MINISTRY OF EDUCATION
FIJI SCHOOL LEAVING CERTIFICATE EXAMINATION 2012
HISTORY
Time Allowed: Three Hours
(An extra ten minutes is allowed for reading this paper.)
INSTRUCTIONS
1.
Write all your answers in the Answer Book provided.
2.
Write your Index Number on the front page and inside the back flap of the Answer Book.
3.
If you require more paper, ask the supervisor for extra sheets. Tie these inside the Answer
Book at the appropriate places.
4.
There are two sections in this paper. Answer five questions altogether from the two
sections. Note the choices in both sections.
Note: Refer to the Question Guide on Page 2 to locate the themes and the
topics that you have studied.
SUMMARY OF QUESTIONS
Section
Guidelines
Total
Mark
Suggested
Time
A
There are four questions.
Answer any two questions.
40
72 minutes
B
There are four questions.
Answer any two questions.
40
72 minutes
Answer one other question from either
Section A or Section B.
20
36 minutes
A or B
COPYRIGHT: MINISTRY OF EDUCATION, REPUBLIC OF FIJI, 2012.
2.
QUESTION GUIDE
SECTION A
Question
Number
Theme
Topics
Page
1
Cultural Interaction
Fiji, since 1874
South Africa, 1919 – 1961
3
2
Economic Development
Fiji, 1930 – to the present
Japan, 1918 – 1970
5
3
Social Welfare
Fiji, since 1945
New Zealand, 1891 – 1970
7
4
Conflict
Palestine/Israel, 1945 – 1967
China, 1921 – 1949
9
SECTION B
Question
Number
Theme
Topics
Page
5
Nationalism
Italy, 1848 – 1871
Germany, 1848 – 1879
11
6
Imperialism
India, 1875 – 1947
Europe and Southern Africa, 1870 – 1919
13
7
International Relations
Origins of World War I, 1879 – 1915
Origins of World War II, 1919 – 1941
15
8
Government
United Kingdom, 1832 – 1868
Russia, 1927 – 1957
17
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
3.
SECTION A
There are four questions in this section. Answer any two questions.
Each question is worth 20 marks.
QUESTION 1
(a)
CULTURAL INTERACTION
(A) FIJI, since 1874
(B) SOUTH AFRICA, 1919 – 1961
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Name the "Member for Natural Resources" under the membership
system of 1964.
(ii)
When did the Indians get the right to vote for their members in the
Legislative Council?
(iii)
Why did Sir Kenneth Maddocks say that “if the people really value
the administration, they must be prepared to pay for it?”
(iv)
In which year did the Sharpeville Massacre take place?
(v)
Who were the Black Sash of South Africa?
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to
answer the questions that follow.
Resource I
SOCIETAL FOUNDATION
A strong house built on a solid
foundation can withstand strong winds.
Likewise, a society built on a sound
constitution is strong and durable.
Source: Your Constitution: Your Rights, CCF, 1993.
(i)
Define the term constitution.
(ii)
Briefly explain how different ethnic groups were affected by the various
changes in the constitution.
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
4.
SECTION A
(continued)
Resource II
TRUANCY – A CRIMINAL ACT?
You have been charged
with the heinous crime
of trying to overthrow
the white government of
South Africa by not
going to school! How do
you plead?
MBFFLpH!?
He pleads guilty,
yer Honor.
Source: Adapted from South Africa from Settlement to Self Determination 1991.
(iii)
Which apartheid policy were the students boycotting against?
(iv)
Explain why the above Act was promoted by some African leaders.
(v)
Briefly describe the main provision of the above Act.
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either Fiji or South Africa.
Either:
FIJI
Discuss three of Sir Arthur Gordon‟s native policies and explain why
Fijians (iTaukei) and other cultural groups found difficulties in interacting under
his policies.
Or:
SOUTH AFRICA
Discuss one social and one political issue faced by South Africa in the period
1938 – 1948 and how the Nationalist Party had planned to deal with these
issues.
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
5.
QUESTION 2
(a)
ECONOMIC DEVELOPMENT
(A) FIJI, 1930 – to the present
(B) JAPAN, 1918 – 1970
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
What is subsistence livelihood?
(ii)
Which company owned the Sugar Industry up to 1971?
(iii)
Describe the main idea behind the establishment of Fijian Holdings
Limited.
(iv)
When was the New Order in East Asia proclaimed?
(v)
What was General MacArthur‟s role as the Commander of the Allied
forces in Japan after the Second World War?
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow.
Resource I
FOREIGN AID (F$ MILLION) TO FIJI BY SOURCE IN 1991.
EEC, 9.9
Australia, 17.6
United Kingdom,
0.8
New Zealand, 4.6
UNDP, 0.7
Others, 4
Japan, 6.3
France, 0.2
Source: Fiji in the Pacific, Donnelly, Quanchi and Kerr,1994.
(i)
Identify Fiji‟s highest source of foreign aid in 1991.
(ii)
State one reason why Fiji needs foreign aid.
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
6.
SECTION A
(continued)
Resource II
LEAGUE OF NATIONS TESTED!
THE HANDS OF THE LEAGUE;
OR, HER FIRST GREAT TEST.
Source: The Modern World Emerges, Lawrence, Eshuys and Guest, 1986.
(iii)
Identify the countries represented by the two figures in the cartoon.
(iv)
Explain why the "two handsʺ are trying to keep the two figures apart.
(v)
Briefly describe the conflict between the two figures in the cartoon.
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either Fiji or Japan.
Either:
FIJI
Explain how three external influences had affected Fiji‟s economy from
1930 to the present.
Or:
JAPAN
Explain three ways in which the state was involved in economic development
between 1955 and 1970.
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
7.
QUESTION 3
(a)
SOCIAL WELFARE
(A) FIJI, since 1945
(B) NEW ZEALAND, 1891 – 1970
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Identify one non-statutory function of the Social Welfare Department
in Fiji.
(ii)
Explain the new Social Welfare initiative being implemented by the
Ministry of Education for some rural primary school children.
(iii)
Define the term welfare state.
(iv)
Give one example of how the New Zealand Government rehabilitated
its servicemen after World War II.
(v)
How did the United Party‟s 1930 retrenchment policy cause more
problems in New Zealand?
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow.
Resource I
VOLUNTEER FOR A HUMANITARIAN CAUSE
Source: http://w3.ifrc.org
(i)
Name the non-government organisation whose logo appears on the
back of the men shown in the picture.
(ii)
Give an example of the type of help the organisation provides.
(ii)
How does the above organisation fund its welfare efforts?
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
8.
SECTION A
(continued)
Resource II
THE SINKING SHIP
THE STORM ABATED…AND A LITTLE
WRECKAGE DRIFTED ASHORE
NATIONALIST
FLOP AFTER FLOP
SCHEME AFTER
SCHEME
Source: Adapted from The First Hundred Years 1988.
(iv)
Who are the two men on the shore?
(v)
What does the sinking ship represent?
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either Fiji or New Zealand.
Either:
FIJI
Evaluate the work of three non-government organisations which contribute
to the welfare of the people such as children and the elderly.
Or:
NEW ZEALAND
Evaluate three efforts of the Labour Government between 1935 and 1938 in
improving the welfare of the people.
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
9.
QUESTION 4
(a)
(A) PALESTINE/ISRAEL, 1945 – 1967
(B) CHINA, 1921 – 1949
CONFLICT
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Define the term anti-Semitism.
(ii)
What was the agreement that concluded the 1948 war?
(iii)
Name the Egyptian leader who nationalised the Suez Canal in 1956.
(iv)
State the reason for the 1940 Hundred Regiments Battle by the
Chinese Communists.
(v)
Explain the 1927 incident which led to Zhou Enlai being arrested
by Chiang Kaishek.
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow.
Resource I
PROCLAMATION OF ISRAEL
Source: The Arab-Israeli Conflict: A Timeless Struggle, Piggott, L. 2008.
(i)
When was Israel proclaimed a state?
(ii)
What important role did David Ben-Gurion play in this proclamation?
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
10.
SECTION A
(continued)
Resource II
CHIANG KAISHEK vs MAO ZEDONG
Source: Mao and the Struggle for China:Revolutionary Leadership 1922 -1949, Laffey, M. 1992.
(iii)
Identify the party represented by the man with the hat labelled "REDSʺ.
(iv)
Give one reason why the Nationalists lost the 1949 civil war.
(v)
Why are the Nationalists being portrayed as a "scary dragonʺ?
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either Palestine/Israel or China.
Either:
PALESTINE/ISRAEL
Discuss one cause and two effects of one war fought between 1950 and 1970
by the Arab states and Israel.
Or:
CHINA
Discuss three responses from either the Nationalists or the Communists in the
war against Japan.
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
11.
SECTION B
There are four questions in this section. Answer any two questions.
Each question is worth 20 marks.
QUESTION 5
(a)
NATIONALISM
(A) ITALY, 1848 – 1871
(B) GERMANY, 1848 – 1879
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Who was the head of the Papal State?
(ii)
Which Italian leader was known as the "sword of Italian unificationʺ?
(iii)
Why was Ferdinand I nicknamed as "King Bombaʺ?
(iv)
Who were the ʺBurschenchaftenʺ?
(v)
Explain why Bismarck offered Holstein to Austria after the
Danish War in 1864.
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow.
Resource I
THE PLEDGE OF MEMBERS OF THE YOUNG ITALY MOVEMENT
In the name of God and Italy. By the love I bear to the country that gave my mother
birth and will be the home of my children.
By the embarrassments I feel when I stand before the citizens of our lands, to know
that I have no rights of citizenship, no country and no national flag.
By the memory of our former greatness, and the sense of our present low condition.
By the tears of Italian mothers for their sons dead on the scaffold, in prison, or in exile.
I devote myself wholly and forever to make Italy one free, independent,
republican nation.
Source : The Modern World Emerges, Lawrence, Eshuys and Guest, 1986.
(i)
Identify one of the founders of the Young Italy Movement.
(ii)
Why is the national flag mentioned in the extract?
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
12.
SECTION B
(continued)
Resource II
GREAT QUESTIONS OF THE DAY!
… “ he felt Prussian interests were best served by the rule of a King. When he
became the Prime Minister in 1862, in his speech he said, “not by parliamentary
speeches and majority votes are the great questions of the day determined”- that
was the mistake of 1848 and 1849, but by blood and iron!”
Source : The Modern World Emerges, Lawrence, Eshuys and Guest, 1986.
(iii)
Who is being referred to in the above extract?
(iv)
Explain what was the mistake of 1848 and 1849.
(v)
Briefly discuss what he meant by blood and iron.
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either Italy or Germany.
Either:
ITALY
Discuss three factors that had promoted Italian unification.
Or:
GERMANY
Discuss the different tactics used by Bismarck to win the three wars
between 1848 and 1879.
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
13.
QUESTION 6
(a)
IMPERIALISM
(A) INDIA, 1875 – 1947
(B) EUROPE AND SOUTHERN
AFRICA, 1870 – 1919
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Who replaced Lord Curzon as Indian Viceroy in 1909?
(ii)
State one reason why the British refused to grant India independence
even after the Lucknow Pact.
(iii)
Why did the Hindus oppose the 1909 Indian Councils Act?
(iv)
When was the Union of South Africa Act passed?
(v)
Explain why the Afrikaners wanted to join the German side in
World War I.
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow:
Resource I
FREEDOM DOES NOT COME EASY!
“…India will awake to life and freedom… An age ends, and…the soul of a nation,
long suppressed, finds utterance… The future is not one of ease but of incessant
striving…. The service of India means the service of millions who suffer.”
Source: The Modern World Emerges, Lawrence, Eshuys, Guest, 1986.
(i)
Who said the above words?
(ii)
What does the phrase the soul of a nation, long suppressed, finds utterance mean?
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
14.
SECTION B
(continued)
Resource II
BERLIN WEST AFRICA CONFERENCE
Some historians like W. L. Langer and A. P. P. Taylor whose prime concern is Europe
rather than Africa assert that the needs of European diplomacy were the primary cause
of imperial expansion. They argue that European powers found it necessary to take
territory abroad to try and maintain the balance of power in Europe. Thus they stress the
German Chancellor Bismarck‟s quip that his map of Africa lay in Europe. They regard
Bismarck as having initiated the partition by his declaration of protectorates over South
West Africa, Tanganyika, the Cameroons and Togoland in 1884-85 and his summoning
of the Berlin West Africa Conference which laid down some rules for the partition.
Source: Europe and Southern Africa, Sorrenson, M.P.K. 1972.
(iii)
When was the Berlin West Africa conference held?
(iv)
Why was the Conference of Berlin summoned by Bismarck?
(v)
Describe how imperial expansion fuelled the partition of Southern Africa.
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either India or Europe and Southern Africa.
Either:
INDIA
Choose one of the following events listed below and describe three ways in
which it affected Indian nationalism.

The Declaration of Independence

The Amritsar Massacre

The Salt March
Or:
EUROPE AND SOUTHERN AFRICA
For each of the countries listed below, describe one policy that the country used
in Southern Africa.

Britain

France

Germany
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
15.
QUESTION 7
(a)
INTERNATIONAL RELATIONS
(A) ORIGINS OF WORLD
WAR I, 1879 – 1915
(B) ORIGINS OF WORLD
WAR II, 1919 – 1941
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Identify one of the three countries that formed the 1881 League of Three
Emperors.
(ii)
State one of the European powers involved in the Fashoda Crisis of 1898.
(iii)
Why was the Schlieffen Plan first formulated?
(iv)
Name the European leader who was nicknamed the "Tiger.ʺ
(v)
Explain the reason for the signing of the Washington Treaty in 1922
between Britain, Japan and USA.
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow.
Resource I
PUNCH, OR THE LONDON CHARIVARI—OCTOBER 4, 1879.
THE GAME OF THE DAY
ME, ANDRASSY, WE KNOW EACH OTHERS‟ „FORM‟ YOU AND I TOGETHER
AGAINST THE LOT 11!!” CE). “I THINK, MADAME, WE MIGHT BE A MATCH FOR
THEM!” NKS! I PREFER TO SIT OUT AT PRESENT!”
ENGLAND (to ITALY). “NOBODY ASKS US!!”
Source: An Illustrated History of Modern Europe 1789 – 1984, Richards, 1977.
(i)
Name the two countries which formed the Dual Alliance of 1879.
(ii)
Explain what was The Game of the Day.
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
16.
SECTION B
(continued)
Resource II
UNLIMITED INDEMNITY
„Perhaps it would
gee-up better if
we let it touch
earth‟.
Source: Adapted from World War II Workbook, Francis, 1996.
.
(iii)
Which country is represented by the horse?
(iv)
What is meant by the phrase “Perhaps it would gee-up better if we
let it touch earth”?
(v)
State one example of unlimited indemnity that is shown above.
(5 marks)
(c)
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either The Origins of World War I or The Origins of
World War II.
Either:
THE ORIGINS OF WORLD WAR I
Discuss how Europe was divided into two armed camps and state one reason
for the division of the European powers.
Or:
THE ORIGINS OF WORLD WAR II
Discuss two ways in which the Terms of the Treaty of Versailles caused German
anger and one measure taken in the period 1920 – 1929 to maintain peace.
(10 marks)
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
17.
QUESTION 8
(a)
GOVERNMENT
(A) UNITED KINGDOM,
1832 - 1868
(B) RUSSIA, 1927 - 1957
Short-Answer Questions
Use your knowledge of the theme and the two topics to answer the questions
that follow.
(i)
Define the term totalitarian state.
(ii)
State the role of the Comintern in Russia.
(iii)
Explain the purpose of the 1936-1938 purges by Josef Stalin.
(iv)
When did the Chartist Movement begin?
(v)
What was the idea behind the formation of the Chartist Movement?
(5 marks)
(b)
Resource Interpretation
Use Resource I, Resource II and your knowledge of the two topics to answer
the questions that follow.
Resource I
Stalin’s Five-Year Plans Between 1928 and 1941
1. Despite the successes of the NEP, Soviet industry was limited in 1928.



Stalin decided on rapid industrialisation as he feared invasion by capitalist
nations.
Stalin also saw industrialisation as a way to make the USSR more socialist.
The State Planning Commission (Gosplan) drew up a Five-year Plan that set
targets for increased production for each industry.
2. Stalin launched three Five-Year Plans between 1928 and 1941.
The First FiveYear Plan, 19281932, concentrated
on heavy industry
(coal, iron, steel,
oil and electricity).
The Second FiveYear Plan, 19321937, was similar
to the first, but
also developed
transport and
mining.
The Third Five-year Plan, which
began in 1938, put more emphasis
on light industry, housing and
consumer goods (but later
switched to war production
because of the growing threat from
Nazi Germany).
Source: GSCE History: Modern World History, Todd, A. 2002.
(i)
Identify one way that Stalin ensured the success of the Five-Year Plans.
(ii)
Why did Stalin decide to modernise the Soviet industry after 1928?
Turn Over
© MINISTRY OF EDUCATION, FSLCE 2012: HISTORY.
18.
SECTION B
(continued)
Resource II
REFORM ACTS, 1832
This 1832 cartoon by John Doyle shows the British public helping
Earl Grey against William IV and the Duke of Wellington
Source: http://www.spartacus.schoolnet.co.uk/PRreformriots.htm
(c)
(iii)
Which group was Earl Grey a member of?
(iv)
Why was the British public helping Earl Grey?
(v)
State one example of these Reform Acts that Earl Grey passed in
parliament while he was the Prime Minister of Britain.
Essay
Use your knowledge of the theme and the topics to write an essay of about
200 – 250 words on either United Kingdom or Russia.
Either:
UNITED KINGDOM
Discuss two achievements of the Peel Conservative Government and one problem
faced by this government from 1835 to 1850.
Or:
RUSSIA
Discuss three effects of the Great Patriotic War from 1941 to 1945 on the
Re-Stalinisation process.
(10 marks)
THE END
________________________________
COPYRIGHT: MINISTRY OF EDUCATION, REPUBLIC OF FIJI, 2012.