History Covid 2020 FINAL

Preamble
These revisions questions have been developed in line with Covid19 response to
prepare learners for their final examinations. In this case sample papers and
marking keys have been prepared for the learners to see how they are expected to
answer a typical exam questions. Then at the end a number of exam questions are
provided for both paper 1 and paper 2.This is to afford learners who may not have
access to past examinations an opportunity to have a guide of what to expect in the
exams. We will start with two samples of Paper 1 which is African History
followed by two samples of Paper 2 which is European History. Both papers have
section A and section B. Please note that History like other subjects uses level
response marking to award marks.
HISTORY PAPER 1a
Section A
You should spend about 20 minutes on this section.
Answer either question 1 or Question 2. In answering these questions, you are

expected to use your knowledge of the topic to help you interpret the sources and to
explain your answers.
Study Source A carefully and use it to answer question 1(a).
The Khoisan quickly regretted the white settlement at the Cape. The Company
demanded far more cattle than the natural surplus which the Khoisan were prepared
to sell ... this led to conflicts, and European sailors sometimes attacked the
Khoisan… In exchange for the very economic basis of Khoisan livelihood the
Company was prepared to offer luxuries such as copper, beads, tobacco, and
alcohol.
Adopted from History of Africa: Kevin Shillington.
1 a) What does the source suggest about relations between Khoisan and the Dutch at
the Cape from 1652 to 1806? [4 marks]
b) Describe any two reasons for the British colonization of the Cape in 1806.
[6 marks]
Study Source B carefully and use it to answer question 2 (a).
Source B
Adapted from History of Botswana
What does Source B suggest about the social life if the Herero? Explain your
2.(a) answer, referring to the details of the source.
[4marks]
(b) Explain the social life of the Shona before 1800

[6marks]
Section B
You should spend about 1 hour 40 minutes on this section. Answer all questions in this section.
3 (a) State any four characteristics of the Late Stone Age period. [4 marks]
(b) Explain two ways in which Iron technology influenced the lifestyle of the
Khoekhoe.
[6 marks]
(c) Drought was the most important reason for the collapse of Mapungugwe: How far
do you agree with the statement? Explain your answer using two other reasons.
[10marks]
4 (a) Name any four south Central Bantu groups found in Southern Africa before
1800.
[4 marks]
(b) Explain any two political activities of the Sotho-Tswana before 1800.
[6 marks]
(c) “Population increase was the most important reason for the Bantu migration”.
How far do you agree with the statement? Explain your answer using two
other factors.
[10 marks
]
5 (a) Describe any two methods used by Europeans to colonize Southern Africa
during the 19th century. [4 marks]
(b) Explain any two effects of slavery on the people of Angola.

[6 marks]
(c) Was one of the following factors more important than the others in
contributing to the collapse of the Kongo Kingdom:
(i) Succession disputes;
(ii) Christianity;
(iii) Jaga invasion of 1568?
Explain your answer referring to (i), (ii) and (iii) above.

[10marks]
6 (a) State any four instructions that were given to Jan van Riebeeck by the Dutch
East India Company in 1652?
[4marks]
(b) Explain any two ways in which slave labour contributed to the development
of the Cape Colony from 1657 to 1800.
[6marks]
(c) “The Dutch occupation of the Cape had only negative effects on the
Khoekhoe”. How far do you agree with the statement? Explain your answer.
[10marks]
7 (a) What is colonialism?

[4marks]
(b) Explain any two reasons for the Boer Trek other than the British changes.
[6marks]
(c) “The movement of the Boers into the interior of Southern Africa brought
negative and positive effects on the economic lifestyle of the Africans.” How
far do you agree with the statement? Explain your answer.
[10marks]
8 (a) Describe any two social changes that have taken place in Botswana since
independence.
[4marks]
(b) Explain any two problems that have hindered economic development in
Botswana.
[6marks]
(c) “The Cape trade had a positive effect on the lifestyle of the Batswana”. How
far do you agree with this statement? Explain your answer.
[10marks]
MARKING SCHEME
PAPER 1A
Section A
Question 1
(a) What does the source suggest about relations between Khoisan and the Dutch at the
Cape from 1652 to 1806? [4]
Level 1 Paraphrasing or rewriting of sources e.g [1]

-The Company demanded far more cattle than the natural surplus which the
Khoisan were prepared to sell.
-This led to conflicts, as European sailors sometimes attacked the Khoisan.
Level 2 Valid inferences e.g
- This interaction caused wars /conflicts.

- Trade between the two groups was unfair.
- The Europeans cheated the Khoisan.
[2]
Level 3 1 or 2 valid inferences with references e.g

It suggests that there were some conflicts as it is said “this led to conflicts,
and European sailors sometimes attacked the Khoisan…”
The Europeans cheated the Khoisan as it is stated that “In exchange for the
[3-4]
very economic basis of Khoisan livelihood the Company was prepared to
offer luxuries such as copper, beads, tobacco….”
(b) Explain two reasons for the British colonization of the cape. [6]
Level 1 Identification of the reasons strategic reason, protect shipping

route to India, market etc.
[1]
Level 2 Describes one reason e.g.

The British colonized the cape to prevent it from falling into the
the hands of the French.
The British also took over the cape to secure land for farming
and settlement.
[2]
Level 3 Explains one reason eg the British government was determined

to maintain the safety their shipping route to India. After the
collapse of the DEIC and with the defeat of the French navy
Britain remained prominent trading power in the Indian Ocean. [3-4]
Level 4 Explains two reasons e.g.

-The British needed land to settle their population. They hoped
that the cape would become a place for the British settlement
like Canada and Australia.
[5-6]
Question 2
(a) What does Source B suggest about the economic life of the Herero? Explain your
answer, referring to the details of the source.
[4]
Level 1 Surface description of the source, e.g., I can see two women.
[1]
Level 2 Valid inference without reference to the source, e.g., Herero

women prepared omaere (sour milk).
[2]
Level 3 -One to two interpretations of the source supported with details

of the source, e.g., I can see women preparing omaere which
suggests that they were pastoralists.
-I can see iron clay pots which suggest that they were traders.
[3-4]
(b) Explain the social life of the Shona before 1800 [6]
Level 1 Identification of social aspects such as, religion, settlement,

marriage, tools, attire etc.
[1]
Level 2 Describes social activities, e.g. [2]
-The Shona worshipped God called Mwari.
-The Shona had permanent settlement.
-The Shona used animal skins for clothes but later obtained
cotton clothes from the coast of the Indian ocean.
Level3 -Explains one social activity, e.g., The Shona worshipped a God [3-4]
called Mwari. Mwari was powerful and approached through
spirit mediums. Mwari was a source of good health and wealth.
He could give or withhold rain.
Level 4 Explains two social activities, e.g. Marriage came after initiation
school. The groom paid lobola in form of livestock. The Shona
[5-6]
were patrilineal in that the children adopted their father’s
surname. Polygamy was also practiced as long as the father
could support the wives and children.
Section B
Question 3
(a) State any four characteristics of the Late Stone Age period. [4]
Award 1 mark for each correctly stated point.
e.g.
-Hunting
-Gathering
-Barter trade
-Nomadism
-Scattered settlements
[4]
(b) Explain two ways in which Iron technology influenced the social lifestyle of the
Khoikhoi. [6]
Level 1 -Identifies ways in which iron technology influenced the [1]

lifestyle of the khokhoi e.g. population expansion, permanent
settlement, better defense etc.
Level 2 Describes the ways e.g.,

-Iron weapons improved their defense against predators and their
enemies.
[2]
Iron technology also increased their food production.
Level 3 Explains one factor, e.g.,

-The khoi could now use better and efficient tools for hunting. [3-4]
Iron tools enabled them to kills many animals. The could also
hunt larger animals such as elephants, giraffe, hippos etc. for this
reason their food production increased and their diet improved.
Improved diet meant better health and life expectancy.
Level 4 -Explains two factors, e.g. –Iron technology improved their

defense. They used iron spears to defend themselves against
animals such as lion, elephants etc. they also had better weapons
to fight back their enemies
[5-6]
c) ‘Drought was the most important reason for the collapse of Mapungugwe: How far do
you agree with the statement? Explain your answer using two other reasons.[10]
Level 1 -Taking a stand i.e. showing agreement or disagreement. [1]
Level 2 -description of factors showing agreement or disagreement, e.g.,

Mapungugwe collapsed because natural resources such as
[2-3]
pastures diminished.
Level 3 -Explains one factor showing agreement and disagreement e.g.-

Mapungugwe collapsed because pastures, wild animals and
firewood got depleted forcing the people to move to other areas
such as Great Zimbabwe in search of better pastures for their [4]
livestock.
Level 4 -Explains two to three factors showing agreement and

disagreement i.e.
-The rise of Great as a new trading centre starved Mapungugwe
of exotic goods from the Indian Ocean traders. This resulted in
the rulers losing their source of wealth together with prestige
associated with it leading to collapse of Mapungugwe.
-Serve drought made it impossible for people to grow crops and
for livestock to thrive prompting people to move away to better
areas so that they can continue with their traditional life.
[5-8]
Level 5 -As in level 4 and reaches a reasonable conclusion or showing [9-10]
interaction of factors
Question 4
(a) Name any four South- Central groups found in Southern Africa before 1800.
[4]
Award 1 mark for each correctly stated group.
-OvaHerero
-Hambukushu
-Subiya
-Wayeyi
[4]
(b)Explain any two political activities of the Sotho-Tswana before 1800. [6]
Level 1 Identification of political activities eg. Ruled by Kgosi,

hereditary leadership etc.
[1]
Level 2 -Description of one activity e.g the Tswana were under the
leadership of powerful lineage chiefs (dikgosi).
[2]
Leve3 Explain one political activity e.g The Tswana were under the
leadership of a powerful lineage chief (kgosi). The most
[3-4]
powerful of these owned many cattle. The Tswana chiefs were
assisted by headmen (kgosana)
Level 4 -Explain two activities e.g The regimental system was a useful
10

way of binding morafe under central authority of the kgosi. The [5-6]
kgosi could call regiments together to go to cattle raid or defend
morafe.
c) “Population increase was the most important reason for the Bantu migration”. How far
do you agree with the statement? Explain your answer. [10]
Level 1 -Taking a stand i.e. showing agreement or disagreement [1]
Level 2 - Description of factors/identification of other factors show

outbreak of Diseases, knowledge of Iron, natural disasters,
disputes, population explosion etc.
[2-3]
Level 3 -Explains one factor e.g., natural disasters such as floods and
drought had been players behind the Bantu. Some groups moved
in search for better areas.
[4]
Level 4 -Explains two to three factors e.g., The Bantu migrated because
of political reasons such as succession disputes. Some
contestants from the royal family led their followers to where
they can rule freely. Such reasons were the main causes of the
Bantu migration.
-They also moved because of population expansion. According
[5-8]
to their culture, they were mixed farmers who had a staple
source of food. This situation led to population growth and
overcrowding, which resulted in shortage of land for farming
and settlement. Therefore some groups moved in search for
unoccupied land.

interaction of factors.
Question 5
11

(a) Describe any two methods used by Europeans to colonize Southern Africa in the 19th
century. [4]
Level 1 Identifies methods, e.g., trickery, conquest, Protectorate. [1-2]
Level 2 Describes one method, e.g.,
-Europeans had better arms than Africans. For instance they had
guns while on the other hand the Africans used rudimentary [3]
traditional spears. It was therefore easier for the Europeans to
overrun the Africans.
Level 3 Describes two methods. e.g.

- Treaty/Trickery system: under this method Europeans tricked
Africans into signing treaties despite the fact that they did not
[4]
know how to read and write. It was in common for African
leaders to be told what was not on the contract. By signing a
cross on the paper the Africans were giving away their land and
powers
(b) Explain any two effects of slavery on the people of Angola. [6]
Level 1 Identifies effects e.g. depopulation, exploitation, poverty,

displacement e.t.c
[1]
Level 2 -Describes the effects ,e.g.,

-Angola was depopulated.
Many Angolan families became poor.
-Many Angolans were displaced. [2]
12

Leve3 -Explains one effect, e.g.

-Millions of Angolans were transported across the Atlantic
ocean leading to depopulation.
[3-4]
Level 4 -Explains two effects, e.g.,

-Slave trade took able bodied people who were the most
productive farmers away from Angola. This resulted in a decline
in agricultural production leading to poverty.
[5-6]
(c) Was one of the following factors more important than the others in contributing to the
collapse of the Kongo Kingdom?
(i) Succession disputes;
(ii)Christianity;
(iii) Jaga invasion of 1568?
Explain your answer referring to (i), (ii) and (iii) above. [10]
Level 2 -description of factors showing agreement or disagreement, e.g.

Kongo collapsed because of conflicts over leadership.
13

-The Portuguese converted the Bakongo into Christianity. [2-3]

- e.t.c
Level 3 -Explains one factor showing agreement and disagreement e.g. –

Conflicts over leadership resulted in wars, which weakened the
state, and it eventually collapsed.
[4]

disagreement i.e.
-Conversion of some Bakongo into Christianity resulted in

disunity between Christians and traditionalists making them
politically weak and an easy target for external attacks.
-The final blow to the Kongo Kingdom came with the Jaga [5-8]
invasion,which resulted in further disintegration of the Kingdom.

Question 6
(a) State any four instructions that were given to Jan van Riebeeck by the Dutch East India
Company in 1652? [4]
Award 1 mark for each correctly stated instruction.

-To establish a vegetable garden
-To build a fort
-Establishing a hospital [4]
-Establishing friendly relationship with the Khoikhoi.
14

(b) Explain any two ways in which slave labour contributed to the development of the Cape
Colony from 1657 to 1800. [6]
Level 1 Identifies contributions e.g., agricultural production,

architecture, population increase.
[1]
Level 2 -Describes contributions. e.g

-slave labour increased agricultural production.
-Slave labour increased Cape population [2]
-slave labour introduced new architecture.
Leve3 -Explains one contribution, e.g.,

-Slaves were engaged in large numbers in wine farms as a result
this increased production.
[3-4]
Level 4 -Explains two contributions, e.g.,

-Many slaves were imported from West Africa and Indonesia
into the Cape resulting in an increase in the population of the
[5-6]
inhabitants of the Cape.
(c) “The Dutch occupation of the Cape had only negative effects on the Khoikhoi”. How far
do you agree with the statement? Explain your answer. [10]
Level 2 -Description of factors/identification of factors showing

agreement or disagreement, e.g.,
-Poverty, loss of life, loss of land, depopulation,
15

deculturalisation, acquisition of farming skills, employment.
-The khoikhoi were employed in Dutch farms. [2-3]
-Many khoikhoi lost their lives.
Level 3 -Explains one factor showing agreement or disagreement e.g. –

-The khoi were pushed out of their grazing land by the Dutch
who were militarily powerful. This resulted in the Khoikhoi
becoming poor as they lost their livestock due to shortage of
pastures. [4]

disagreement e.g., However some khoikhoi benefited from
interaction with the Dutch because they were employed as farm
hands in Boer farms. This increased their food security as they
were often paid in kind.
-Many Khoikhoi however lost their lives because the Dutch
[5-8]
killed them during the Dutch Khoikhoi wars.

Question 7
(a) What is colonialism? [4]
Level 1 Identifies e.g., methods of gaining colonies. Colonies do not

control their wealth
[1-2]
Level 2 Describes one point, e.g.,
Colonialism involves policies and methods by which a country

gains colonies and extend its control over them. Colonies has [3]
no control over their economies.
16

Level 3 Describes two points. e.g.,

Colonialism compares well to the 19th century imperialism.
Colonialism was achieved through methods such as force,
[4]
protectorate, treaty system and Christianity.
(b) Explain any two reasons for the Boer Trek other than the British changes. [6]
Level 1 Identifies reasons. E.g.
-Adventure, Rumors, reversal of the Queen Adelaide Province. [1]
Level 2 -Describes the reasons, e.g.

-Many Boers migrated away from the Cape because of their love
for adventure.
-some migrated because of the rumours that they were going to
[2]
be forced to marry Blacks.
Leve3 -Explains one reason, e.g. Many Boers migrated away from the
Cape because they wanted to explore the interior of Southern
Africa.
3-4]
-Explains two reasons, e.g., Rumours that Boers were going to

be forced to marry Blacks forced them to move away from the
Cape in order to preserve their racial purity.
[5-6]
(c) “The movement of the Boers into the interior of Southern Africa brought negative and
positive effects on the economic lifestyle of the Sotho Tswana.” How far do you agree with
the statement? Explain your answer. [10]
Level 2 -Description of factors/ identification of factors.

-Poverty, employment, loss of land, loss of livestock, acquisition
17

of farming skills, trade etc. [2-3]
Level 3 -Explains one factor showing one side e.g.

-The Sotho-Tswana were impoverished by the Boers who
dispossessed them of their land by attacking them with powerful
weapons.
[4]

disagreement i.e.
-However, some Sotho Tswana benefited from the Boers
because they were employed in Boer farms. This allowed the
Sotho Tswana to provide for their families.
-Some of the Sotho Tswana benefited through acquisition of
farming skills from the Boers, which increased their farming,
[5-8]
yields.

interaction of factors.
Question 8
(a) Describe any two social changes that have taken place in Botswana since independence.
[4]
Level 1 Identifies social changes e.g., Health, Education, Attire [1-2]
Level 2 Describes one social change, e.g.,

-Schools were built to provide formal education. [3]
Level 3 Describes two changes. e.g.,

- Hospitals were built to provide free health services. [4]
18

(b) Explain any two problems that have hindered economic development in Botswana.
[6]
Level 1 Identification of problems, e.g. Drought, corruption, HIV/AIDS [1]

etc.
Level 2 -Describes the problems, e.g. Batswana were affected by [2]

drought.
-HIV/AIDS hindered economic development.
Leve3 -Explains one effect, e.g. Drought resulted in low agricultural [3-4]
production and this resulted in the country importing food
expensively.
-Explains two reactions, e.g., The HIV/AIDS scourge made the

government to spend much needed money on treatment and
prevention. This money could have contributed to economic
development.
[5-6]
(c)“The Cape trade had a positive effect on the lifestyle of the Batswana”. How far do you
agree with this statement? Explain your answer. [10]
Level 1 -Taking a stand i.e. showing agreement or disagreement e.g. [1]
Level 2 -Description of one factor/identification of factors.

-Acquisition of guns
-Acquisition of farming implements.
-introduction of European currency [2-3]

Batswana benefited from Cape trade because they acquired guns,
which they used to protect themselves from Boer attacks.
19

[4]
Level 4 -Explains two to three factors, i.e.

-However, Batswana lost their culture as they acquired new form
of clothing through trade.
-Farming improved because Batswana acquired farming
implements and tools such as ploughs which increased their
yields.
[5-8]

HISTORY PAPER 1b
Section A
Answer either question 1 or Question 2. In answering these questions, you are expected to use
your knowledge of the topic to help you interpret the sources and to explain your answers.
1 Study Source A carefully and use it to answer question 1(a).
Source
A
20

Batswana traders by Thomas Baines, 1848
(a) What does source A suggest about the economic way of life of the Tswana during the 1800s?
Explain your answer referring to the details of the source. [4 marks]
(b) Explain the importance of cattle among the Bantu people before 1800. [6 marks]
2. Study source B carefully and answer questions that follow.
Source B
“Women were the main collectors of wild food. They went out daily from their camps in small
groups carrying digging sticks and string nets. They collected plants, like melons, cucumbers,
ostrich egg shells and tortoises. Men hunted with arrows smeared with poison from beetles,
snakes and plants. They hunted wild animals like giraffe and antelope. Meat was carried home
and shared among all members of the group.”
Way of life of the San people.
(a) What does source B suggest about the economic way of life of the San? [4 marks]
(b) Explain the impact of the Bantu on the lifestyle of the Late Stone Age people. [6 marks]
Section B
You should spend about 1hour 40 minutes on this section. Answer three questions in this
section.
3 (a) State any four economic activities of the Early Iron age communities in Southern
Africa before 1800. [4 marks]
(b) Explain how mining influenced the lifestyle of the people of Domboshaba. [6 marks]
21

(c) ‘Arable farming was the most important activity in the development of the people of
Toutswemogala. How far do you agree with this statement? Explain your answer.
[10 marks]
4 (a) Name any four South Central Bantu groups in southern Africa before 1800.
[4 marks]
(b) Explain how the social lifestyle of the Khoikhoi differed from that of the San before
1800. [6 marks]
(c)‘The following were equally important in helping the Sotho Tswana to develop their society’:
(i) Pastoral farming
(ii) Hunting
(iii) Trade
How far do you agree with this statement? Explain your answer, referring to
(i), (ii) and (iii) above. [10 marks]
5 (a) Describe the 50th ordinance of 1828. [4 marks]
(b) Explain the contribution of Simon Van de Stel to the development of the cape from
1662 up to 1800. [6 marks]
(c) The love for adventure was the most important factor that contributed to the Boer trek
during the 1830s. How far do you agree with this statement? Explain your answer.
[10 marks]
6 (a) State any four causes of Mfecane [4 marks]
b) Explain any two of Shaka’s military reforms introduced by Shaka during the Mfecane.
[6 marks]
(c) Moshoeshoe’s diplomacy was the most important factor that contributed to the
22

building of the Basotho Kingdom. How far do you agree with this statement? Explain
your answer? [10 marks]
7 (a) State four social results of the mineral revolution in Southern Africa. [4 marks]
(b) Explain the economic results of migrant labour system in Botswana. [6 marks]
(c) Was one of the following factors more important than the others in the causing the
Jameson raid of 1895:
(i) Taxation
(ii) Voting rights
(iii) Cecil John Rhodes
Explain your answer, referring to (i), (ii) and (iii) above. [10 marks]
8 (a) Describe the system of indirect rule. [4 marks]
(b) Explain how the policy of indirect rule affected the powers the Dikgosi in
Bechuanaland. [6 marks]
(c)‘Bechuanaland Protectorate largely benefitted from British colonial rule.’
How far do you agree with this statement? Explain your answer. [10 marks]
MARKING SCHEME
PAPER 1b
Section A
Question 1
(a) What does Source A suggest about the economic lifestyle of the Tswana during the
1800s? Explain your answer, referring to the details of the source. [4 marks]
23

Surface description of the source, e.g. I can see a man carrying [1 ]
a gun. I can see a cow and so forth.
Level 1
Valid inferences without reference to the source, e.g. The [2]
Tswana were long distance traders. They were pastoral farmers.

Level 2
The Tswana made pottery, etc.
-One to two interpretations of the source supported with details [3-4]
of the source, e.g. The Tswana practiced long distance trading
because in the source a Tswana man is shown carrying a gun,
which could have been gotten only through trade with the
Whites.
-The Tswana were also pastoral farmers who kept cattle
Level 3 because I can see cattle in the source etc.
24

(b) Explain the importance of cattle among the Bantu people before 1800. [6]
Identifies importance of cattle. e.g. Bride prize, source of food
etc.
Level 1 [1marks]
-Describes importance of cattle among the Bantu e.g., The Bantu [2 marks]
used cattle to pay bride prize.
-The Bantu used cattle as a source of food.

Level 2
etc
Explains one reason, e.g. [3-4 marks]
-Cattle played an important role among the Bantu because it
encouraged polygamous marriages. The more cattle a man had,

Level 3
the more wives he could marry because he could afford to pay
bride prize for them as well as take care of large families.
Level 4 -Cattle also increased food security among the Bantu. They were
a source of milk, sour milk and meat for the people especially
[5-6 marks]
25

during special ceremonies.
Question 2
(b) What does source B suggest about the economic way of life of the San? Explain your
answer, referring to the details of the Source. [4]
-Paraphrasing/re-writing the source, e.g., Women were the main [1]
collectors of food etc.

Level 1
Valid inference without reference to the source, e.g. The source [2]
suggests that the San were gatherers of wild fruits and tubers.
Level 2
-the san were hunters and so forth
-One or two interpretations of the Source supported with [3-4]
evidence from the source, e.g. The source suggests that the San
were gatherers of wild fruits and tubers. This is suggested by
26

the statement that says “women were the main collectors of
wild food.
-The source also suggests that the san hunted wild animals for
food. This is suggested by the statement that says, “men hunted

Level 3
with arrows smeared with poison from beetles, snakes and
plants.
(b) Explain the impact of the Bantu on the lifestyle of the Late Stone Age people.[6 ]
-Identifies the impact; poverty, loss of life, starvation and so
forth.
Level 1 [1]
Describes the impact e.g., the bantu impoverished the Late stone [2]
age people.
-The Bantu enslaved the Late stone age people and so forth.
Level 2
Explains one impact, e.g. [3-4]
-Because the Bantu needed pastoral land for their livestock, they
pushed the Khoikhoi out of their grazing land into barren land
Level 3
27

leading to starvation for the Khoi cattle and sheep. Most of the
Khoi cattle died as a result and many Khoi man were left
impoverished due to loss of cattle.
Level 4 -Explains two impacts, e.g. Many San and Khoi lost their
freedom as the Bantu who wanted them to herd their cattle

[5-6]
enslaved them.
Section B
Question 3
(b) State any four economic activities of Early Iron age communities in Southern
Africa before 1800. [4]
28

Award 1 mark for each correctly stated point.e.g.
They hunted wild game
-They traded both locally and externally with the Indian Ocean
traders
-They kept livestock such as sheep and cattle
-They gathered wild fruits and tubers
[4 marks]
(b) Explain how mining influenced the lifestyle of the people of Domboshaba. [6]
Identifies influences, e.g. improved pastoral farming, improved
their arable farming, enhanced trade,

Level 1 [1 ]
29

-Describes influences, e.g. Mining of iron-improved arable [2 ]
farming of the people of Domboshaba.
-Mining of iron enhanced trade among Domboshaba people. etc.

Level 2
-Explains one reason, e.g. The people of Domboshaba mined [3-4]
and smelted iron which they turned into iron hoes. These hoes
allowed the Domboshaba people to cultivate land and produce

Level 3
crops such sorghum and melons, which increased their food
security.
Level 4 -Explains two reasons, e.g. The Domboshaba people mined iron [5-6 ]
and smelted it into iron spears, which they used for hunting.
They therefore hunted large game such as antelopes, which they
used to supplement their diet reducing reliance on killing their
livestock.
-Those who mined and smelted iron used it for trading purposes
to acquire goods such as grain and livestock from those who
30

farmed hence enhancing trade among the Toutswe people.
(c) ‘Arable farming was the most important activity in the development of the people of
Toutswemogala’. How far do you agree with this statement? Explain your answer. [10]
Level 2 -Description of factors/identification of other factors showing
agreement or disagreement, e.g., Arable farming resulted in
people of Toutswemogala having permanent homesteads.
-Trade brought wealth and prestige to the rulers.

[2-3 ]
-Cattle rearing facilitated polygamous marriages.
The people of Toutswemogala were arable farmers. The
Toutswe people grew crops such as sorghum, millet, and
melons. Arable farming encouraged the Toutswe people to have
permanent settlement because they were compelled to stay in [4 marks]
one area for a long period because they had to take care of their
crops.
31

disagreement i.e. other factors in addition to Arable farming,
e.g., Mining of iron were some of the activities of the people of
Toutswemogala. From Iron they made tools such as axes and
hoes, which they used to increase their crop production hence [5-8 marks]
improving their food security.
-The Toutswe people also did gold mining extensively. Apart
from producing jewelry and other ornaments, Gold was a very
profitable commodity that facilitated long distance trade
bringing wealth to those who possessed it particularly the
leaders.
-Trade was another important activity practiced by Toutswe
people. Those with cattle often exchanged them for iron and
grain locally. Long distance trade with the Indian ocean traders
was also important because leaders of Mapungubwe became
wealthy as they acquired wealth in the form of glass beads and
chinaware which gave them prestige and power over those who
were less wealthy.
32

Question 4
(c) Name any four South Central Bantu groups in southern Africa before 1800. [4]
Award 1 mark for each correctly stated South Central Bantu
group.
-Bayei
-Bahambukushu
[4 marks]
-Baherero
-Basubiya
(b) Explain how the social lifestyle of the Khoikhoi differed from that of the San before 1800.[6]
Identifies differences, e.g. permanent leadership, temporary
33

Level 1 leadership, powerful leadership etc. [1 mark]
-Describes differences, Khoikhoi chieftainship was hereditary [2]
while san leadership was based on special skills
-Khoi chiefs had power and authority over their followers while
Level 2
the san leaders lacked power.
-Explains one difference, e.g., The Khoikhoi chieftainship was [3-4]
hereditary in the male line while that of the san was based on
special skills and heroism. This was because The Khoi had royal
Level 3
families hence chieftainship was reserved for members of those
families. On the other hand, in case of the san, a person who first
made fire in a new camp, or had shown some bravery and
heroism became a leader.
Level 4 -Explains two reasons, e.g., The Khoi chiefs had power and [5-6]
authority over their followers while the san leaders lacked power
and authority over their followers. For example, the Khoi chiefs
had powers to sentence any person to death while san leaders
could only distribute food and water and decide where and when
to hunt. This was because the Khoi chiefs were wealthy in cattle
34

and could use their wealth to exert power and win loyalty from
their followers while the san leaders had no wealth with which to
control their followers because their societies were egalitarian.
(c) ‘The following were equally important in helping the Sotho Tswana to develop their society’:
(i) Pastoral farming
(ii) Hunting
(iii) Trade
How far do you agree with this statement? Explain your answer, referring to (i), (ii) and (iii)
above. [10 marks]
taking one factor as more important than others or disagreement
that all factors were equally important.
Level 2 -Description of one factor/identification of the importance of the
factor or description of all factors showing agreement or
disagreement e.g. Pastoral farming encouraged polygamous
marriages, Hunting supplemented diet, Trade brought wealth.
35

e.t.c. [2-3]
Pastoral farming was an important activity of the Sotho Tswana.
The Sotho Tswana reared cattle and goats. Cattle were very
important because they were used to pay bride prize. This
encouraged polygamy because those with more cattle could [4]
marry more than one wives because they could afford bride
prize.
disagreement i.e. Hunting was an equally important activity that
contributed to the development of the Sotho Tswana. Men
hunted wild game such as antelopes and duiker to supplement
their diet. This reduced reliance on killing livestock such as
cattle and goats.
-Trade was yet another important activity practiced by the Sotho
Tswana. Those with cattle often exchanged them for iron and
grain locally with those who had special skills such as
blacksmiths. This allowed them to acquire iron which they used
to make axes for cutting trees to construct strong kraals for their
cattle.
[5-8 ]
Level 5 -As in level 4 and reaches a reasonable conclusion or showing [9-10 ]
36

Question 5
(a) Describe the 50th ordinance of 1828. [4 marks]
General information about the 50th ordinance of 1828, e.g., The [1]
Pass law of 1828 was a law passed by the British, etc.
Level 1
-Identifies aspects of the 1828 50th ordinance, e.g. the 50th [2 ]
ordinance cancelled the pass law of 1809 The 50th ordinance

Level 2
cancelled the apprenticeship act of 1812.
Describes one to two aspects of the 50th Ordinance. e.g.
- The 50th ordinance cancelled the pass law of 1809 which
restricted the Khoikhoi movement by requesting that the
Khoikhoi carry a pass whenever they moved from place to

[3-4 ]
place. The 50th ordinance therefore gave the Khoikhoi freedom
of movement.
Level 3 -The 50th ordinance also canceled the Apprenticeship ordinance
37

of 1812 that forced Khoikhoi children to work for their parents’
masters. It reduced exploitation of the Khoikhoi children.
(b)Explain the contribution of Simon Van de Stel to the development of the cape from 1662 up
to 1800. [6 marks]
Identifies the contribution, e.g. Wine production, Immigration
etc.
Level 1 [1]
-Describes the contributions, He developed wine production [2]
-He encouraged direct immigration
Level 2 -He continued with slave trade
-Explains one contribution, e.g. [3-4]
Leve3 -Simon Van de Stel encouraged direct immigration by asking
orphan girls to come to the Cape with the promise of giving
them farming land. These orphan girls arrived at the cape and
38

married the Free Burgers, which increased the cape population.
Level 4 -Explains two contributions, e.g., [5-6]
-It was under Simon Van de Stel that the Huguenots were given
land at the Cape for wine production. This group developed the
Cape because they expanded the cape frontiers by using more
land for wine production.
(c) The love for adventure was the most important factor that contributed to the Boer trek during
the 1830s. How far do you agree with this statement? Explain your answer. [10 marks]
agreement or disagreement, e.g., Boers moved because they
wanted more land, British reforms angered the Boers.
39

-Anglicization of the Cape angered the Boers. . [2-3]
Some of the Boers at the cape during the 1830’s moved away
from the Cape merely because they loved adventure. They
moved because they wanted to explore the interior of Southern
Africa. [4]
disagreement i.e. other factors in addition to need for land, e.g.,
British reforms such as the emancipation act angered the Boers
because they needed free labour for their farms. They therefore
moved away from the British into the interior where they would
continue enslaving Africans without any interference from the
British.
-Anglicization of the Cape especially the introduction of English
as an official language was one of the important causes of the
Boer trek. The Boers saw it as an attack on their culture and thus
moved away from the cape to preserve their culture.
[5-8]
40

Question 6
(a) State any causes of Mfecane [4 marks]
Award 1 mark for each correctly stated Nguni group.
-Population explosion
-Shortage of land
-Rise of the Zulu kingdom under Shaka
-Competition for trade etc.
[4]
(b) Explain any two of Shaka’s military reforms introduced by Shaka during the Mfecane.
[6 marks]
Identifies military reforms, e.g. Long shield, short stabbing
spear, cow horn formation, etc.

Level 1 [1 ]
-Describes the military reforms, Shaka replaced the short shield [2]
with the long shield.
41

Level 2 -He replaced the long hauling spear with the short stabbing
spear.
-He also introduced the cow horn formation.
-Explains one military reform, e.g., Shaka introduced the [3-4 ]
scorched earth policy. He burned fields, poisoned water sources.
This was meant to ensure that the enemy never recovered to

Level 3
retaliate against Shaka.
Level 4 -Explains two military reforms, e.g. [5-6 ]
-Shaka used the cow horn formation whereby soldiers were
divided into the horns the encircled the enemy while the loins
attacked and crushed the enemy. This was meant to prevent the
enemy from escaping Shaka’s attack.
(c) Moshoeshoe’s diplomacy was the most important factor that contributed to the building
of the Basotho Kingdom. How far do you agree with this statement? Explain your answer?
42

[10]
Level 1 -Taking a stand i.e. showing agreement or disagreement. [1 ]
agreement or disagreement, e.g., Moshoeshoe’s diplomacy
prevented attacks on the Basotho.
-He also used ‘killing with kindness to prevent further attacks on

[2-3 ]
his people.
-He used democracy to win loyalty from conquered groups.
Moshoshoe used diplomacy to win allegiance from his subjects.
For instance, he accepted the cannibals into his nation and
offered them cattle even after killing his grandfather. Soon they
became trusted members of his nation. [4 ]
disagreement i.e. other factors in addition to diplomacy, e.g.
Moshoshoe gave refuge to those fleeing Mfecane attacks. This
increased the population of Basotho significantly, which gave
43

him strength in numbers to deal with his enemies.
-He also used the policy of killing with kindness when dealing
with powerful groups. He gave peace offerings to the Ngwane of
Matiwane to prevent any attacks. He also gave Mzilikazi cattle
after defeating the Ndebele in 1836 so that he would not come
back to attack the Basotho again.
[5-8]
Question 7
(a) State four social results of the mineral revolution in Southern Africa. [4]
44

Award 1 mark for each correctly stated social result.
-Poverty
-Break-up of families
-Migrant labour [4 ]
-Loss of lives etc.
(c) Explain the economic results of migrant labour system in Botswana [6 ]
Identifies economic results, e.g. loss of livestock,
Level 1 Wealthy chiefs, remittances etc. [1]
-Describes the effects, e.g. [2 ]
-Some farmers lost their livestock.
45

Level 2 -Chiefs became wealthy.
-Botswana got remittances
-Explains one economic results, e.g. Some farmers lost their [3-4 ]
livestock as their cattle went astray because there was no one left
to herd them. This resulted in some becoming poor.

Leve3
-Explains two economic results, e.g., [5-6 ]
Chiefs became rich or wealthy because they were allowed by the
colonial government to get a percentage of the tax that was paid
by migrant labourers.
-Botswana also got money that was used for administrative
purposes in the form of remittances. A percentage of the money
paid to migrant laborers was taken and given to Botswana as
remittances.
46

(c) Was one of the following factors more important than the others in the causing the
Jameson raid of 1895:
(i) Taxation
(ii) Voting rights
(iii) Cecil John Rhodes
Explain your answer, referring to (i), (ii) and (iii) above. [10 ]
Level 1 -Taking a stand i.e. showing agreement or disagreement. Taking [1]
one factor as more important than others or disagreement that all
factors were equally important.
Level 2 -Description of factors/identification of the importance the
factors showing agreement or disagreement, e.g., identification
of the importance of factors e.g. Paul Kruger denied the
Uitlanders the right to vote. Rhodes wanted the Transvaal,
Uitlanders were unhappy with Paul Kruger’s’ government, etc. [2-3]
Level 3 -Explains one factor showing one side e.g. –-Due to his fear of
Uitlander domination of the Transvaal, Paul Kruger imposed
high taxes on companies owned by foreigners. This made the
Uitlanders, particularly those who owned mining companies
such as Rhodes to plot to overthrow the Kruger government [4 ]
because they felt that they were being discriminated.
47

disagreement i.e. showing how one factor was more important
than the others or how all these factors were equally important
e.g., Another equally important cause of the Jameson raid was
that the Uitlanders felt discriminated because they were denied
the right to vote. They were only allowed to vote after having
stayed in the Transvaal for 14 years. This angered them because
they felt that they were denied proper representation.
-Cecil John Rhodes’ political ambitions must also be blamed for
equally contributing to the Jameson raid. Rhodes wanted to
incorporate the Transvaal and Orange Free State in a federation
under British control. Rhodes took advantage of the Uitlander

[5-8]
grievances and he financed the raid so that he could eventually
take over the Transvaal from the Boers.
Question 8
(a) Describe the system of indirect rule. [4 ]
General information about the system of indirect rule, e.g. it [1 mark]
was a system introduced by the British colonial government
48

Level 1
-Identifies aspects of the system of Indirect rule, e.g. indirect [2 ]
rule used local leaders to rule.

Level 2
Describes one to two aspects of the indirect rule. e.g.
- The system of indirect rule was a British system that used the
local chiefs to rule Africans on behalf of the colonial
government.`
[3-4]
-At the top was the Queen, followed by the colonial
commissioner, the resident commissioner and the Local chiefs
Level 3 at the bottom of the leadership hierarchy.
-The system was cheaper because the British did not want to
spend money on Africans.
(b) Explain how the policy of indirect rule affected the powers the Dikgosi in Bechuanaland.
49

[6 ]
General information, e.g. Dikgosi were disadvantaged, etc.
Level 1 [1 ]
-Identifies the effects , e.g. [2]
- Loss of powers.
Level 2 -Interference by colonial government
e.tc.
-Explains one effect, e.g. Dikgosi lost their powers as they were [3-4]
made to look like civil servants because they could be banished,
suspended or deposed.
Leve3
-Explains two effects, e.g., [5-6]
-The chiefs lost their powers because they could no longer try
major cases like murder, rape and treason.
50

(d) ‘Bechuanaland Protectorate largely benefitted from British colonial rule.’ How far do
you agree with this statement/ explain your answer. [10]
Level 2 -Description of one factors/identification of the importance of
the factor or description of all factors showing agreement or
disagreement e.g. identification of the importance of factors e.g.
–Batswana were taught how to read and write

[2-3]
Batswana were given literacy skills which allowed them to get
employment and provide for their families.
[4 ]
Level 4 -Explains two to three factors one advantage and one
51

disadvantage. Showing agreement and disagreement i.e.
-Colonial rule benefited Batswana because they acquired the
skills of gardening and irrigation; this increased their production,
which enhanced their food security.
-Colonial rule did not always benefit Batswana. It undermined
the powers of the local chiefs as they were made to look like
civil servants. A chief could be suspended or deposed which
greatly reduced the powers of Dikgosi.
[5-8]
52

Botswana General Certificate of Secondary Education
HISTORY PAPER 2a
Section A
You must answer question 1. It is the only question in this section.

1. Study Source A to Source E and then answer all questions that follow.
CAUSES OF WORLD WAR I
53

A British cartoon on the Agadir Crisis from Punch, 2 August 1911

Source B
The Kaizer told me that Austria-Hungary might rely upon Germany’s full support. It was Kaizer
Wilhelm’s opinion that action must not be delayed. Should war break out between Austria-
54

Hungary and Russia, Germany would stand at our side. Kaizer Wilhelm would regret if we do
not make use of the present situation, which is all in our favour.
Austro-Hungarian Ambassador’s report of a discussion with the
German Kaizer on 5 July 1914
Source C
The World War was directly started by certain officials of the Russian General Staff. But their
conduct was caused by the criminal activity of the Austrian Foreign Minister, and in turn was
aided by the criminal negligence at Berlin...but they would have been quite unable to any war,
had they not been equally, with millions of common people...willing agents of forces moving the
world towards war...
From the Encyclopaedia Britannica, 1926
Source D
Just for word- “neutrality”- a word which has often been ignored in wartime. Just for a scrap of
paper Great Britain is going to make war on a fellow nation who desires nothing better than to be
friends with her.
The German Chancellor commenting in 1914
55

Source E
a) Study Source A. What is the message of this source? Explain your answer using the source
and your knowledge. [4 marks]
b) Study Source B. Do you belief the claims made in this source? Explain your answer using the
source and your knowledge. [5 marks]
c) Study Source C and D. Which source provides more convincing information on the causes of
the First World War? Explain your answer using the sources and your knowledge. [6 marks]
d) Study Source E. Does this source show that there was tension in Europe before the outbreak of
WW 1? Explain your answer using the source and your knowledge. [7 marks]
e) Study all the Sources. How far do these sources prove the view that the Alliance System
caused WW 1? Explain your answer using all the sources and your knowledge. [8 marks]
56

Section B
Answer two questions from this section.
You should spend about 1 hour on this section
2 a) Describe the Schlieffen Plan of 1905. [8 marks]
b) Explain how the conflict between Austria and Serbia from 1908 contributed to the outbreak
of the First World War. [12 marks]
3 a) Name any four main organs of the League of Nations and state their functions. [8 marks]
b) Explain the successes of the League of Nations in maintaining peace? [12 marks]
4 a) Outline the problems which led to the collapse of the Weimar Republic. [8 marks]
b) Explain the factors which led to the rise of Hitler to power between 1919 and 1933.
[12 marks]
5 a) Outline the negative effects of the economic boom in the United States of America in the
1920s. [8 marks]
b) Explain the factors which led to the Great Depression in the United States of America in
1929. [12 marks]
6 a) Outline the factors which led to the fall of the Provisional Government in Russia in
1917. [8 marks]
b) How did Stalin manage to control Russia between 1924 and 1953. [12 marks]
7 a) Describe the factors which led to the Communist victory in China 1949. [8 marks]
b) How successful were Mao Tse-Tung’s economic policies in China? [12 marks]
8 a) Outline the contributions of Marcus Garvey to Pan-Africanism. [8 marks]
b) Explain how Pan-Africanism was applied in the Diaspora. [12 marks]
9 a) Describe the United States of America’s policy of containment from 1945 to 1960.
[8 marks]
(b) Explain any two Cold War crises between 1945 and 1962. [12 marks]
57

10 a) Describe the events of the Suez crisis of 1956. [8 marks]
b) How did Pan-Arab nationalism influence Arab-Israeli relations up to 1980? [12 marks]
11 a) Describe the role of the Indian National Congress in the struggle for the independence of
Indian 1947. [8 marks]
b) Explain the source of conflict between India and Pakistan from 1947 to the 1960s. [12 marks]
12 a) Outline the economic reforms introduced by Fidel Castro in Cuba in the 1960s. [8marks]
b) Explain how Cuba has helped other Latin American states. [12 marks]
MARKING SCHEME
PAPER 2a
Section A
Question Level of answer Marks

1
58

a. Level 1: Surface description of the source.eg., I can see an old man

holding his foot in pain/ I can see a rock with the words Entente
Cordiale written on it
[1]
Level 2: Valid information without reference to the source, e.g. source

A suggests that the alliance between France and Britain was very strong
or The source suggest that Kaiser Wilhelm II undermined the Entente
Cordialle between France and Britain.
[2]
Level 3: Valid information with reference to the source. e.g., source A

suggests that the alliance between France and Britain was strong as they
supported each other against Germany during the Moroccan crisis hence
it is portrayed as a strong rock or as the man in the says ‘ Donne wetter!
Its rock’.
[3]
Level 4: As in level 3 above plus additional relevant historical

information e.g. in 1904 Britain and France signed the Entente Cordiale. [4]
The agreement bound the two powers to recognise each other’s interests
Egypt, Sudan and Morocco. Germany was alarmed by this relationship
and hence the decision to test the strength of this relationship in 1911 by
sending a gunboat to the Moroccan port of Agadir. Britain reacted by
rebuking Germany strongly and hence she eventually withdrew in
humiliation...hurt.
b. Level 1: Taking a stand or Paraphrasing of the source e.g. Austria-

Hungary was promised military support by Germany. [1]
Level 2: General information on the relationship between Germany and

Austria-Hungary without reference to the source, e.g. after the killing of
Franz Ferdinand and his wife, Germany gave Austria-Hungary
unconditional support as they belonged to the same alliance, the Dual
alliance of 1879.
59

[2]
Level 3 Evaluation of one claim with reference to the source. e.g.,

Germany promised Austria-Hungary unconditional support if she was to
go to war with Serbia after the Sarajevo incident where Austria Hungary
blamed Serbia for the murder of Archduke as shown by the statement [3-4]
“should war break out between Austria- Hungary and Russia, Germany
will stand at our side”. This was because Austria-Hungary belonged to
the same alliance.
Level 4: Evaluation of two or more claims e.g., Germany viewed

Russian interest in the Balkans with suspicion. These interests posed a
threat to the Austro- Hungarian empire. A war between Austria-
Hungary and Russia presented Germany with an opportunity to
eliminate Russia when Serbia failed to honour the terms of the
ultimatum sent by Austria-Hungary hence “ Kaizer Wilhelm would
regret it if we do not make use of the present situation, which is all in
[5]
our favour”
c. Level 1: Taking a stand/ identifies a more convincing

source/paraphrasing of the sources /General information based on the
sources without showing agreement or disagreement. e.g. source D [1]
provides more convincing information on the causes of WW1.
Level 2: Answer based on one source e.g. source C is not convincing as

it states that the war was caused by Russia indicated by the statement
“The world war was directly started by certain officials of the Russian
General Staff.” Russia only mobilised after Austria- Hungary had
declared war on Serbia. This was after Austria- Hungary was given a
“blank cheque” by Germany. Russian action was therefore a reaction to [2-3]
the action of Austria- Hungary.
Level 3: Answer based on both sources showing one side/without

showing comparison or how one source is more convincing e.g. source
D suggest that WW 1 was started by Great Britain as shown in the
following statement “ just for a scrap piece of paper Great Britain is
going to make war on a fellow nation ...” after the 1839 London Treaty
Britain promised to protect the neutrality of Belgium in future
European conflicts. Britain was therefore keeping her promise by
60

entering the war on the side of France when Germany invaded Belgium
since Germany also knew about the London Treaty and the neutrality of
Belgium.
[4-5]
Level 4: Shows how one source is more convincing than the other e.g.
Source D is more convincing because it attributes the cause of war to
Germany not honouring the London Treaty which in the source is called
“a scrap piece of paper.” By invading Belgium Germany wanted to test
the Schlieffen plan and this anxiety was motivated by Germany’s
military strength. Or source C is more convincing because it attribute
many factors which led to WWI like the harsh ultimatum terms sent to
Serbia by Austria as it says ‘ criminal activity of the Austrian foreign
minister”, “the criminal negligence at Berlin” where Germany promised
Austria Hungary “a blank cheque” in case she goes to war with Serbia
and “willing agents of forces” where countries were in a state of
military preparedness as they were engaged in acquisition of arms and
[6]
conscription through the arms and naval race. This shows that Source C
is convincing because it states multiple factors which led to the outbreak
of World war 1 while Source D only talks about the violation of the
London treaty by Germany when she invaded Belgium, forcing Britain
to enter the war.
d. Level 1: Taking a stand /surface description of the source e.g. I can see
a heap of firewood.
[1]
Level 2: Valid information without reference to the source or general

and relevant information on the tension in Europe before outbreak of
WWI. e.g. colonial problems/ colonial rivalry between Germany and
France caused tension between the two countries.
[2]
Level 3: Valid information with reference to the source showing how

the source indicates that there was tension in Europe before the outbreak
of WW 1 e.g. the Moroccan crisis of 1905-6 which is depicted in the
source by match sticks which are not in flames caused tension France
and Germany as the two competed to control Morocco. The Algeciras
conference of 1906 resolved the differences between Germany and
61

France. Even though war was avoided, relations between the countries
remained and continued to be tense. Or The conflict between Austria-
Hungary and Serbia in the Balkans after the annexation of Bosnia and
Herzegovina in 1908 led to tension between the two states as Serbia felt
her ambitions to unite all Slav states was thwarted and Pan Slavism was
at threat as shown by the log written the Balkans lying underneath.
[3-4]
Level 4: Shows two or three ways how the source indicates that there
was tension in Europe before the outbreak of WW 1 with reference to
the source e.g. the alliance system, which is portrayed in the picture in
the form of logs on which Triple alliance and Triple entente is written
created tension between countries in Europe. The Triple alliance was
made of Germany, Italy and Austria-Hungary while the Triple entente [5-6]
was made of Britain, France and Russia. Relationship between these
two camps was hostile and tense. They were all trying to protect their
interest both at home and abroad and this was intensified by the arms
race between the two camps, making war possible.
Level 5: As in level 4 and shows how tension between the powers

could have resulted in the war e.g. tension between the great powers led [7]
to some countries becoming reckless and provocative. e.g. Serbia
challenged the presence of Austria-Hungary in the Balkans because she
was sure of Russian support while Austria-Hungary was encouraged by
Germany to expand into the Balkans. As a result of this, small conflict
occurring between two countries developed into a fully blown European
war as it was the case after the assassination of Archduke Franz
Ferdinand of Austria-Hungary.
e. Level 1: Surface description of the sources /Paraphrasing of the

sources. e.g. Germany is hurt by a solid rock, people in Europe [1]
encouraged their governments to go to war
Level 2: Relevant information on the alliance system and how it

contributed to the outbreak of WW 1 without reference to the sources /
General information on the alliance system e.g. the Entente Cordiale,
62

alliance between Britain and France brought cooperation between the

two countries. The relationship also caused tension between these two
countries and Germany. That is why Germany wanted to test its strength
during the Moroccan crises OR The division of Europe into two rival
camps of Triple alliance and Triple Entente made war possible.
[2-3]
Level 3: Use one or two sources to show how the alliance system
contributed to the WW 1 e.g. the alliance system like the Entente
[4-5]
Cordialle shown in source A served to create tension between the major
powers. Britain and France belonged to this alliance and German tested
the strength of this alliance when she challenged this friendship in the
first and second Moroccan crisis. source B also attributes the outbreak
of the war to the alliance system hence it shows that Austria-Hungary
will get Germany’s support in a future war with a power that does not
belong to their alliance as the two powers had signed the Dual alliance
in 1879. There was tension between countries which did not belong to
the same alliance.
NB: Information on 1 source scores 4marks
Information on 2 sources score = 5 marks
Level 4: Explain how three or more sources show how the alliance
system caused the war and how other do not support the view. e.g.
Source E shows that the Triple alliance between Germany, Austria
Hungary and Italy was opposed to the Triple Entente between Britain,
France & Russia. This divided Europe into rival camps, which meant
any conflict between member states, will lead an escalated war. OR
Source C on the other hand shows that shows the military race between
major European powers made war possible and this was encouraged my
mobilisation of forces by countries like Russia.
6-7
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Level 5: As in level 4 and reaches a conclusion based on an evaluation

of the sources e.g. before the outbreak of the war Europe was divided
into conflicting and hostile camps. These camps were also armed and
anxious to test their weapons. The two camps were the Triple Alliance 8
and the Triple Entente. When the war started it was fought along the
lines of the separate alliances.
SECTION B
Instructions for (a) questions

Award 1-2 Marks for each relevant point
1 Mark identification of a point
1 Mark for each point developed
Instructions for (b) questions

Level 1...Description of factors or General information (1-3)
Level 2...Explains one factor (4-5)
Level 3...Explains two factors (6-9)
Level 4...Explains three factors (10-12)
Question -German war plan to avoid a two fronted war

2 a)
- Designed by the army general Alfred Von Schlieffen
64

- Germany to attack France from the north through Belgium and war was to
last six weeks
- Russia to be attacked after French defeat
- Russia hoped that will be slow to mobilise her troops
- Assumed Britain will not come to the rescue of Belgium i.e. will remain
neutral
b. Level 1: General information on Serbia- Austrian conflict
1-3
Level 2: Explains one factor e.g., annexation of Bosnia-Herzegovina by

Austria-Hungary in 1908 created tension between the two powers as
Serbia’s ambition of uniting all Serbs was threatened.
4-5
Level 3: Explains two factors. After the 1913 Balkan war, Serbia came out
strong after getting more territories after the fall of Turkish empire; she was
determined to stir up trouble among the Serbs and Croats living inside
Austria-Hungary so that they rebel against A/H rule. The Austrians on the
other hand were determined to block Serbia’s ambitions.
7-10
Level 4: Explains three factors. The opportunity for Austria to attack

Serbia presented itself on the 28th June 1914 when the Austrian heir was
assassinated by a Serbian extremist Gavrillo Princip. Austria sent a10 point 10-12
ultimatum to Serbia to be responded to within 48hours. When Serbia failed
to respond, A/H attacked her and Germany promised her support. On the
other hand, Russia started mobilising her forces to help Serbia. By August
1914 all major European had joined the war WWI had begun.
Question Assembly – admits new members

3 a)
Council – decides the budget of the League.
Secretariat – organises meetings and runs day-to-day activities of the
65

League.
Permanent Court of International Justice – solves legal disputes between

member states
b. Level 1: General information on successes of the League E.g. The League

solved the dispute between Greece and Bulgaria.
1-3
Level 2: Explains one success of the league. E.G. Aaland islands dispute
between Sweden and Finland was solved in 1920. When Turkey claimed
the province of Mosul, which was part of the British mandated territory of
Iraq, the league decided in favour of Iraq.
4-5
Level 3: Explains two factors showing success E.g. When the Greeks
invaded Bulgaria in 1925, after some shooting incident on the frontier, the
league swiftly intervened when Greek troops were withdrawn and damages
were paid to Bulgaria.
6-9
Level 4: Explains three factors. The Health Committee did good work in
investigating the causes of epidemics and it was especially successful in
combating a typhus epidemic in Russia, which at one time seemed likely to
spread across Europe.
66

10-12
Question - Accepted the humiliating treaty of Versailles which limited arms, charged
4a high reparations and forced Germany to accept the war guilt clause,
therefore the government was associated with defeat and dishonour.
- Lack of respect for democratic government and a great admiration for the
army and the officer class who were seen as the rightful leaders of
Germany.
- Unemployment due to disarmament and the loss of valuable territories of

economic value like the Saar basin and Alsace & Lorraine. This was
worsened by reparation payments leading to hyperinflation and starvation.
- Attempted coups like the Kapp Putsch by the former army officers who
felt the government was not doing enough to solve the problems of
Germany.
-The parliamentary system/proportional representation was problematic as

no single party could ever win an overall majority as there were many.
8
b. Level 1: Stating of factors, which helped Hitler to rise to power/ simple

description of factors, E. He promised to reverse the Versailles treaty.
1-3
Level 2: Explaining one factor e.g. Promising to overthrow the Versailles

Treaty, which had led to the Germany’s economic problem and create
employment for the people.
4-5
Level 3: Explain two factors e.g. offered national unity and prosperity. He
got support from wealthy land owners who saw him as a messiah to their
industries.
67

6-9
Level 4: Explains three factors. Hitler also promised to take Germany to

the glorious days of the Kaizer where the army was the pride of Germany
and thus making Germany strong again. His oratory skills made him win
the support of the masses as he spoke with vigour and convinced people
that Germany under his rule will become strong again.This made him
popular leading to the downfall of the Weimar government.
10-12
Question - Farmers not sharing in the prosperity of the nation

5a
- Black population left out of the prosperity
- Hostility to outsiders
-Wealth enjoyed by people at the top
-Workers had limited freedom
b. Level 1: General information or listing of the factors leading to the

depression. Domestic over-production, speculation, unequal distribution of
wealth.
1-3
Level 2: Explains one factor e.g., There was domestic over production as
American industrialists were encouraged by high profits and by the late
1920s unsold stocks of goods began to build up and manufacturers
produced less, few workers needed and more people were laid off.
4-5
Level 3: Explains two factors e.g., export began to fall away because
foreign countries were reluctant to buy American goods when Americans
themselves put up tariff barriers to protect their industries from foreign
imports. American exports became expensive.
6-9
Level 4: Explains three factors. Unequal distribution of wealth as many

Americans no longer wished to buy new consumer goods but were other
millions of people who could not afford to do so.
10-12
Question - Continued supporting world war one 8

6a
- Sharing of power with the Petrograd soviet
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- Selayed election made the government to lose support
- Economic problems
- The return of Lenin from exile
b. Level 1: General information on Stalin’s rule. The Purges, The Five year
plan
1-3
Level 2: Explain one factor e.g. He concentrated on consumer goods,

armaments leading to high employment. Collectivisation of agriculture led
to a greater mechanisation which led to increase in production and exports
increased. This made him popular.
4-5
Level 3: Explain two factors e.g. introduction of new constitution in 1936

in which everyone including ex-nobles, kulaks, priests and White army was
allowed to vote by secret ballot to choose members of a national assembly
known as the Supreme Soviet.
6-9
Level 4: Explains three factors. Holding of the Union together by

encouraging national culture and languages and the republics had a certain
amount of independence, more liberal than under Tsarist regime.
10-12
Question Use of guerrilla tactics 8

7a
- Winning peasant support
- The long march
- Red army’s successful tactics against Japan during the WW 2 which worn
them support of the people including Chiang’s soldiers
69

Level 1: General information or listing Mao’s economic policies.

b. Industrial and agricultural changes.
1-3
Level 2: Explain one factor e.g. Introduction of collective farms where

land was taken re-distributed among peasants in order to increase food
production. Collective farms were joined into large communes. Profits
were shared among members of the cooperatives.
4-5
Level 3: Explain two factors e.g. Industrial changes where government

nationalised most businesses through the Five year plan, concentrating on
development of heavy industry like iron, steel and coal.
6-9
Level 4: Explains three factors. The Great Leap forward meant that
peasants would be fully employed on large irrigation and flood control
projects; they could also develop small-scale industries.
10-12
Question -Took a leading part in Black demonstrations at Kingston in 1904

8a
- Moved to south America and studied the conditions of the black people
- Formed UNIA
-Moved to New York to get support for UNIA
-Wrote anthem Ethiopia Land of our Fathers
-Published a news paper called The Negro World
b. Level 1: General information of Pan Africanism e.g. the idea that people
of African origin must unite, National Congress for British which
70

advocated for the rights of the Blacks in Britain.
1-3
Level 2: Explain one factor in which Pan Africanism was understood. e.g.
Negritude Cultural Renaissance, Civil Rights Movement in the USA
advocating for the recognition and self-determination of Blacks.
4-5
Level 3: Explain two factors. e.g., Manchester Congress in 1945

advocated for self-determination and the use of force if peaceful means
failed to achieve Pan African aims.
6-9
Level 4: Explains three factors e.g. The Black Panther Movement and
Africanness expressed through poems, religion, dress code and songs.
10 -12
Question -Truman’s policy aimed at containing or stopping spread of communism 8

9a around the world
-Started in Greece where communists wanted to coup the government
-The Marshal plan was an extension of the Truman doctrine aimed at

economic recovery so that communism will not have a foothold
b. Level 1: General description of any Cold War crisis. the Berlin blockade, 1-3
the Cuban missile crises
Level 2: Explains one Cold War crisis e.g. In 1945 Stalin angered by the 4-5
prosperity which surfaced in West berlin, spearheaded by the Western
71

Powers after the partitioning of Germany decided to close all roads, rail
links and canals linking West Berlin to West Germany. The aim was to
force the Capitalist West out of West Berlin but the West held on as it
airlifted aid to their zone. This made up the Berlin Blockade of 1948.
Level 3: Explains two Cold War crisis e.g. U-2 incident of 1960 happened 6-9
when trouble shot again between the USSR and USA. This was due to the
American intention of spying on USSR weapons. The US had developed a
plane (U2) which spied over the USSR. However this plane was shot down
by the Soviet troops in 1960 and its pilot was captured. The USSR
informed the US about this, the US initially denied spying but the USSR
announced its intention of trying the pilot (Gary Powers).
Level 4: Explains three factors showing results of the two crises. After the 10-12
Berlin Blockade the Western powers intensified their defence by the
formation of NATO while the Soviet Bloc formed the Warsaw Pact.
Germany was doomed to remain permanently divided as no compromise
was reached. The incident caused dramatic turn in US-Soviet relations as it
heightened tensions between the two. Soviet leader Nikita Khrushchev
stormed out of the summit in Paris and the Americans declined to
apologise.
Question -Egypt nationalising the Suez Canal where Britain and France had shares 8
10 a
- Britain and France sent their troops to protect their interests
- Israel attacked and invaded Egypt
- The UN send a peace keeping force
b. Level 1: Description of the relation between the Arabs and Israelites e.g.
the relations between the two were hostile
1-3
Level 2: Explains one aspects of the relations between the two e.g.
amicable relations up to the end of the 19th century, conflict came with the
formation of the World Zionist Organisation, influx of Jews into Palestine
fearing persecution from other nations after 1933
72

4-5
Level 3: Explain two aspects e.g. conflict led to USA and Britain
interfering and Palestine divided giving birth to the nation of Israel.
6-9
Level 4: Explains three aspects. Other Arab states rejecting Israel and
waging a losing war against her. Israel victorious and gained more land
10-12
Question -Formed in 1885, moderate after first 20 years asking for a larger share of
11 a the Indians in government
-Moslem-Hindu alliance together economic problems caused by WW1

influenced the congress setup and demand for independence
- Congress supported Britain against Germany in WW1 hoping to be given

national rule but were disappointed
-Modern leaders like Ghandi came to the forefront of the Congress

leadership and developed the idea of non-violent civil disobedience to
73

pressurise the British government to give India home rule.
-Mountbatten plan-independence and partition in 1947.
b. Level 1: General information on relations between India and Pakistan.
1-3
Level 2: Explains one source of conflict e.g. conflict over Kashmir and
India refusing a referendum because Kashmir was occupied by Muslims.
War continued in 1960s claiming many lives.
4-5
Level 3: Explains two sources of conflict e.g. nuclear race where by 6-9
Pakistan was threatened by the acquisition of nuclear weapons by India.
Level 4: Explains three sources of conflict -disagreement over the head

waters of the Indus river which both Pakistan and India claimed and
Pakistan claimed India pollutes the river deliberately to punish Pakistan.
11-12
Question -Nationalisation of private companies 8

12 a
-Collective farms
-Modernisation of sugar production
-Diversification of the economy to reduce dependence on sugar
b Level 1: description of assistance without explanation e.g. diplomatic and 1-3

trade relations, aid disaster relief, volunteer workers, scholarships
Level 2: Explains one kind of assistance. Helped overthrow undemocratic

governments in other Latin American countries like Nicaragua, El
74

Salvador. 4-5
Level 3: Explains two kinds of assistance. e.g. Sent medical aid to

earthquake victims in Peru and Nicaragua,
6-9
Level 4: Explains three factors. Volunteer workers, teaching health

science and construction because of shortage of personnel in Jamaica,
Guyana and Grenada.
10-12
EUROPEAN HISTORY
PAPER 2b

Section A

You must answer question 1. It is the only question in this section.
1 Study Source A to Source E and then answer all questions that follow.

THE LEAGUE OF NATIONS
75

Source B
The policy of collective security seemed to us, and I think it seemed to the people of the country
as a whole, an attractive. There is no use for us to shut our eyes to realities ... That policy has
been tried out and it has failed to prevent war, failed to stop war, failed to save the victim of the
aggression. I am not blaming anyone for the failure. I merely record it now because I think it is
time that we reviewed the history of these events and sought to draw what lessons and
conclusions we can from those events.
From a speech by British Prime Minister Neville Chamberlain reported in The Times (11 June 1936)
76

Source C
1919-1920
Source D
The League (of Nations) failed because it could not create actions from its words. It could not
back diplomacy with the credible threat and, where necessary, the use of force. So small evils
went unchecked, tyrants became emboldened, then greater evils were unleashed. At each stage
good men and women said 'not now - wait, the evil is not big enough to challenge'. Then, before
their eyes, the evil became too big to challenge.
During debate on whether Britain should go to war with Iraq, February, 2003
Source E
The events of the 1930s doomed the League of Nations. By 1936, after the Disarmament
Conference had failed, few people looked to Geneva for the answers to Europe's problems. As
civil war erupted that summer, Spain was added to Manchuria, Abyssinia and the Rhineland in
the roll-call of the League's failures. Hardly surprising, then, that the Spanish foreign minister
should accuse the League of following 'a strange theory which said that the best way to help the
League was to stop making any attempt to keep the peace or defend the Covenant'.
The historian Mark Mazower 1998
(a) Study Source A. What is the message of the Source? Explain your answer the Source and
your knowledge. [4 marks]
77

(b) Study Source B. Do you believe the claims made in this Source? Explain your answer using
the source and your knowledge. [5 marks]
(c) Study Source C. Why was the source published in 1919? Explain your answer using the
source and your knowledge. [6 marks]
(d) Study Sources D and E. Which source provides more convincing information on the on the
failures of the league of Nation? Explain your answer using both the sources and your
knowledge. [7 marks]
(e) Study all the sources. How far do these sources show that the League of Nations had little
chance of being successful caused? Explain your answer using all the sources.
[8 marks]
Section B
Answer two questions from this section.
You should spend about 1 hour on this section.
1 (a) Outline the Schlieffen plan of 1914. [8 marks]
(b) Explain how tension between Serbia and Austria led to the outbreak of World war
1 in1914. [12 marks]
2 (a) Outline any four treaties signed with other defeated powers other than the
Versailles Treaty. [8 marks]
(b) Explain why the Germans objected to the terms of the Treaty of Versailles. [12 marks]
3 (a) Describe the problems that led to the collapse of the Weimar Republic. [8 marks]
(b) Explain how Hitler consolidated his power in Germany between 1933 and 1934.
[12 marks]
78

5(a) Outline the factors which led to the 1929 Great Depression in the United States of
America. [8 marks]
(b) Explain why some Americans opposed Roosevelt’s New Deal. [12 marks]
6 (a) Describe the reasons that led to the rise of Stalin to power. [8 marks]
(b) Explain how the Bolsheviks consolidated power under Lenin. [12 marks]
7 (a) Outline the economic policies introduced by the Mao –Tse-tung in China between
1949 and 1976. [8 marks]
(b) Explain why Mao-Tse-tung introduced the Cultural Revolution in1966 [12 marks]
8 (a) Outline the contributions of Kwame Nkurumah to Pan – Africanism. [8 marks]
(b) Explain how Pan – Africanism was applied in Africa. [12 marks]
9 (a) Describe the main features of Communism. [8 marks]
(b) Explain the effects of international relations of the partitioning of Germany into
East and West in 1949. [12 marks]
10 (a) Describe the events of Suez crisis of 1956. [8 marks]
(b) How did Pan-Arab nationalism influence Arab- Israeli relations up to 1980? [12 marks]
11 (a) Describe the events which led to the independence of India in 1947. [8 marks]
(b) Explain the factors that led to the partitioning of India [12 marks]
12. (a) Outline the factors that led to the rise to power of Fidel Castro in 1959. [8 marks]
(b) Explain Castro’s policy in relation to Latin America. [12 marks]
79

MARKING SCHEME
PAPER 2b
(a) Level 1: Surface description of the League of Nation e.g. I can see a bridge with a gap.
[1]
Level 2: General information on the League of Nation without reference to the source.
e.g. The league of Nation was an idea of USA. [2]
Level 3: Valid information with reference to the source e.g. the artist is suggesting that the
League of Nation was established by USA. This can be supported by information on the
billboard, which reads: “This League of Nation Bridge was designed by the president of the
USA”.
The artist is also suggesting that the USA was not a member of the League of Nation. As
indicated by a man in the source who is leaning on a stone labelled “key Stone USA”. This man
who is relaxed shows that the USA was reluctant to join the League. [ 3-4]
(b) Level 1 Paraphrasing of the source/Taking a stand e.g. the policy of collective security failed
to prevent war/ yes I believe the claim or No I don’t believe the claim. [1 marks]
Level 2: General information on how collective security failed to prevent war. This is because in
the 1930s the organization failed to act collectively to prevent war. [2]
Level 3: Evaluation of one claim e.g. how collective security failed to arrest the Abyssinia crisis
in 1935’. [3-4]
Level 4: Evaluation of two or more claims. e.g. how collective security failed to save the victim
of the aggression that is, in the Manchurian crisis of 1931.
I also believe the claim that “The policy have been tried out and failed”. In 1935 Italy invaded
Abyssinia and when this happened the league imposed economic sanctions on Italy. However the
80

sanctions were half-hearted as it excluded oil sales to Italy hence Italy continued to invade
Abyssinia. [5]
(c) Level 1: Surface description e.g. I can see a belt labeled the League of Nations [1]
Level 2: General information on the league of nation without reference to 1919 e.g. league of
nation was formed to prevent war and maintain world peace. [2]
Level 3: Relevant information based on one point on the league of nation in 1919. [3]
e.g. the League of Nations was formed in 1919 to arrest world aggression as shown by dog with
mouth cap.
Level 4: Valid information based on two or more points on the league in 1919 [4]
e.g. European powers such as Italy, Japan etc. were thirsty for war as demonstrated by salvating
dog of war.
Level 5: As in level 4 and show the information is relevant to the league of nation. [5-6]
However, the source depicts the ineffectiveness of the League of Nations as shown by a broken
mouth cap.
(d) Level 1: Paraphrasing of sources or surface description of the source e.g. the dog represents
aggressive European countries/ taking a stand [1]
Level 2: Simple evaluation of one source. e.g. brings out dates and authors to criticize the source
[2]
Level 3: Answer based on one source details e.g. source C shows that Europeans countries were
aggressive but the League tried to arrest the situation as indicated but a lose mouth cap on a
salivating dog of war. [3]
Level 4: Answer based on both sources. e.g. source D is more reliable information on the failures
of the league because it raises more facts than source C. for instance it states that the league did
not act from its words. This is true because in the 1930s the league was reluctant to take action
against aggressors such as Germany, Italy and Japan.
It is also true that “small evils went unchecked” this because from the start the league failed to
take action against Germany when it violated the treaty of Versailles
81

The source also states that “before their eyes, the evil became too big to challenge”. This true
because following their appeasement policy, the league faced a very big challenge when they
tried to stop Hitler s expansion into Eastern Europe
However source c only depict the weakness of the league of Nation that is, as shown by a loose
cap written “League of nation” [4]
Level 5: As in level 4, and shows how one source in more convincing than the other.
(e) Level1: Surface description or Paraphrasing of the sources [1]
Level 2: Answer based on general knowledge on the failures of the League of Nation [2-3]
Level 3: Explain how one or two sources support or do not support this view. [4-5]
Level 4: Explain how three or more sources support this view and how others do not . [6-7]
Level 5: As in level 4 and reaches a conclusion based on evaluation of the sources. [8]
Section B
For (a) questions award 1-2 Marks for each relevant point in the answer.
1 Mark for each point the identified.
1 Mark for each point developed.
Instructions for (b) questions

Level 1...Description of factors or General information (1-3)
Level 2...Explains one factor (4-5)
Level 3...Explains two factors (6-9)
Level 4...Explains three factors (10-12)
82

2 (a) Treaties with defeated powers except Versailles treaty
- Treaty of Trianon with Hungary. The army was limited to 35 000

- Serves treaty with Turkey, she lost Eastern Thrace and Smyrna
- Treaty of St Germain with Austria, she was to have limited army of 30 000
- Treaty of Neuilly with Bulgaria, army limited to 20 000 [8]
(b) Level 1: General information on the Versailles Treaty or objections of the Germans towards
the treaty e.g. the believed that they did not start the war or the Versailles treaty was harsh on
Germany as she lost her territories. [1-3]
Level 2: Explains one factor on the reasons why the Germans objected to the Treaty. E.g. the
Germans believed that they did not start the war alone, therefore to admit full responsibility for
starting the war was unfair on their side. The "War Guilt Clause" stated that Germany was
responsible for starting the war, therefore responsible for all the war damage caused by the First
World War. [4-5]
Level 3: Explains two factors on the reasons e.g. Germany that they were not consulted when the
treaty was made. After agreeing to the Armistice in November 1918, the Germans were
convinced that the Allies would consult them on the contents of the Treaty. This did not happen
and there was anger throughout Germany when the terms were made public. The Treaty became
known as a Diktat - as it was being forced on them and the Germans had no choice but to sign it.
Many in Germany did not want the Treaty signed, but the representatives there knew that they
had no choice as German was incapable of restarting the war again. [6-9]
Level 4: Explains three factors e.g. The Versailles treaty sowed the seeds of revenge and helped
Hitler rise to power or German economy was crippled as a result etc.
3 (a) - German war plans to avoid war on two fronts.
- Designed by General Alfred Von Schlieffen.
- To avoid war on two fronts. e.g. Russia and France.
- German planned to seek passage through Belgium.
- Assumed Britain would remain neutral and war will be over by Christmas.
- Plan was a fiasco, eg Belgium resisted, and Britain protected Belgium neutrality
[8]
83

(b) Level 1: General information on Serbia-Austria. [1-3]
Level 2: Explains one to two factors of Serbia-Austrian conflict e.g. annexation of Bosnia –
Herzegovina and created tension between the two powers. [4-6]
Level 3: Explains three or more factors of Serbia-Austrian conflict e.g. annexation of Bosnia –
Herzegovina and created tension between the two powers. [7-10]
Level 4: As in level 3 and reaches a conclusion.
- The Republic had accepted the infamous Versailles Treaty, which limited its arms,
charged with high reparations and forced Germany to accept the War Guilty Clause.
Therefore, the Republic was associated with defeat and dishonour
- Traditional lack of respect for democratic government and a great admiration for the
army and officer class who were seen as the rightful leaders of Germany. The Germans
believed that they betrayed by signing the armistice.
- The parliamentary system, proportional reorientation was problematic as no single
party could win absolute majority to form a stable government.
- Little experience in running the democratic government as there was too much
government opposition from the too many political parties, which wanted to overthrow
the government e.g. The Kapp Putsch. [11-12]
(b) Level 1: Description of factors or identification e.g. Hitler came to power in Germany in
1933. [1-3]
Level 2: Explains one factor on how Hitler consolidated his power in Germany e.g. the Enabling
Law. This law enabled Hitler to have excessive powers, which made him to pass laws without
consulting the Reichstag. [4-5]
Level 3: Explains two factors e.g. he banned all political parties in Germany except for the Nazi
which enabled him to rule Germany without any opposition. [6-9]
Level 4: Explains three factors e.g. on the verge of elections in 1933, the Reichstag was set on
fire. The blame was put on the communists even though Hitler knew that it was the Nazis who
did it. [10-12]
5(a) Factors which led to the 1929 Great Depression in the USA
- Domestic over production – over production of goods led to stock piles of unsold goods.
Since goods were not absorbed by consumers, manufacturers produced less leading to
many workers losing their jobs.
84

- Mal- distribution of income- meant that there was not enough buying power in the hands
of the public to sustain the boom. They could manage to absorb goods produced for a
limited time with the help of credit. The situation worsened by the fact that they could not
export goods to foreign markets.
- Falling demands for exports- Americans had put tariffs on their goods to protect local
industries. Many countries decided to buy American goods and could not pay American
debts.
- Speculation- company profits increase and more people wanted to buy shares. This
forced share prices up and there were plenty of chances of quick profits from buying and
selling shares. As a result people were afraid that share prices might fall and they quickly
sold their shares. As a result of people rushing to sell shares, very few people wanted to
buy. At the end people sold their shares cheaply. [8]
5 (b) Level 1: Description of one factor identification e.g. [1-3]
Level 2: Explains one factor e.g. business people opposed the New Deal because of limitations
to working hours and trade unions setting minimum wages for workers. They were also against
the Fair Labour Standard Act of 1938 which made child labour illegal. They felt that the New
Deal was interfering in the economy. [4-5]
Level 3: Explains two factors e.g. some opposed the New Deal because they felt that Roosevelt
has taken away powers from internal states to federal governments.
Supreme courts opposed the New Deal because they felt that the president had too much power
because of the New Deal, it ruled that New Deal laws were unconstitutional, some had to be
revised. [6-9]
Level 4: Explains three factors e.g. many rich Americans opposed the New Deal because they
did not like having to pay higher taxes for work of the New Deal. [10-12]
6 (a) Reasons that led to the rise of Stalin to power
- Stalin presented himself as Lenin’s loyal disciple. After Lenin’s death Stalin encouraged
the cult of Lenin. He presented himself as Lenin’s chief mourner at his funeral.
- Stalin survived Lenin’s testament in 1924. Lenin’s testament was a letter he wrote to the
party congress to be read out after his death. In it Lenin recommended that Stalin should
be replaced as Party Secretary. Fortunately for Stalin, Kamenev and Zinoview defended
Stalin because they wanted his help to prevent Trotsky becoming leader.
- Stalin, with the support of the Rightists, had Trotsky, Kamenew and Zinoview dismissed
from the Portitburo. Trotsky and Zinoview were then expelled from the party.
85

- Stalin attacked the Rightists and used his majority to vote them down when they opposed
him when he argued against NEP but in favour of expanding industry. In 1929, Bukharin,
Rykov and Tomsky resigned.
- Stalin now became the most powerful figure in the Communist party and the leader of
Russia. [8]
(b) How the Bolsheviks consolidated power under Lenin [12]
Level 1: Description of factors e.g. The Bolsheviks used terror tactics to frighten the population
into obedience. [1-3]
Level 2: Explains one factor e.g. LAND: Lenin signed a land decree, which abolished ownership
of land without compensation. Land was placed in the hands of the state and peasants were given
the right to use it. A second decree (27 November 1917) gave the workers control over the
running of their factories [4-5]
Level 3: Explains two factors e.g. the use of terror. The Bolsheviks used the CHEKA (secret
police organisation) to torture and kill their opponents (enemies of the state). It had the power to
suppress free speech, prevent demonstrations and exile dissidents to Seberia. [6-9]
Level 4: Explains three factors, e.g. The Bolsheviks killed the Tsar and his family during the
civil war to prevent them from becoming the focus of opposition [10-12]
7(a) Explain the economic policies introduced by Mao in China between 1949 and 1976
- Compulsory state purchase of the grain
- He introduced communes; people worked in the fields, built roads, schools, hospitals and
irrigation canals
- Peasants were organized into communes
- Government regulated land use and distribution
- Government slaughtered landlords [8]
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(b) Explain why Mao introduced the Cultural Revolution of 1966.
Level 1: General information on the Cultural Revolution. E.g. the Cultural Revolution was meant
to restore Mao’s power and control or get rid of Soviet style communism or renew the spirit of
revolution in China. [1-3]
Level 2: Explains one reason why the Cultural Revolution was introduced. E.g. He introduced
Cultural Revolution to ensure that literature and art fit well into the whole revolutionary machine
as a component and that they operate as powerful weapons for uniting and educating the people
and for attacking and destroying the enemy, and that they help people fight the enemy with one
heart and one mind.” [4-5]
Level 3: Explains two reasons why the Cultural Revolution was introduced. E.g. He also
introduced the revolution because he could no longer depend on the formal party organization,
convinced that it had been permeated with the "capitalist" and bourgeois obstructionists. He
turned to Lin Biao and the PLA to counteract the influence of those who were allegedly "`left' in
form but `right' in essence." [6-9]
Level 4: Explains three reasons why the Cultural Revolution was introduced. E.g. The cultural
revolution was to destroy the rise of differentiation between the proletariat and bourgeois, Mao
believed that a hierarchy was increasing in development) he used the Red Guards (groups of
youths who banded themselves together) were encouraged to criticize those who Mao deemed
untrustworthy with regards to the direction he wanted China to take. No-one was spared from
criticism. [10-12]
8 (a) Outline the contributions of Sol- Plaatjie to pan Africanism. [8 ]
- In 1912 he joined active politics and became the first Secretary of the ANC. He was very
active in contributing to Pan – Africanism because he dedicated his life to changing the
lives of fellow South Africans despite having no huge financial resources.
- Furthermore, it has to be noted that African History has always been written by whites
and wrote it in a manner that favoured them, but Sol Plaatje wrote his first novel Mhudi
in which he talked about the experiences of Bantu groups during the Mfecane wars.
- He also wrote a book called Native Life in South Africa in which he drew the attention of
the world to the injustices of the Land Act and racism in general.
- He was a journalist and writer who published a number of books and novels and even
wrote in newspapers to make the world aware of the evils and injustices of the racist
policies of the whites in South Africa.
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(b) Explain how Pan Africanism has been applied in Africa. [12]
Level 1: General information on how Pan Africanism was applied in Africa, e.g., It was
spearheaded by figures like Kwame Nkurumah and Marcus Garvey. [1-3]
Level 2: Explains one factor, e.g., It was first applied as wars of resistance and movements like
the National Congress for British West Africa. It proponents spoke of armed resistance against
imperialistic forces. [4-5]
Level 3: Explains two factors, e.g., The principle of Negritude which was a form of cultural
renaissance aimed at restoring human dignity in blacks in French colonies. In the British colonies
they had movement of African Personality Concept which encouraged communal existence
among blacks, e.g., the Accra Conference encouraged and aided acceleration of liberation
movements. [6-9]
Level 4: Explains three factors, e.g., The Manchester Congress supported self-determination
amongst blacks and NCBWA supported commercial unity between African and Universal Negro
Improvement Association (UNIA). [10-12]
9 (a) Main features of communism [8]
- Communism is whereby the state controls the means of production like land, factories
and mines. It came into existence in the Soviet Union after the Bolshevik revolution in
Russia in 1917.
- It preaches the doctrine of an egalitarian society (classless society), that is, all people
should share the available resources equally.
- Communism believes that the injustices of capitalism were bound to be self destructive as
put forward by Karl Marx.
- It also preaches the doctrine of one party democracy which should represent the interests
of all people.
- Communism also believes that capitalism is evil as the rich prosper at the expense of the
poor. Subscribes to strong censorship on what should be written or said.
(b) Explain the effects on international relations on the partitioning of Germany into East and
West in 1949. [12]
Level 1: description of factors or identification e.g. Germany was divided into four zones
[1-3]
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Level 2: Explains one factor on the effects e.g. at the end of WWII, Germany was partitioned
into four zones with the eastern part becoming a soviet sphere of influence while the remaining
three parts became under the sphere of the west (USA and her allies). [4-5]
Level 3: Explains two factors on the effects e.g. Berlin fell on the side of the west forcing Joseph
Stalin to pressurise the west to evacuate it. The west refused forcing Joseph Stalin to block aid to
Berlin by closing all roads and railway. The west was more developed than the east because of
aid from USA. [6-9]
Level 4: Explains three factors on the effects e.g. the Berlin Blockade led to the west resorting to
fly aid into Berlin such as food fuel and medicines to the western people of Germany. This move
further soured relations between the superpowers so much that Stalin ended up surrendering the
Berlin blockade, [10-12]
10 (a) Events of Suez Crisis of 1956 [8]
- It came as a result of the establishment of the Jewish state of Israel.

- Arabs states had suffered devastating defeats in the form of one million Palestinian
refugees.
- The war broke out in 1956 involving Egypt, Israel, Britain, France while the USSR
wanted France and Britain to withdraw their troops from Egypt.
- Britain and France were involved in the war so as to protect their interests because they
were involved in the construction of the Suez Canal.
- The crisis occurred due to the fact that Abdel Nasser wanted to nationalise the Suez
Canal.
- He made a military alliance with Jordan and Syria which causing a great concern in
Israel.
- In 1956 Abdel Nasser attempted to seize the Suez Canal but France and Britain opposed
the move.
- Israel, Britain and France secretly met and planned to attack Egypt.
(b) How did Pan-African nationalism influence Israeli-Arab relations up to 1980?
Level 1: General description of factors or identification e.g.The establishment of the state of

Israel in 1948 led to conflict. [1-3]
Level 2: Explains one factor which influenced Israeli-Arab relations e.g.The founding of
International Zionist Movement in Israel in 1948 which saw the influx of the Jews into their
Biblical fatherland. The state of Israel was already occupied by the Palestine who wanted to push
out the Jews which led to conflicts between the two on the rightful owners’ of the land.
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Palestinians were displaced and thus waged a war on the Israelis even though they were always
defeated. Israel was always aided by the USA and Britain militarily. [4-5]
Level 3: Explains two factors which influenced Israeli- Arab relations e.g. Politics of oil were
used as a bargaining shield to arm-twist the western world to pressurize the Israelis to bring
back to the Israelis. They were using the USA because of their thirst for oil. Relations between
the two were so tense so much that Jimmy Carter of the USA offered to act as a mediator and
invited the two leaders to his holiday retreat at Camp David in 1978. Carter expressed his
sympathy for the Palestine Arabs and expressed his support for Israel`s independence. The
agreement also meant that Egypt will recognize Israel`s rights to exist. [6-9]
Level 4: Explains three factors which influenced Israeli-Arab relations e.g. relations among the
Arab- Israeli were further exacerbated by the Yop Kippur war of 1973 whereby Egyptian forces
crossed the Suez Canal and captured the territory of Sinai Desert. At the same time, Syria
attacked Israel. The two countries had made a secret plan to invade and had attacked on one of
the sacred days of the Israelis (Yop Kippur). The Israelis were completely caught by surprise.
[10-12]
11(a) Outline the events that led to the independence of British India. [8 ]
- Establishment of the Indian National Congress in the 1880s,which was moderate during
its first 20 years of existence asking only for a larger of the governance for Indians e.g.
1907 Morley- Minto reforms.
- Muslims–Hindu alliance coupled with economic discontent caused by WW1 influenced
the congress to step up and demand for their independence.
- The congress also supported the British in WWI against Germany with the belief that
they will be given home rule but got bitter when it was not given.
- Some moderate leader like Ghandi came to the fore-front of the congress of leadership
and developed the idea of Satyagrapha – non-violent civil disobedience to pressurise the
British to give India home rule (swaraj)
- Demanded a strong central government for a united independent India in return for the
Indian support for the British in WWII and became bitter when it was not granted. The
congress embarked on quit India campaign to force British out of India and as result the
Mountbatten plan gave India independence in 1947 and also paid the way for the break-
up of British- India into Hindu-India and Muslim-Pakistan.
(b) Explain how relations between Pakistan and India were influenced by the partitioning of
Kashmir. [12]
Level 1: Description of factors leading to partitioning of India e.g. since the attainment of
independence in 1947 the relationship between India and Pakistan has always been tense.
90

[1-3]
Level 2: Explains one factor leading to partitioning e.g. fighting broke out between the two in
1947 and 1965 over the Indus River and got out of hand again in 1984.this is because Pakistan
depended on the waters of this river for human consumption and supply of electricity and
accuses India for interfering with its flow. [4-5]
Level 3: Explains two factors on the partitioning of India e.g. fighting over Kashmir, the UN
intervened to try to solve the problem through the division of the region into Kashmir- Pakistan
and India –Kashmir to no avail because Pakistan wanted to have the whole of the region and so
is the Indians. [6-9]
Level 4: Explains three factors on the partitioning of India e.g. the religious differences between
the Hindus and Muslims fuelled by the question of who should willed socio-economic and
political cloud of the other.
-The other issue of nuclear weapons, possessed by each is causing friction between south eastern
Asian neighbours. [10-12]
12 (a) Describe the factors that led to the rise to power of Fidel Castro in 1959. [8]
- The other factor that led Fidel Castro to power was that Cuba was too dependent on the
export of sugar and the wealth of the country was concentrated in the hands of a few.
Unemployment was very high, yet there was no employment benefit. Trade unions did
nothing to help. The poverty of the people who were unemployed was in a sharp contrast
to the wealth in Havana and in the hands of the corrupt government officials. As a result
social tensions were high. This led to the rise of Fidel Castro.
- The other factor that led Fidel Castro to power was that Cuba was too dependent on the
export of sugar and the wealth of the country was concentrated in the hands of a few.
Unemployment was very high, yet there was no employment benefit. Trade unions did
nothing to help. The poverty of the people who were unemployed was in a sharp contrast
to the wealth in Havana and in the hands of the corrupt government officials. As a result
social tensions were high. This led to the rise of Fidel Castro.
- The other factor that led to Castro being in power was that there was no effective political
system developed. In 1952, Fulgencio Batista who was one of the leading politicians
since 1933, seized power in a military coup and began to rule as a dictator. He introduced
no reforms and according to the historian Hugh Thomas, he spent a lot of time dealing
with his private affairs and his foreign fortunes, leaving himself too little time for the
affairs of the state. His regime was very corrupt and brutal. This factor led to Castro’s rise
to power.
- The other factor was that there was no prospect of a peaceful social revolution. This led
to a feeling that perhaps violent revolutions were necessary. The leading exponent of this
view was Fidel Castro, who specialised in defending the poor. Castro began a campaign
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of guerrilla warfare and sabotage in the cities. The rebels soon controlled the
mountainous areas of the east and north and non-popular support there by carrying
through Castro’s land reform policy
(b) Explain Castro’s policy in relation to Latin America
Level 1: Description of factors e.g Fidel Castro provided much help to Latin American states.
[1-3]
Level 2: Explains one factor e.g Castro sent 5000 troops, medical technicians, teachers and
agricultural experts to Nicaragua. There they helped the Sandinista Liberation Front which had to
overthrow the dictatorship. Castro helped Jamaica with housing and with work teams in the later
1970s. Castro also assisted Bishop Maurice to overthrow the right- wing regime of Eric Gairy of
the tiny island of Grenada. Cuba also sent military help to El Salvador to a rebel group.
[4-5]
Level 3: Explains two factors e.g Cuba sent volunteer workers, teachers of health Science and
construction workers to Jamaica, Guyana and Grenada because of shortage of personnel. Castro
helped Jamaica with housing and with work teams in the later 1970s.
[6-9 ]
Level 4 Explains three factors e.g Castro established diplomatic ties with Chile, Peru and
Columbia.Cuba sent aid to earthquake victims in Peru and Nicaragua. Cuba also gave
scholarships in medical and engineering fields to Jamaica, Guyana and Grenada. [10-12]
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AFRICAN HISTORY
PAPER 1
ADDITIONAL REVISION QUESTIONS
TOPIC 1
ORIGINS OF MANKIND
1.(a) Name any four religions that explain the origins of humankind. [4 marks]
(b) Explain any two way of life of the Homo habilis. [6 marks]
(c) How far do the following explain the origins of humankind:
(i) The Tswana Mythology,
(ii) The Herero Mythology,
(iii) The Hambukushu Mythology?
Explain your answer referring to (i), (ii) and (iii) above [10 marks]
2.(a) Describe the physical features of any two stages in the evolution of humankind.
[4 marks]
(b) Explain Charles Darwin’s theory of evolution. [6 marks]
(c)“The “Out of Africa Theory” is more convincing than the other theories on the origins of
humankind.” How far do you agree with this statement? Explain your answer.
[12 marks]
3.a) Describe any one cultural myth on the origins of humankind. [4 marks]
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b) Explain two ways the increased brain size affected the development of the Homo erectus.
[6 marks]
c) ‘Humankind originated in Africa.’ How far do you agree with this statement? Explain your
answer. [10 marks]
3.a) State four important points from Charles Darwin’s ‘Theory of Evolution’
[4 marks]
b) Explain how environmental changes affected the physical development of Australopithecus.

[6 marks]
c) ‘Africa is the original place of human beings’. Do you agree with this statement? Explain your
answer. [10 marks]
4.a) Describe the process of ‘Natural Selection’. [4 marks]
b) Explain why Africa is regarded as the home of humankind. [6 marks]
c) How far is the theory of evolution a convincing explanation of the origins of humankind?
Explain your answer. [10 marks]
5.a) Briefly, describe the main stages in the early development of humankind. [4 marks]
b) Explain two different African cultural beliefs about the origins of humankind. [6 marks]
c) ‘Humankind originated in Africa and spread to other parts of the world.’ How far do you agree
with this statement? Explain your answer. [10 marks]
TOPIC 2
TRANSFORMATION FROM STONE AGE TO IRON AGE AND

THE EVOLUTION OF LATE IRON AGE CIVILIZATIONS IN
SOUTHERN AFRICA UP TO 1800.
1.a) State any four economic activities of the Early Iron Age communities in Southern Africa
before 1800. [4 marks]
94

b) Explain how mining influenced the lifestyle of the people of Toutswemogala.

[6 marks]
c)‘Loss of culture among the San communities was the most important effect of the arrival of the
Bantu speakers in Southern Africa before 1800.’ How far do you agree with this statement?
Explain your answer, using two other effects. [10 marks]
2 (a) Describe any two characteristics of the Late Stone Age period. [4 marks]
(b) Explain the importance of cattle in the social lifestyle of Late Iron Age societies.
[6 marks]
(c) “Trade was the most important economic activity in the development of Domboshaba”. How
far do you agree with this statement? Explain your answer.
[10 marks]
3.a) State any four early Iron Age sites in Botswana. [4 marks]
b) Explain the social organisation of the Herero up to 1830. [6 marks]
c) Was one of the following factors more important than the others in the development of the
Shona before 1800:
i) Iron technology;
ii) Agriculture;
iii) Trade?
4. a) What were the features of the Stone Age? [4 marks]
b) Explain how agriculture influenced the lifestyle of the Toutswemogala people.

[6 marks]
c) Was one of the following factors more important than the others in the collapse of
Toutswemogala:
i) The rise of Mapungubwe;
ii) Drought;
iii) Diminishing natural resources?
Explain your answer, referring to i), ii) and iii) above. [10 marks]
5. a) State any four technological developments of the Late Stone Age. [4 marks]
b) Explain the impact of agriculture on the social welfare of the people of Domboshaba.
[6 marks]
95

people of Toutswemogala:
i) Mining;
ii) Hunting;
iii) Trade?
6. a) State any four characteristics of the Iron Age period. [4 marks]
b) Explain how the Iron Age technology improved the social welfare of the people of
Toutswemogala before the 14th century. [6 marks]
c) Was one of the following factors more important than the others in the development of
Toutswemogala settlement:
(i) Trade;
(ii) Agriculture;
(iii) Hunting and gathering?
Explain your answer referring to i), ii) and iii) above. [10 marks]
7. a) Describe the technological development of the Late Stone Age people. [4 marks]
b) Explain how arable farming contributed to the development of the lives of people at
Domboshaba. [6 marks]
c) The emergence of Mapungubwe was the only cause for the decline of Toutswemogala’. How
far do you agree with this statement? Explain your answer. [10 marks]
8. a) What was the Iron Age? [4 marks]
b) Explain how Iron Age technology led to the improvement of arable farming. [6 marks]
c) Pastoral farming was the most important activity in the development of the lives of the
Toutswe people. How far do you agree with this statement? Explain your answer. [10 marks]
TOPIC 3
SHONA, SOTHO-TSWANA, SOUTH-CENTRAL BANTU AND

KHOISAN COMMUNITIES UP TO 1800
1.(a)Name any four Nguni groups in Southern Africa before 1800. [4 marks]
96

(b) Explain two ways in which the political lifestyle of the Sotho- Tswana differed from that of
the San before 1800. [6 marks]
(c) Was one of the following factors more important than the others in the development of
Herero society before 1800:
(i) Pastoral farming;
(ii) Hunting;
(iii) Trade?
Explain your answer, referring to (i), (ii) and (iii) above [10 marks]
2. (a) Name any four Bantu groups that settled in Southern Africa before 1800. [4 marks]
(b) Explain the political organization of the Iron Age Shona before 1800. [6 marks]
(c) “Iron technology was the most important factor in the development of the Iron Age
communities before 1800.” How far do you agree with this statement? Explain your answer
using two other factors. [10 marks]
3. (a) State any four duties of Bantu chiefs in Southern Africa before 1800. [4 marks]
(b) Explain the economic organization of the Sotho Tswana before 1800. [6 marks]
(c) Was pastoralism the only reason for the development of the Bayei before 1800? Explain your
answer. [10 marks]
Explain the role played by cattle in the lives of the Khoikhoi before 1800. [4 marks]
4.a) Name any four South Central Bantu groups in Southern Africa before 1800 [4 marks]
b) Explain the social organisation of the Sotho-Tswana before 1800. [6 marks]
c) ‘Trade was the most important factor in the development of the Shona.’ How far do you agree
5.a). Describe the political organization of the Sotho-Tswana. [4 marks]
b) Explain the differences between the social organization of the South-Central Bantu and the
Khoikhoi before 1800. [6 marks]
Sotho-Tswana before 1800:
i) Agriculture
ii) Trade
iii) Mining?
Explain your answer referring to (i), (ii) and (iii) above. [10 marks]
97

6.a) Describe the religious organisation of the Shona before 1800. [4 marks]
b) Explain the differences between the political organisations of the Sotho-Tswana and the san
before 1800. [6 marks]
c) ‘The arrival of the Sotho-Tswana in Southern Africa before 1800 brought only negative
effects on the san.’ How far do you agree with this statement explain your answer. [10 marks]
7. a) Outline any four political activities of the Shona before 1800. [4 marks]
b) Explain how the religious organization of the Shona differed from that of the Sotho-Tswana
before 1800 [6 marks]
c) ‘The following were all equally important in the development of the Shona:
i) Agriculture;
ii) Trade;
iii) Mining’.
Do you agree with this statement? Explain your answer referring to (i), (ii) and (iii) above.
[10 marks]
TOPIC 5
PORTUGUESE COLONISATION OF ANGOLA

1a) State four factors that led to the European colonization of Southern Africa before 1830
[4marks]
b) Explain the reasons for the Portuguese failure to westernize the Bakongo Kingdom.
[6 marks]
c) ‘Slave trade benefitted the people of Angola.’ How far do you agree with this statement?
2. a) Describe the early relations between the Portuguese and the Bakongo in the late fifteenth
century. [4 marks]
b) Explain how Affonso I benefitted from his alliance with the Portuguese between 1505
and1543. [6 marks]
c) Was one of the following factors more important than the others in contributing to the collapse
of the Kongo Kingdom?
i) Succession disputes
98

ii) Slave trade

iii) Jaga invasion of 1568?
3. a) State any four factors that led to the Scramble of Africa. [4 marks]
b) Explain the career of Queen Ndzinge in Angola. [6 marks]
c) ‘The colonization of Angola benefitted the people of Angola. ’How far do you agree with this
statement? Explain your answer.
[10 marks]
4. a) What factors led to colonization of Angola by the Portuguese? [4 marks]
b) Explain the effects of slave trade on the people of Angola up to1800.

[6 marks]
c) ‘The following were equally important for the failure of the Portuguese to westernize the
Kongo:
i) The Regimento;
ii) The attitude of Bakongo;
iii) The lack of Portuguese official support’.
Do you agree with this statement? Explain your answer with reference to i), ii) and iii) above
[10 marks]
5. (a) State any four reasons why the Portuguese developed interest in the Kongo Kingdom in
the late thirteen century [4 marks]
(b) Explain any two reasons why the Regimento failed to help Affonso I of Kongo westernize
the Kongo Kingdom. [6 marks]
(c) ‘The slave trade was the most important reason for the collapse of the Kongo Kingdom.’
How far do you agree with the statement? Explain your answering using two other reasons.
[10 marks]
6. (a) State any four terms of the Donatario which was given to Paulo Dias de Novaes in 1575.
[4 marks]
(b) Explain any two reasons why the Portuguese colonised Angola from 1575 to 1800.
[6 marks]
(c) “The following were equally important in helping the Portuguese obtain slaves from Angola:
i. Pombeiros;
ii. Kuata! Kuata!;
iii. Sobaba owners.”
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How far do you agree with this statement? Explain your answer, referring to (i), (ii) and (iii)
above. [10 marks]
7. a) Describe the main features of the Portuguese policy in the Kongo Kingdom during early
years of contact. [4 marks]
b) Explain the role played by Queen Ndzinge in the resistance to Portuguese colonization of
Angola. [6 marks]
c) ‘Portuguese colonization had mainly negative effects on the people of Angola.’ How far do
you agree with this statement? Explain your answer. [10 marks]
8. a) Describe any two aspects of the Regimento. [4 marks]
b) Explain why the westernization of the Kongo Kingdom failed. [6 marks]
c) ‘The slave trade benefitted the people of Angola.’ How far do you agree with this statement?
9. State any two reasons why the Portuguese were attracted to Angola [6 marks]
b) Explain the role played by Queen Ndzinge in the resistance to Portuguese colonization of
Angola. [6 marks]
c) ‘Portuguese colonization had both negative and positive effects on the people of Angola.’ Do
TOPIC 6
DUTCH AT THE CAPE UP TO 1800

1.a) What is colonization? [4 marks]
b) Describe any two methods used to colonize Southern Africa before 1830.
[6 marks]
c) “The following were equally important reasons for the European colonization of Southern
Africa before 1830:
(i) Strategic reasons;
(ii) Need for raw materials;
(iii) Need for slaves”.
[10 marks]
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2.a) Describe the contribution of the Free Burghers in the development of the Cape from 1652 to
1800. [4 marks]
(b) Explain any two reasons for the Dutch settlement at the Cape in 1652. [6]
(c) ‘The arrival of slaves at the Cape was the most important reason for the expansion of the
Cape between 1652 and 1800.’ How far do you agree with this statement? Explain your answer
using two other reasons. [10 marks]
3.a) State any four motives for the Dutch settling at the Cape in 1652. [4 marks]
b) Explain relations between the Dutch and the Khoisan from 1652 to 1854. [6 marks]
c) ‘The arrival of the French Huguenots in 1688 was the most important factor in the
development of the Cape.’ How far do you agree with this statement? Explain your answer.
[10 marks]
4.a) Describe the problems encountered by Jan van Riebeeck when he was setting up the half
way station at the Cape from 1652 to 1657. [4 marks]
b) Explain how Simon van der Stel contributed to the development of the Cape Colony from
1679 to 1699. [6 marks]
c) How far did the indigenous people benefit from the Dutch settlement at the Cape from 1652 to
1800? Explain your answer. [10 marks]
5.a) State four instructions given to Jan Van Riebeck at the Cape in 1652 [4 marks]
b) Explain the importance of slave labour in the development of the Cape Colony from 1657
to1800. [6 marks]
c) ‘The following were all equally important in the expansion of the Cape Colony between
1652and 1800:
i) the free burghers
ii) Simon van der Stel
iii) the loan farm system’.
[10 marks]
6.a) State four reasons for the establishment of the Dutch settlement at the Cape in 1652.
[4 marks]
b) Explain two effects of the Dutch colonisation of the Cape on the Khoikhoi between 1652 and
1800. [6 marks]
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c) Was one of the following factors more important than the others in causing the rapid
expansion of the Cape Colony between 1652 and 1800:
i) immigration policies of governors;

ii) the rise of the Free Burghers;
iii) the emergence of Trekboers?
7.a) State any four instructions that were given to Jan van Riebeeck by the Dutch East India
Company when he was sent to the Cape in 1652. [4 marks]
b) Explain any three factors which led to the expansion of the Cape Colony between 1652
and1800. [6 marks]
c) ‘The Dutch occupation of the Cape had both negative and position effects on the indigenous
people.’ How far do you agree with this statement? Explain your answer.
[10 marks]
8.a) State any four reasons for choosing the Cape as a refreshment station by the Dutch East
India Company in 1652. [4 marks]
b) Explain how Jan van Riebeeck and Simon van der Stel contributed towards the expansion of
the cape Colony between 1652 and 1700.
[6 marks]
c) ‘The British legal and administrative reforms were the most important causes of the Boer
Trek.’ How far do you agree with this statement? Explain your answer.
[10 marks]
9.(a) Name any four Boer towns established during the expansion of the Cape settlement from
1679 to 1795. [4 marks]
b) Explain the impact of the Dutch expansion on the indigenous people of the Cape.
[6 marks]
c) ‘The following were all equally important reasons for the Boer Trek in 1835:
i) The establishment of the circuit Courts in 1811;
ii) The introduction of English as the official language in 1828;
iii) The 50th Ordinance of 1828.’
Do you agree with this statement? Explain your answer referring to i), ii) and iii).
[10 marks]
10.a) Describe the relations between the Dutch and the Khoikhoi at the Cape up to 1659.
[4 marks]
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b) Explain the contribution of slaves to the development of the Cape during the period1652-
1806. [6 marks]
c) ‘The following were equally important reasons for the European colonization of South Africa
before 1830:
i) Strategic reasons;
ii) Need for raw materials;
iii) Need for slaves.’
Do you agree with the statement? Explain your answer. [10 marks]
TOPIC 7
BRITISH COLONISATION OF THE CAPE UP TO 1835
1.a) Describe the terms of the Hottentot Ordinance passed by the British in the Cape Colony in
1809 [4 marks]
(b) Explain the effects of the Slagters’ Nek incident of 1815 on the Boers at the Cape.
[6 marks]
(c)“The British takeover of the Cape in 1806 had both positive and negative effects on the people
of South Africa.” How far do you agree with this statement? Explain your answer.
[10 marks]
2. a) Describe the factors which led to the British occupation of the Cape in 1806.
[4 marks]
b) Explain the factors that led to the Boer Trek (other than the British reforms at the Cape
[6 marks]
c) How far were the indigenous groups of Southern Africa affected by the Boer Trek up to 1854?
3.a) Describe the changes that were introduced by the British at the Cape in the judiciary system
between 1807 and 1828. [4 marks]
b) Explain how the Pass Ordinance of 1809 affected the lives of the Khoikhoi.
[6 marks]
c) Was one of the following factors more important than the others in causing the BoerTrek:
i) Land reforms of 1813;
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ii) Fiftieth Ordinance of 1828;

iii) Abolition of slavery of 1833-4?
4. a) State any four factors which led to the British occupation of the Cape in 1806.
[4 marks]
b) Explain how the Circuit Courts (1811) and the 50th Ordinance (1828) improved the life of the
non-whites at the Cape. [6 marks]
c) ‘The Boer Trek was mainly caused by the British reforms introduced at the Cape’. How far do
you agree with the statement? Explain your answer. [10 marks]
TOPIC 8
THE BOER TREK
1.a) Describe the routes followed by any two Boer leaders during the Boer Trek.
[4 marks]
b) Explain how the Boer Trek benefitted the Boers up to 1854. [6 marks]
c) To what extent was the Boer Trek a culmination of Boer protest against equality between the
Blacks and Whites? Explain your answer. [10 marks]
2.a) Name any four Boer leaders during the Boer Trek. [4 marks]
b) Explain the reasons why the Boer Trek took place [6 marks]
c) ‘The Boer Trek had both negative and positive effects on the economic life of the Sotho-
Tswana.’ How far do you agree with this statement? Explain your answer.
[10 marks]
3.a) What was the ‘Great Trek’? [4 marks]
b) Explain how any two reforms introduced by the British helped to cause the ‘Great Trek’.
[6 marks]
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c) ‘The ‘Great Trek’ disrupted the economic activities of the African communities in the interior
of the present-day South Africa’. How far do you agree with this statement? Explain your
answer. [10 marks]
TOPIC 9
MFECANE WARS
1.a) State any four of Shaka’s military reforms [4 marks]
b) Explain any two economic measures that were used by Mzilikazi to strengthen the Ndebele
economy [6 marks]
c)‘Moshoeshoe’s diplomacy was the most important factor that contributed to the building of the
Basotho nation.’ How far do you agree with this statement? Explain your answer, using two
other factors [10 marks]
2. (a) Name any four Tswana groups which were attacked by Mzilikazi on his way to
Matebeleland. [4 marks]
(b) Explain any two methods used by Shaka to build the Zulu Kingdom. [6 marks]
(c) ‘The following equally contributed to the development of the Ndebele Kingdom:
(i) Tribute;
(ii) Shona religion;
(iii) Regiments.’
How far do you agree with the statement? Explain your answer, referring to (i), (ii) and (iii)
above. [10 marks]
3(a) What is meant by Mfecane? [4 marks]
(b) Explain the measures used by Mzilikazi to establish the Ndebele Kingdom in Western
Zimbabwe from 1846 to 1868. [6 marks]
(c) “The following equally contributed to the outbreak of the Mfecane Wars:
(i) Population explosion,
(ii) Competition for trade,
(iii) The Madlatule Drought.”
How far do you agree with this statement? Explain your answer referring to (i), (ii) and (iii)
above. [10 marks]
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4. (a) Define the Mfecane. [4 marks]
(b) Explain Julian Cobbing’s theory on the Mfecane wars. [6 marks]
(c) ‘Population explosion was the most important cause of Mfecane Wars.’ How far do you
agree with this statement? Explain your answer. [10 marks]
5.a) State any four causes of the Mfecane wars. [4 marks]
b) Explain the economic reforms introduced by Sebetwane to create a stable economy for the
Kololo Kingdom. [6 marks]
c)‘The Mfecane wars brought more good than harm to the people of Southern Africa.’ How far
do you agree with this statement? Explain your answer.
[10 marks]
6.a) Explain the concept of ‘Mfecane/Difaqane.’ [4 marks]
b) Explain the political reforms introduced by Sebetwane after settling in Western Zambia.
[6 marks]
c) ‘The following were equally important in causing the Mfecane Wars:

i) Population expansion;
ii) Competition for trade;
iii) Mhlatuze drought’.
Do you agree with this statement? Explain your answer referring to i), ii) and iii) above.
[10 marks]
7.a) What were Mzilikazi’s aims as the King of the Ndebele? [4 marks]
b) Explain two aspects of Ndebele’s social organization under Mzilikazi in Zimbabwe.

[6 marks]
c) ‘The following were equally important in the building of the Ndebele Kingdom:
i) Mzilikazi’s character;
ii) Raids on Sotho-Tswana groups;
iii) Tribute.’
Do you agree with this statement? Explain your answer referring to i), ii) and iii) above.
[10 marks]
TOPIC 10
NINETEENTH CENTURY BOTSWANA 1840-1880s
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1.(a) Name any four missionaries who visited Botswana before independence.
[4 marks]
(b) Explain any two political effects of the Cape traders on Batswana dikgosi between 1840 and
1880. [6 marks]
(c) Was one of the following factors more important than the others in helping Batswana dikgosi
reconstruct their states after the Difaqane:
(i) Kgamelo system;
(ii) Incorporation of non- Tswana groups;
(iii) Tribute system?
2.a) Name four Batswana Chiefs who contributed to the rebuilding of their states after the
Difaqane Wars up to 1800. [4 marks]
b) Explain how the Tswana states were reconstructed after the Difaqane Wars up to 1800.
[6 marks]
c) To what extent did the Cape trade of the nineteenth Century affect Batswana in the following
areas:
i) Local industry;
ii) Wildlife;
iii) The power of Chiefs?
3.a) Describe the Kgamelo system as a method of state reconstruction in the post Mfecane
period. [4 marks]
b) Explain the impact of the missionaries on the lives of Batswana during the nineteenth
century. [6 marks]
c) ‘Batswana benefitted greatly from the nineteenth century Cape trade.’ How far do you agree
4.a) State any four motives of the European traders who came to the land of Batswana after1840.
[4 marks]
b) Explain how the Batswana chiefs rebuilt their states between 1820 and 1880.
[6 marks]
c) To what extent did the cape trade of the nineteenth century affect Batswana in the following
areas:
i. Local industry
ii. Wildlife
iii. The power of the chiefs?
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iv. Explain your answer, referring to i), ii) and iii) above. [10 marks]
TOPIC 11
THE MINERAL REVOLUTION

1.a) Give four economic results of the discovery of minerals in Southern Africa between 1876
and 1900 [4 marks]
b) Explain the social effects of the migrant labour system in Southern Africa during the
nineteenth century [6 marks]
c) Was one of the following factors more important than the others in contributing to the
Jameson Raid of 1895:
(i) The discovering of gold;
(ii) Voting rights;
(iii) Cecil Rhodes’s political ambitions?
Explain your answer, referring to (i), (ii) and (iii) above [10 marks]
2.(a) Name the four states which were supposed to form the Federation of South Africa before
1880. [4 marks]
b) Explain any two reasons for the British annexation of Transvaal in 1877. [6 marks]
(c) ‘The Jameson Raid was the most important cause of the South Africa War of 1899 to 1902.’
How far do you agree with the statement? Explain your answer using two other factors.
[10 marks]
3.(a) Describe any two social results of the mineral revolution in South Africa up to 1910.
[4 marks]
(b) Explain how the discovery of minerals led to the economic development of Southern Africa
between 1867 and 1910. [6 marks]
(c)“The following contributed equally in proposing a federation of South African States: (i) Lord
Carnarvon, (ii) Sir George Grey, (iii) Cecil John Rhodes.” How far do you agree with this
statement? Explain your answer, referring to (i), (ii) and (iii) above.
[10 marks]
4.a) What was the Mineral Revolution? [4 marks]

b) Explain measures taken by Paul Kruger’s government to deny the Uitlanders rights in the
Transvaal Republic. [6 marks]
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c) ‘The discovery of minerals brought only benefits to Southern Africa up to 1910.’ How far do
5.a) Describe two economic results of the Mineral Revolution. [4 marks]
b) Explain the effects of migrant labour on Southern African states. [6 marks]
c) Was one of the following factors more important than the others in causing the South African
War of 1899 to 1902:
i. The Uitlander Question;
ii. The Jameson Raid;
iii. Milner’s Policy?
6. a) Describe the Uitlander’s grievances in the Transvaal during the Mineral Revolution.
[4 marks]
b) Explain the causes of the migrant labour system in Southern Africa. [6 marks]
c) To what extent were women in Southern Africa disadvantaged by the Mineral Revolution?
7a) Name any four groups which quarreled over the diamond fields of Kimberley between 1867
and 1871. [4 marks]
b) Explain the economic results of the mineral revolution in Southern Africa from 1867 to 1910.
[6 marks]
c) ‘The following equally supported the federation of Southern African states:

i) George Grey;
ii) Lord Carnarvon;
iii) Cecil John Rhodes.’
How far do you agree with this statement? Explain your answer referring to i), ii) and iii) above.
[10 marks]
8.a) Name the four states which were to form the federation of South Africa. [4 marks]
b) Explain why Lord Carnarvon wanted to form the federation of South Africa.
[6 marks]
c) ‘The attitude of the Boers was the most important factor that led to the failure of Lord
Carnarvon’s federation plan.’ How far do you agree with this statement? Explain your answer.
[10 marks]
9. a) What were the Uitlanders’ grievances in Transvaal during the Mineral Revolution?
[4 marks]
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b) Explain the economic effects of migrant labour system on Botswana up to 1910.

[6 marks]
c) The following were equally important in the failure of Lord Carnarvon’s federation scheme:
i) The annexation of Transvaal
ii) The Keate Award
iii) The attitude of the Cape Government.’
Do you agree with this statement? Explain your answer. [10 marks]
10.a) What were the social results of the mineral revolution? [4 marks]
b) Explain the effects of the migrant labour system on African women in Southern Africa.
[6 marks]
c) ‘The Jameson Raid was the most important cause of the South African War of 1899-1902.’ Do
you agree with the statement? Explain your answer. [10 marks]
TOPIC 12
COLONIAL ERA FROM 1850

1.(a) State four requests that were made by the three Batswana chiefs to Queen Victoria of
Britain in 1895. [4 marks]
(b) Explain how the different Batswana chiefs reacted to the declaration of a protectorate in
1885. [6 marks]
(c) ‘The enrichment of chiefs was the most important effect of the introduction of tax on
Batswana from 1899 to 1966.’ How far do you agree with the statement? Explain your answer,
using two other effects. [10 marks]
2.(a) Name any four political parties that were formed in Botswana from 1959 to 1966.
[4 marks]
(b) Explain the social changes that have taken place in Botswana since independence.
[6 marks]
(c) “The Batswana benefited from British colonial rule.” How far do you agree with this
statement? Explain your answer. [10 marks]
1 (a) Describe any two benefits of the Legislative Council to Batswana before
independence.
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[4 marks]
(b) Explain the impact of the British colonial rule on the social lifestyle of Batswana before
independence. [6 marks]
(c) Was one of the following methods used by Europeans more important than the others in
colonizing Southern African countries in the nineteenth century:
(i) Conquest method;
(ii) Trickery method;
(iii) Protection method?
4.a) State four requests presented by Tswana Chiefs to the Queen of England in 1895.
[4 marks]
b) Explain the impact of Hut Tax on Batswana during the Colonial period. [6 marks]
c) ‘The African Advisory Council paved the way for self-rule in Bechuanaland.’ How far do
5.a) Describe any two factors that led to the Scramble for Africa. [4 marks]
b) Explain why the British adopted the system of Indirect Rule in Bechuanaland.
[6 marks]
c) ‘Colonial rule brought both advantages and disadvantages to the lives of Batswana.’ How far
do you agree with this statement? Explain your answer.
[10 marks]
6. a) Describe any two methods that were used by the Europeans to colonize Africa.
[4 marks]
b) Explain the reasons why Batswana opposed the handing-over of the Protectorate to the British
South Africa Company (BSA). [6 marks]
c) ‘The respect for Tswana laws and customs was the most important reason why the British
adopted indirect rule in
Bechuanaland.’ How far do you agree with this statement? Explain your answer.
[10 marks]
7. a) Describe British “indirect rule” as applied in Bechuanaland. [4 marks]
b) Explain any three reasons why the British declared a protectorate over Bechuanaland in 1885
[6 marks]
c) ‘The participation of Batswana in World War II had both positive and negative effects on
Batswana.’ How far do you agree with this statement? Explain your answer.
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[10 marks]
8.a) What was meant by Imperialism? [4 marks]

b) Explain reasons for the adoption of Indirect Rule in Bechuanaland by the British Government
in 1891. [6 marks]
c) ‘The following were equally important reasons which led to the imposition of colonial rule in
Bechuanaland by the British:
i. Missionary influence;
ii. German presence in Namibia;
iii. The protection of the road to the North.’
Do you agree with this statement? Explain your answer. [10 marks]
9.a) State any four issues that were discussed at the Kopong Conference of 1889.
[4 marks]
b) Explain how the colonial administration improved education in Bechuanaland Protectorate.

[6 marks]
c) How far do the post-independence problems in Botswana a result of colonial rule?
[10 marks]
10.a) State any four benefits of the British policy of indirect rule in
Bechuanaland. [4 marks]
b) Explain the reaction of Botswana to the declaration of a protectorate.

[6 marks]
c) How far did the political development in the South Africa influence the formation of political
parties in Bechuanaland? Explain your answer.
[10 marks]
11.a) What were the causes of the Scramble for Africa? [4 marks]
b) Explain the role of chiefs in colonial Botswana. [6 marks]
c) ‘The following were equally important in bringing independence to Botswana:

i) The legislative council;
ii) The influence of South African politics;
iii) The independence of other African states’
Do you agree with this statement? Explain your answer with reference to (i), (ii) and (iii) above.
[10 marks]
12.a) Describe the reaction of Batswana chiefs to loss of power during colonial rule.
[4 marks]
b) Explain the political factors that led to the formation of political parties in Bechuanaland.
[6 marks]
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c) ‘Colonial rule benefitted Batswana’. How far do you agree with this statement? Explain your
answer [10 marks]
13.a) Describe the system of indirect rule. [4 marks]
b) Explain how the policy of indirect rule affected the powers of the traditional rule in
Bechuanaland Protectorate. [6 marks]
c) ‘Bechuanaland Protectorate largely benefitted from British colonial rule.’ How far do you
agree with this statement? Explain your answer. [10 marks]
TOPIC 13
POST INDEPENDENCE IN SOUTHERN AFRICA

1.a) Name any four political parties that were formed in Botswana since independence.
[4 marks]
b) Explain the problems that have affected the economic development of Botswana since
independence. [6 marks]
c) How far did either Zimbabwe or Zambia benefit from the following organizations:
i. Front Line States;
ii. Southern African Development Community (SADC);
iii. Organisation of African Unity (OAU)?
2.a) Describe the changes made by the Government in the education and health sectors in either
Zimbabwe or Zambia since independence. [4 marks]
(b) Explain the problems that have slowed down the economic development in either Zimbabwe
or Zambia since independence. [6 marks]
c) To what extent did either Zimbabwe or Zambia benefit from the following organisations:
iii. Organisation of African Unity?
3. a) Name any four political parties which have emerged in Botswana between 1965 and 1990.
[4 marks]
b) Explain the social changes that have taken place in Botswana since independence.
[6 marks]
c) To what extent did Botswana benefit from the following organizations?
113

i) Southern African Development Community (SADC);

ii) Frontline States;
iii) Organisation of African Unity (OAU).
4. a) Describe the aims of the Frontline States at its formation. [4 marks]
b) Explain the foreign policy of either Zambia or Zimbabwe in relation to the SADC region.
[6 marks]
c) Choose either Zambia or Zimbabwe and explain how far the post-independence economic
problems in that country are a result of colonial rule. [10 marks]
c) To what extent did either Zimbabwe or Zambia benefit from the following organisations:
iii. Organisation of African Unity?
5.a) Name any four political parties which have emerged in Botswana between 1965 and 1990.
[4 marks]
b) Explain the social changes that have taken place in Botswana since independence.
[6 marks]
c) To what extent did Botswana benefit from the following organizations?
i) Southern African Development Community (SADC);
ii) Frontline States;
iii) Organisation of African Unity (OAU).
6.a) Describe the aims of the Frontline States at its formation. [4 marks]
b) Explain the foreign policy of either Zambia or Zimbabwe in relation to the SADC region.
[6 marks]
c) Choose either Zambia or Zimbabwe and explain how far the post-independence economic
problems in that country are a result of colonial rule. [10 marks]
114

EUROPEAN HISTORY
PAPER 2
TOPIC 1
CAUSES OF WORLD WAR I
1. (a) Describe the Triple Entente of 1907 [8 marks]
(b) Explain how the Bosnian Crisis of 1908 contributed to the outbreak of the First World War
[12 marks]
2.(a) Describe the events of the First Balkan War of 1912 [8 marks]
(b) Explain how the Alliance System helped lead to the First World War [12 marks]
3.(a) Outline any four major alliances that existed in Europe by 1914 [8 marks]
(b) Explain how German militarism contributed to the outbreak of World War 1
[12 marks]
4. a) Outline the main features of the Schlieffen Plan. [8 marks]
b) Explain how conflict between Serbia and Austria-Hungary made war in Europe more likely.
[12 marks]
TOPIC 2
THE PARIS PEACE TREATIES AND THEIR EFFECTS
1.(a) Describe the terms of the Treaty of Neuilly signed with Bulgaria in 1919 after the First
World Ear [8 marks]
(b) Explain why the Germans strongly objected to the Treaty of Versailles. [12 marks]
2.(a) Outline any four territorial terms of the Versailles Treaty [8 marks]
115

(b) Explain how the Treaty of St Germain affected Austria [12 marks]
3.(a) Outline any four of Woodrow Wilson’s Fourteen Points. [8 marks]
(b) Explain the effects of the non- territorial terms of the Versailles Treaty on Germany.
[12 marks]
4. (a) Name the “Big Three” and state their views on how they wanted Germany to be punished
at the Paris Peace Conference. [8 marks]
(b) Explain the effects of the Versailles Treaty on Germany. [12 marks]
5.a) Outline four territorial terms of the Versailles Treaty. [8 marks]

b) Explain why the Germans regarded the Versailles Treaty as unfair. [12 marks]
6. a) Name two treaties signed with the Central Powers other than Germany.
[8 marks]
b) Why did the Germans object strongly to the terms of the Versailles Treaty?
[12 marks]
7.a) Describe the views of the ‘Big Three’ at the Paris Peace Conference. [8 marks]
b) Explain the effects of the non-territorial terms of the Versailles Treaty on Germany.
[12 marks]
8.a) Outline the non-territorial terms of the Versailles Treaty of 1919. [8 marks]
b) Explain the effects of the Versailles Treaty on Germany. [12 marks]
TOPIC 3
THE LEAGUE OF NATIONS

1. (a) Describe the functions of any four minor commissions or committees of the League of
Nations [8 marks]
(b) Explain why the League of Nations suffered some failures during the 1920s and the 1930s
[12 marks]
2. (a) Outline the origins and aims of the League of Nations [8 marks]
(b) Explain how the League of Nations attempted to solve the social and economic problems
facing the world between 1920 and 1935. [12 marks]
3.a) Outline the success of the League of Nations in the 1920s [8 marks]
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b) Explain why the League of Nations was a failure in the 1930s. [12 marks]
4.a) Describe the functions of four minor organs (Commissions and Committees) of the League
of Nations. [8 marks]
b) Why did the League of Nations fail to maintain peace in the 1930s? [12 marks]
5.a) Outline any four of Woodrow Wilson’s Fourteen Points [8 marks]
b) Explain how the weaknesses of the League of Nations contributed to the outbreak of the
WWII. [12 marks]
6.a) Describe the functions of the main organs of the League of Nations. [8 marks]
b) How far did the League of Nations manage to maintain peace between 1920 and1939?
[12 marks]
7. a) Describe the functions of four main organs of the League of Nations. [8 marks]
b) Why did the League of Nations fail to keep peace in the 1930s? [12 marks]
8.a) Outline the aims and structure of the League of Nations [8 marks]
b) Explain how the weaknesses of the League of Nations led to the outbreak of the Second
World War. [12 marks]
TOPIC 4
THE CAUSES OF WORLD WAR II
a) Outline any four of Woodrow Wilson’s Fourteen Points [8 marks]
b) Explain how the weaknesses of the League of Nations contributed to the outbreak of the
Second World War. [12 marks]
a) Outline any four causes of the Second World War [8 marks]
b) How did Hitler’s foreign policy contribute to the outbreak of the Second World War?
[12 marks]
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TOPIC 5
THE UNITED NATIONS ORGANISATION

(a) Describe the origins of the United Nations Organization. [8 marks]
(b)Explain any three problems faced by the United Nations since its formation. [12 marks]
(a) Name any four minor agencies of the United Nations Organisation and describe their
functions. [8 marks]
(b) Explain the weaknesses of the United Nations Organisation in its peace-keeping efforts.
[12 marks]
a) Describe the origins of the United Nations Organisation [8 marks]
b) Explain the role played by the United Nations Organisation in the Korean War of 1950-1953
and the Suez Crisis of 1956. [12 marks]
a) Outline the achievements of the United Nations Organization from 1960 to 1995. [8 marks]
b) Explain the problems faced by the United Nations Organization since its formation.
[12 marks]
a) Describe the functions of the main organs of the United Nations Organizations. [8 marks]
b) Explain the role played by the United Nations in any three peace-keeping operations.
[12 marks]
a) Describe the functions of four of the United Nations’ specialized agencies.

[8 marks]
b) How successful has the United Nations been in keeping peace? [12 marks]
a) Describe the aims of the United Nations Organisation. [8 marks]
b) Explain why the United Nations Organisation had some successes in its peace-keeping
activities from 1945 to 1966. [12 marks]
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TOPIC 6
GERMANY (1919 – 39)
(a) Describe the Dawes Plan signed in 1924 [8 marks]
(b) Explain how the Enabling Act of March 1933 helped Hitler gain total control of Germany.
[12 marks]
(a) Describe the events of the Munich Putsch of 1923 [8 marks]
(b) Explain how Stresemann dealt with the problems faced by the Weimar Republic from 1924
to 1929 [12 marks]
(b) Explain the steps taken by Adolf Hitler in achieving his foreign policy aims
[12 marks]
(a) Outline the main features of the Nazi totalitarian state. [8 marks]
(b) Explain the steps that were taken by Hitler to consolidate his power in Germany between
1933 and 1934. [12 marks]
(a) Outline the aims of Hitler’s foreign policy. [8 marks]
(b) Explain how the problems of the Weimar Republic helped Hitler to rise to power.
[12 marks]
(a) Describe the problems that were faced by the Weimar Republic after the First World War.
[8 marks]
(b) Explain how Hitler’s foreign policy led to the outbreak of the Second World War.
[12 marks]
(a) Outline the reasons for Nazi popularity in Germany after 1933. [8 marks]
119

(b) Why did Hitler follow an aggressive foreign policy after 1933? [12 marks]
a) Outline the main features of Nazism. [8 marks]
b) How did the problems of the Weimar Republic from 1919 and 1933 lead to its decline?
[12 marks]
a) Outline ways in which Hitler organized the German economy. [8 marks]
b) Explain how Hitler reversed the Versailles Treaty. [12 marks]
a) Describe the political problems faced by the Weimar Republic. [8 marks]
b) How was Adolf Hitler able to control Germany between 1933 and 1939?
[12 marks]
a) Describe the steps taken by Hitler to rise to power in Germany by 1933.

[8 marks]
b) How did Hitler’s domestic policy enable him to stay in power in Germany by 1933?
[12 marks]
a) Outline the main features of the Nazi totalitarian state. [8 marks]
b) Why did Germany embark on an expansionist policy from 1933-1941?

[12 marks]
a) Outline the aims of Hitler’s foreign policy. [8 marks]
b) How far did the problems of the Weimar Republic help Hitler rise to power?
[12 marks]
a) Describe the factors which led to the rise to power of Hitler in Germany.
[8 marks]
b) How was Hitler able to consolidate his power in Germany up to 1934?

[12 marks]
a) Describe the events that led to the fall of the Weimar Republic. [8 marks]
b) Explain why Hitler rose to power by 1933. [12 marks]
a) Outline the problems of the Weimar Republic. [8 marks]
b) Why did Hitler follow an aggressive foreign policy after 1933? [12 marks]
120

TOPIC 7
PAN AFRICANISM
(a) Describe the contribution of Kwame Nkurumah to Pan Africanism [8 marks]
(b) Explain how the concept of Pan Africanism was applied in Africa after the Second World
War [12 marks]
(a) Describe Pan Africanism [8 marks]
(b) Explain the role played by Sol Plaatje in Pan Africanism [12 marks]
(a) Describe how Pan Africanism was applied in the Caribbean [8 marks]
(b) Explain how Marcus Garvey contributed to Pan Africanism [12 marks]
(a) Outline the contribution of W. E. Dubois to Pan Africanism. [8 marks]
(b) Explain how Pan Africanism was understood outside Africa. [12 marks]
(a) Describe the origins of Pan Africanism. [8 marks]
(b) Explain why Kwame Nkurumah can be regarded as one of the leading figures in Pan
Africanism. [12 marks]
(a) Describe the contributions of Kwame Nkurumah to Pan Africanism. [8 marks]
(b) Explain the influence of the Pan African movement in Africa. [12 marks]
(a) Outline the role of Sol Plaatje in Pan Africanism. [8 marks]
(b) Explain how Pan Africanism was understood and applied in Africa. [12 marks]
(a) Outline the contributions of Marcus Garvey to Pan Africanism. [8 marks]
(b) Explain how Pan Africanism was applied in the Diaspora. [12 marks]
(a) Describe the concept of Pan Africanism. [8 marks]
(b) Explain why W. E. Dubois is often referred to as “the father of Pan Africanism.
[12 marks]
(a) Outline the origins of Pan Africanism. [8 marks]
121

(b) Explain how Pan Africanism has been applied in Africa. [12 marks]
(b) Explain how Pan Africanism was understood and applied in the Diaspora.
[12 marks]
(a) Outline the contributions of Kwame Nkurumah to Pan Africanism. [8 marks]
(a) Outline the contributions of Marcus Garvey in the development of Pan Africanism
[8 marks]
(b) How successfully applied was Pan Africanism in Africa? [12 marks]
(a) Outline the contribution of Kwame Nkurumah to Pan Africanism. [8 marks]
(b) How far was Pan Africanism applied in the Caribbean? [12 marks]
(a) Describe the contribution of Sol Plaatje to Pan Africanism. [8 marks]
(a) Describe the origins of Pan Africanism. [8 marks]
(b) How was Pan Africanism applied in the Diaspora? [12 marks]
(a) Describe the contribution of Marcus Garvey to Pan Africanism. [8 marks]
(b) Explain how Pan Africanism was applied in Africa. [12 marks]
(b) Explain the contributions made by Marcus Garvey and W. E. B. Dubois to the development
of Pan Africanism. [12 marks]
TOPIC 8
LATIN AMERICA: CASE STUDY CUBA

(a) Describe the achievements of Castro’s domestic policy before 1970. [8 marks]
122

(b) Explain how Cuba had an impact on relations between the United States of America and the
Soviet Union between 1957 and 1991. [12 marks]
(a) Describe how Fidel Castro consolidated himself in power in Cuba from 1959
[8 marks]
(b) Explain the role played by Cuba in African conflicts from 1960 to 1990
[12 marks]
(a) Describe the reforms introduced by Fidel Castro in Cuba in the 1960s [8 marks]
(b) Explain the role that was played by Fidel Castro’s Cuba in the socio- economic development
of Africa from the early 1980s [12 marks]
(a) Outline the factors in Cuba that led to the rise to power of Fidel Castro in 1959.
[8 marks]
(b) Explain Castro’s foreign policy in relation to Latin America and Africa. [12 marks]
(a) Describe the social reforms introduced by Fidel Castro in Cuba from 1959 to the 1990s.
[8 marks]
(b) Explain how successful the United States of America was in the Cuban Missile Crisis of
1962. [12 marks]
(a) Describe the factors that led to the Communist rule in Cuba after 1959. [8 marks]
(b) How successful was Castro’s domestic policy in Cuba before 1990? [12 marks]
(a) Outline the achievements of Castro’s domestic policy before 1970. [8 marks]
(b) Explain the relations between Cuba and the USA during the period from 1959 to 1970.
[12 marks]
(a) Outline the economic reforms introduced by Fidel Castro in Cuba in the 1960s. [8 marks]
(b) Explain how Cuba has helped other Latin American States. [12 marks]
(a) Describe the relationship between Cuba and the United States of America between 1959 and
1970. [8 marks]
(b) Explain the influence of Castro’s Cuba in Africa. [12 marks]
(a) Describe the reforms introduced by Fidel Castro in Cuba in the 1960s. [8 marks]
123

(b) Explain the contribution of Fidel Castro to the development of Africa. [12 marks]
(a) Describe the factors that led to Fidel Castro’s coming to power in Cuba in 1959.
[8 marks]
(b) Explain how Cuba has helped other Latin American States between 1960 and 1990.
[12 marks]
(a) Outline the social reforms introduced by Fidel Castro in Cuba. [8 marks]
(b) Explain why there was conflict between the Soviet Union and the United States of America
over Cuba from 1959 to 1962. [12 marks]
(a) Outline the factors that led to the establishment of Communist rule by Fidel Castro in Cuba.
[8 marks]
(b) How far did the United States of America win in the Cuban Missile Crisis?
[12 marks]
(a) Outline the achievements of Castro’s domestic policies before 1970. [8 marks]
(b) How did Cuba influence relations between the United States of America and the Soviet
Union between 1957 and 1991? [12 marks]
(a) What factors led to the establishment of Communist rule in Cuba? [8 marks]
(b) Explain Castro’s foreign policy in relation to Latin America and Africa.
[12 marks]
(a) Describe the events that led to the rise to power of Fidel Castro in Cuba.
[8 marks]
(b) Explain the influence of Castro’s Cuba in Africa. [12 marks]
(a) Outline the events that led to Castro’s coming to power in 1959. [8 marks]
(b) Explain how Cuba has helped other Latin American States. [12 marks]
(a) Outline the economic reforms introduced by Fidel Castro in Cuba in the 1960s.
[8 marks]
(b) Explain the relations between Cuba and the USA during the period 1959- 1970.
[12 marks]
124

125

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History Covid 2020 FINAL

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Preamble

Answer either question 1 or Question 2. In answering these questions, you are

Study Source A carefully and use it to answer question 1(a).

Adopted from History of Africa: Kevin Shillington.

Study Source B carefully and use it to answer question 2 (a).

Adapted from History of Botswana

(b) Explain the social life of the Shona before 1800

(b) Explain any two effects of slavery on the people of Angola.

(i) Succession disputes;

(iii) Jaga invasion of 1568?

Explain your answer referring to (i), (ii) and (iii) above.

7 (a) What is colonialism?

Level 1 Paraphrasing or rewriting of sources e.g [1]

Level 2 Valid inferences e.g

- This interaction caused wars /conflicts.

Level 3 1 or 2 valid inferences with references e.g

Level 1 Identification of the reasons strategic reason, protect shipping

Level 2 Describes one reason e.g.

Level 3 Explains one reason eg the British government was determined

Level 4 Explains two reasons e.g.

Level 2 Valid inference without reference to the source, e.g., Herero

Level 3 -One to two interpretations of the source supported with details

Level 1 Identification of social aspects such as, religion, settlement,

Level 2 Describes social activities, e.g. [2]

-The Shona worshipped God called Mwari.

-The Shona had permanent settlement.

Level 1 -Identifies ways in which iron technology influenced the [1]

Level 2 Describes the ways e.g.,

Level 3 Explains one factor, e.g.,

Level 4 -Explains two factors, e.g. –Iron technology improved their

Level 1 -Taking a stand i.e. showing agreement or disagreement. [1]

Level 2 -description of factors showing agreement or disagreement, e.g.,

Level 3 -Explains one factor showing agreement and disagreement e.g.-

Level 4 -Explains two to three factors showing agreement and

Level 5 -As in level 4 and reaches a reasonable conclusion or showing [9-10]

Level 1 Identification of political activities eg. Ruled by Kgosi,

Level 1 -Taking a stand i.e. showing agreement or disagreement [1]

Level 2 - Description of factors/identification of other factors show

Level 5 -As in level 4 and reaches a reasonable conclusion or showing [9-10]

Level 1 Identifies methods, e.g., trickery, conquest, Protectorate. [1-2]

Level 2 Describes one method, e.g.,

Level 3 Describes two methods. e.g.

Level 1 Identifies effects e.g. depopulation, exploitation, poverty,

Level 2 -Describes the effects ,e.g.,

Leve3 -Explains one effect, e.g.

Level 4 -Explains two effects, e.g.,

Level 1 -Taking a stand i.e. showing agreement or disagreement. [1]

Level 2 -description of factors showing agreement or disagreement, e.g.

-The Portuguese converted the Bakongo into Christianity. [2-3]

Level 3 -Explains one factor showing agreement and disagreement e.g. –

Level 4 -Explains two to three factors showing agreement and

-Conversion of some Bakongo into Christianity resulted in

Level 5 -As in level 4 and reaches a reasonable conclusion or showing [9-10]

Award 1 mark for each correctly stated instruction.

-To build a fort

-Establishing a hospital [4]

-Establishing friendly relationship with the Khoikhoi.

Level 1 Identifies contributions e.g., agricultural production,

Level 2 -Describes contributions. e.g

-slave labour introduced new architecture.

Leve3 -Explains one contribution, e.g.,

Level 4 -Explains two contributions, e.g.,

Level 1 -Taking a stand i.e. showing agreement or disagreement. [1]

Level 2 -Description of factors/identification of factors showing