History F4

CHRISTIAN SOCIAL SERVICES COMMISSION
An Ecumenical Body of Tanzania Episcopal Conference and Christian Council of Tanzania

P.O. Box 9433, Dar es Salaam, Tanzania
CSSC-SOUTHERN ZONE FORM FOUR JOINT EXAMINATION 2024

HISTORY FORM FOUR CSSC 2024
MARKING GUIDE ONE
SECTION A (16 Marks)
1.
i. ii. iii. iv. v. vi. vii. viii. ix. x.
A E D B C A D A C B
01Mark@=10 Marks
2.
i. ii. iii. iv. v. vi.
C A G B D E
01Mark@=06 Marks
SECTION B (54 Marks)
3. Briefly questions
(i) Mfecane was a time of wars and migrations in southern Africa in the early 1800s. the people
involved belonged mainly to Zulu and other Nguni groups. Mfecane means “destruction” or
“crushing” in the Zulu language (1818-1830). 03 Marks.
(ii) France revolution through its policy of equality, liberty and fraternity in 1789 brought the
sense of humanity among the slave masters from France and other parts of the world hence
they regard that all human are equal. NB, any other explanation should relay to equality,
liberty and fraternity.
03 Marks.
(iii)Circumstances of becoming a slave in pre-colonial Africa
- Failure to clear debts and promises
- If someone involved in criminal offences such as stealing and raping
- If is war captive
- Inheritance of slave status, child to become slave because his or her parents were slaves.
- Entering into contacts between slave and slave master
- Etc. 01 Mark @ = 03 Marks.
4. Arrangement question
i. ii. iii. iv. v. vi.
6 2 5 3 4 1
01.5 Mark @= 09 Marks
Page 1 of 4
5. THE SKETCH MAP OF AFRICA TO SHOW DIFFERENT HISTORICAL AREAS
01 Mark @ for correct answers in the key = 4 Marks.

01 Mark @ for correct locations inside the sketched map = 4 Marks.
Good sketched map 0.5 Mark and 0.5 Mark for relevant title = 1 Mark
(Total Marks =9 Marks)
6. (a)Ways on how assimilation policy destructed African culture (Three points)
(i) It changed the African marriage system from polygamy to monogamy
(ii) It changed the language system of Senegalese
(iii)It changed the education system from more practical and African based to theoretical and
European based
(iv) It changed religion or faith from African ways of worship to Christianity etc. 01.5 Mark
@= 04.5 Marks
Difference between nationalistic struggles of post- Second World War from pre- Second World War.
(i) During post Second World War the freedom fighters were united together than during prewar. All
classes such as workers, peasants and religious groups were united in the post than the early.
(ii) During the post Second World War the political parties were identified as identity for the freedom
fighters but not in pre Second World War.
(iii)In the post Second World War many movements were controlled by educated/ elites
compared to pre Second World War.
Page 2 of 4
(iv) In post Second World War, people there were fighting for common goal that was to be
independent rather than in pre Second World War where people fought for individual interests.
(v) In post Second World War, the methods used to struggle were more advanced than that of pre
Second World War.
01.5 Mark @= 04.5 Marks
7. The roles/ position of colonial social services in consolidating colonialism in Africa

(i) Colonial education was provided to few Africans especially the sons of chiefs to assist in
different ruling positions
(ii) Colonial education was provided to spread the western culture so as to dismantle African
culture
(iii)Colonial infrastructure were to transport raw materials, labourers, administrators, troops
and manufactured goods
(iv) Health services was to make sure colonial workers physical healthy so as to meet the
colonial interests
(v) Housing and electricity were served to colonial workers as favour to them in
accomplishment of colonial objectives.
(vi) Colonial education was provided so as to create classes among Africans for divide and rule
purpose. 01.5 Mark @= 09 Marks
8. (a) Factors for Direct Rule in Zimbabwe (Three points).

(i) To end African resistance /have complete control of Africa.
(ii) To control the economy of Zimbabwe to maximize profits.
(iii)The local political institutions of indunas had been destroyed during British invasion.
(iv) Richness of the colony.
(v) They were large in population so there was no need to use Africans in administration.
01.5 Mark @= 04.5 Marks
(b) Reasons why Germans colonized Tanganyika in spite of strong resistance.
(i) Poor weapons
(ii) Lack of unity
(iii)Poor ideological beliefs For example in Majimaji
(vi) Germany strong army for example war skills
01.5 Mark @= 04.5 Marks
SECTION C (30 Marks)

In this section, candidate is instructed to attempt only two questions
9. Introduction
- A candidate to give out the meaning of Colonial economy and Settler Agriculture.
- Examples of settlers in Kenya for example Lord Delamere and Francis Scott
- Factors that favoured settler agriculture in short by citing examples from Kenya like good
climate, availability of labourers and availability of land.
Main body. In this part a candidate is to explain the way colonial state favoured settler
agriculture in Kenya.
- The colonial state enacted some laws and land ordinances to make land available for setters
.g. the crown ordinance of 1916 was enacted to give setters in Kenya the right to own for
199years.
Page 3 of 4
- Colonial state ensured setters with constant supply of labor
- Introduction of squatter system e.g. Africans residing on the near setter farms
- The colonial state provide loans, credit and subsidies
- The colonial state ensured security of the setters
- It allowed setters to form political organization and trade unions
- Setters had power to determine the price of their crops
Conclusion, a candidate to write any relevant details of settler agriculture such as impacts of
settler agriculture to Africans, advantages of settler agriculture to Whites.
10. Introduction, a candidate to give out the meaning of slave trade with relevant details of slave trade
conducted through Indian ocean before, during and after 18th century
Main body, a candidate to explain the factors for the development of slave trade in 18th crossing
Indian Ocean such as
- Increase of demand for slaves in Arabia and Asia as domestic servant and soldiers
- Increase in demand for slave labour in Portuguese coffee and sugarcane plantations
- High demand of slaves labour on the French sugarcane plantations in the islands of
Mauritius, Mayotte, Madagascar and Reunion
- The growth of ivory trade across East Africa region
- The high need of slaves by local chiefs to be used in long distance trade in east Africa
- The need of slave labour by Sayyid Said in coconut and cloves plantation in Zanzibar
- Etc.
Conclusion, a candidate to provide relevant information such as effects brought by this
trade, etc.
11. Introduction a candidate to explain

- The meaning of current EAC
- Short historical background
- Periodization.
- Members of EAC
Main body, a candidate to show the challenges facing current East African Community as
fellows
- Political instabilities for example in Burundi and Sudan
- Absence of common currency
- Occurrence of natural disasters like famine, drought and floods
- Terrorism for example the presence of Al-Shabaab in Somalia.
- Presence of diseases like HIV/AIDS and Covid-19.
- Poor transport and communication.
- Etc.
Conclusion, a candidate to provide any relevant explanation regarding to what should be
done so as to have successful community (EAC).
Marks Distribution for Section C

INTRODUCTION 01.5 Marks
MAIN BODY 02 Marks @=12 Marks
CONCLUSION 01.5 Marks
Total marks=15 marks @ essay.
Page 4 of 4

History F4

Uploaded by

Copyright:

Available Formats

History F4

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

History F4

Uploaded by

Copyright:

Available Formats

CHRISTIAN SOCIAL SERVICES COMMISSION

An Ecumenical Body of Tanzania Episcopal Conference and Christian Council of Tanzania

CSSC-SOUTHERN ZONE FORM FOUR JOINT EXAMINATION 2024

01 Mark @ for correct answers in the key = 4 Marks.

7. The roles/ position of colonial social services in consolidating colonialism in Africa

8. (a) Factors for Direct Rule in Zimbabwe (Three points).

SECTION C (30 Marks)

11. Introduction a candidate to explain

Marks Distribution for Section C

You might also like