with no reason earns 0.) [L3] (1 x 2) (2) 4.2.1 F.W. de Klerk (1) [L1] (1 x 1) (1) 4.2.2 ANC (African National Congress) (1) PAC (Pan Africanist Congress) (1) SACP (South African Communist Party) (1) [L1] [ANY TWO] (2 x 1) (2) 4.2.3 Victor Verster Prison (near Paarl) (1) [L1] (1 x 1) (1) 4.2.4 Economic and sports/cultural sanctions and disinvestment harmed the economy (2) Internal resistance: protests, strikes and boycotts by the UDF, COSATU and the Mass Democratic Movement made the country hard to govern (2) The country was in an economic crisis / foreign banks refused loans (2) The end of the Cold War (fall of the Berlin Wall, 1989) meant the government could no longer claim it was fighting communism (2) Pressure from the international community / United Nations / Frontline States and the armed struggle (2) [L2] [ANY TWO] (2 x 2) (4) 4.2.5 Primary source (1) It is a newspaper report written at the time of the event (the day after Mandela’s release) (1) (Also accept: Secondary source (1) – it was written by the examiner long after the event / it is a reconstruction (1). Award marks for any answer whose reason matches the choice.) [L2] (2 x 1) (2) [20] Copyright reserved Please turn over

Social Sciences/P2 6 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 QUESTION 5: PARAGRAPH QUESTION [L3] 5.1 Causes and results of the Soweto uprising, 1976 Relevant facts include (any EIGHT): • Causes: Bantu Education (1953) gave black learners an inferior education; overcrowded classes, few textbooks, poorly trained teachers. • The Afrikaans Medium Decree (1974) forced schools to teach half the subjects (e.g. Mathematics, Social Studies) in Afrikaans. • Learners and teachers could not speak Afrikaans well; Afrikaans was seen as the language of the oppressor. • The Black Consciousness Movement (Steve Biko, SASO) made young people proud and confident to stand up for their rights. • On 16 June 1976 thousands of learners, led by Tsietsi Mashinini and the student action committee, marched towards Orlando Stadium. • Police fired teargas and live bullets; Hector Pieterson and many others were killed. • Results: the uprising spread to other parts of the country; hundreds of people were killed in the months that followed. • Many young people left the country to join the ANC / Umkhonto we Sizwe in exile. • The world condemned the government; sanctions and isolation increased; the Afrikaans decree was dropped. • 16 June is now Youth Day, a public holiday. 5.2 From Mandela’s release (1990) to the election (1994) Relevant facts include (any EIGHT): • 2 February 1990: De Klerk unbanned the ANC, PAC and SACP and announced the release of political prisoners. • 11 February 1990: Nelson Mandela was released from Victor Verster Prison after 27 years. • Exiles returned; talks began between the government and the ANC (e.g. the ANC suspended the armed struggle in 1990). • December 1991: CODESA (Convention for a Democratic South Africa) began multi-party negotiations; CODESA 2 broke down in 1992. • Violence threatened the process, e.g. the Boipatong massacre (1992), the Bisho massacre (1992) and fighting between ANC and IFP supporters. • April 1993: Chris Hani was assassinated; Mandela appealed for calm on television, and the date for the election was then set. • Negotiations continued (Multi-party Negotiating Forum) and an interim constitution was agreed in 1993. • Mandela and De Klerk received the Nobel Peace Prize (1993). • 27 April 1994: the first democratic election; people of all races voted for the first time; the ANC won. • 10 May 1994: Mandela was inaugurated as the first democratically elected president; 27 April is Freedom Day. Copyright reserved Please turn over

Social Sciences/P2 7 Senior Phase – Marking Guidelines Hlayiso/Mock 2026 Paragraph rubric (5.1 and 5.2) Criteria Marks Introductory sentence that clearly states what the paragraph is about 1 Relevant, historically correct facts (1 mark per fact, maximum 8) 8 Concluding sentence that sums up / gives a judgement 1 Total 10 Notes: A list of points (no paragraph) can earn the fact marks but NOT the marks for the introductory and concluding sentences. Facts that are irrelevant to the chosen topic get no marks. If a learner answers both 5.1 and 5.2, mark only the first one. [10] TOTAL SECTION B: 40 GRAND TOTAL: 75 Copyright reserved