A Guide to Sources of African History: For Advanced Level Examinations by Brian Maregedze

Foreword
The study of History is one of the hallmarks of human beings, epitomized by the saying that “those who do not want to learn the mistakes of history are bound to repeat them”. It is arguably an area which humanity can only ignore at its own peril. This book is a welcome contribution to those studying History at A Level. It focuses on the crucial matter of sources of history. Many would testify that the recovery of proper and credible History hinges on the credibility of the sources used by a student of history. In that respect, this book does well in analyzing the different sources that a historian has at his/her disposal. It is my wish that those who will utilise this guide find it very useful, and contributes towards their knowledge of history, and passing their Advanced Level examinations.
Josphat Gwezhira

Regional and International History Advanced Level : Specimen Paper 2

 

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL

General Certificate of Education Advanced Level

HISTORY 6006/2

SPECIMEN PAPER 2018

Additional material:

Answer paper

TIME 3 hours

INSTRUCTIONS TO CANDIDATES

Write your name, Centre number and candidate number in the spaces provided on the answer paper.
Answer four questions from at least three of Sections A – E.
Write your answers on the separate answer paper provided.
If you use more than one sheet of paper, fasten the sheets together.

INFORMATION FOR CANDIDATES

This paper consists of 20 questions.
Each question in this paper carries 25 marks.
You are reminded of the need for good English and clear presentation in your answers.
________________________________________________________________________________

Section A

1. To what extent was Samouri Toure’s empire created and preserved by military means?
2. How far was the failure to obtain a substitute the main obstacle to the abolition of Slave Trade in West Africa?
3. Evaluate the importance of the House System in the Niger Delta States.
4. ‘The colonisation of Africa in the last quarter of the nineteenth century was an attempt to avert an impending political crisis in Europe.’ Do you agree?

Section B

5. How far did economic suffering by the Third Estate in the period to 1789 precipitate the French Revolution?
6. ‘A period of unnecessary and indiscriminate violence.’ To what extent is this true of the reign of terror in France?
7. Assess the impact of Napoleon Bonaparte’s domestic reforms on the French people.
8. To what extent was Napoleon I’s foreign policy dependent on the army?

Section C

9. ‘Each nation for itself and God for us all.’ To what extent did this British policy contribute to the collapse of the Congress System?
10. Discuss the assertion that Charles X’s rule in France was ‘vindictive and retrogressive.’
11. Examine the view that the papacy was the main obstacle to Italian unification in the period 1830 – 1871.
12. How valid is the assertion that Bismarck prioritised Prussian supremacy and interests in his policies up to 1870?

Section D

13. ‘A one-sided and vindictive treaty.’ Do you agree with this comment on the treaty of Versailles?
14. To what extent did Stressmann’s policies delay Hitler’s ascendance to power in the period 1924 to 1930?
15. Assess the impact of Mussolini’s domestic policies on the Italian people between 1922 and 1940.
16. How far was the policy of Appeasement the main cause of the outbreak of World
War II?

Section E

17. To what extent did Tsar Nicholas II’s participation in the First World War lead to the outbreak of the Russian Revolution in 1917?
18. Peasant support was key to the Chinese Communist party’s rise to power by 1949?
19. Examine the view that Stalinism caused more harm than good in Russia in the period
1924 - 1953.
20. How effective was the United Nations Organisation (UNO) as a peacekeeping body from the late 1940s to the mid 1980s?

6006/2 Specimen paper 2018

New Curriculum Specimen Paper: History of Zimbabwe (Pre-colonial to present) Advanced Level

 

ZIMBABWE SCHOOL EXAMINATIONS COUNCIL
General Certificate of Education Advanced Level
HISTORY 6006/1
PAPER 1History of Zimbabwe(Pre-colonial to present)
SPECIMEN PAPER 3 hours
Additional materials:
Answer paper

TIME 3 hours

INSTRUCTIONS TO CANDIDATES

Write your name, Centre number and candidate number in the spaces provided on the answer paper.
Answer four questions from at least three of Sections A – D.
Write your answers on the separate answer paper provided.
If you use more than one sheet of paper, fasten the sheets together.
INFORMATION FOR CANDIDATES
This paper consists of 16 questions.
Each question in this paper carries 25 marks.
You are reminded of the need for good English and clear presentation in your answers.
_____________________________________________________________________________

SECTION A

1. Assess the reliability of historical sources used in the recovery of Zimbabwe’s
Pre-history.
2. To what extent archaeological sources help in the reconstruction of the history of the San?
3. ‘A curse and a blessing.’ Is this a fair assessment of the impact of Iron technology on farming communities in pre-colonial Zimbabwe?
4. How far did the ruling class contribute to the decline of Great Zimbabwe?

SECTION B

5. ‘The Portuguese were a catalyst in the demise of the Mutapa State in the nineteenthcentury.’ Discuss.
6. Evaluate efforts by missionaries to christianise the Ndebele up to 1893.
7. ‘The colonization of Zimbabwe in 1890 was inevitable.’ Discuss.
8. Assess Rhodes’ contribution to the colonisation of Zimbabwe.

SECTION C

9. Examine the reaction by different African groups to white encroachment on Zimbabwe.
10. Analyse the reasons for the outbreak of war between the British and the Ndebele in 1893.
11. Discuss the view that the railway construction was key to economic prosperity for the settlers up to the 1930s.
12. ‘Land was the main cause of the liberation struggle in Zimbabwe.’ How far do you agree?

SECTION D

13. To what extent can the decline of the Zimbabwean economy between 2000 and 2008 be attributed to the imposition of sanctions by the Western Countries?
14. How far can the period 2000 to 2010 in Zimbabwean history be described as a ‘wasted decade.’
15. Analyse the reasons leading to the Third Chimurenga.
16. Examine the Zimbabwe Government’s efforts in promoting democracy up to 2010.

6006/1 Specimen paper

Seke One High School Gallery, History Club with Mr. Mundondo

The photos posted with permission from Mr. Mundondo

Don't Die With Thirsty in Abundance!

By Brian Maregedze

Reflecting on the April holiday which is sometines called the Easter holiday, l managed to meet many students for two weeks covering topics in Family and Religious Studies as well as History for advanced levels. This has been an exciting phase indeed as l managed to interact in person with students, teachers and also parents. More interesting is the encouragement,  motivation l received not only from students or teachers but parents who take their time reading this blog. As schools open, it is my desire to communicate with students basing on the lessons we covered. This appeals to all students.

The observations and recommendation l seek to make is not limited to lessons covered but to some extent, whatsapp group interactions we had. Having met with some students, I personally shared soft copies of Handouts, books as well as articles to read. This has been good news to new learners whom l met. The general consensus is that there is not enough reading material for the New Curriculum. On the contrary,  l proved many students wrong. Schools yes, there are struggling to access reading material in general. This however,  doesn't represent the reality on the ground everywhere. My story isn't more to resource inadequacy but rather on those who are dying with thirsty in abundance (kufa nenyota makumbo ari mumvura). I earnestly encourage students to use whatever source of information they have. Given the reading material l shared with students, that l share using this platform l find it not justifiable to find students who still don't read.

Some students still showed that they were not reading the sources they had gathered from me over the two weeks we interacted through lessons and social media. This is sad on the part of students as this betrays their desire to see them earning excellent results at the end of year. Again, the very fact that one owns a gadget,  mobile phone or computer and has access to an expert in the subject should push you to work hard day and night for excellent results. It is not necessary to have all the resources and not utilize them for greater good and or excellent results. Students, l challenge you as you begin another term to rethink, focus and actively participate in all the learning activities which lead to your positive growth.

The future of Africa is in you. Harness the resources you have at all cost. In as much as some students claimed lack of cooperation with their classroom practitioners l insist and believe in Zimbabwe's teachers. As long a class has a teacher, l believe in positive results. Learning with passion on the part of student/s also inspires even the teachers.

The uncertainty of having class room practitioners has been circulating on  both print  and electronic media platforms as the term begins. This should never dumpen your spirit of learning. It is still possible to excel.

Mr Muso, the President of History Teachers Association of Zimbabwe in a whatsapp post had this say to students;

".... schools are opening. Our exams for October/November are fast approaching.Some are writing in June. Be focused from day one! Shape your life now, work harder!
Use this time wisely. Associate with friends who are focused. Relationships are not good for you now. The time for this will certainly come.
Pray to God for wisdom and understanding. Read your Bible every day in the morning and before you sleep.
Have a blessed term!
Bless you!"

It is my contention that, DON'T DIE WITH THIRSTY IN ABUNDANCE as we are always there for you and you. Enjoy your studies all the time.