history - edu.gov.to 5 ep tsc/tsc history 201… · history time allowed: 2 ½ hours + 10 minutes...
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1
TONGA SCHOOL CERTIFICATE
2016
HISTORY
Time Allowed: 2 ½ Hours + 10 minutes reading
YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE
EXAMINATION.
MARKER CODE
STUDENT ENROLMENT NUMBER
QUESTION AND ANSWER BOOKLET
INSTRUCTIONS
1. Answer ONLY THREE (3) questions. Answer QUESTION 1 and TWO OTHER QUESTIONS from questions 2 – 5.
QUESTION 1 is COMPULSORY.
2. Write your Student Enrolment Number (SPIN) on the top right hand corner of this page
3. Write ALL your answers in the spaces provided in this Booklet. Spend no more than ONE hour on QUESTION ONE and no more than 45 minutes on each of the OTHER TWO QUESTIONS.
4. Check that this booklet contains pages 2 – 35 in the correct order and that
page 34-35 has been deliberately left blank.
2
QUESTION 1 INTERNATIONAL CO-
OPERATION / REGIONAL ORGANISATION
LEAGUE OF NATIONS
UNITED NATIONS
COMMONWEALTH OF NATIONS
PACIFIC ISLANDS FORUM
PACIFIC COMMUNITY
PART A: RESOURCE INTERPRETATION
Use the resource below and your own knowledge to answer the following questions.
RESOURCE A
‘’ The Gap in the Bridge’’
Source: A British cartoon of 1919 – shows America refusing to join the League, Punch, by Leonard Ravenhill
1. According to Resource A, name the President of the USA who designed the bridge.
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2. State the year that the League of Nations was established.
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3. Provide evidence from Resource A that the League of Nations was weakened by the removal of the keystone.
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4. Describe TWO (2) ways that the Resource on page 2 depicts the failure
of the League of Nations in upholding its aims.
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PART B: TEXT INTERPRETATION
Use the Text below and your own knowledge to answer the following questions.
RESOURCE B
1. State the year that the United Nations was officially established.
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2. Describe how does the International Court of Justice has helped member countries.
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3. According to Resource B, evaluate the events that led to the establishment of the United Nations.
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7 October 1944 Dumbarton Oaks
For this purpose, representatives of China, Great Britain, the USSR and the United States met for a business- like conference at Dumbarton Oaks, a private mansion in Washington, D.C . The discussions were completed on October 7, 1944, and a proposal for the structure of the world organization was submitted by the four powers to all the United Nations governments and to the peoples of all countries for their study and discussion.
According to the Dumbarton Oaks proposals, four principal bodies were to constitute the organization to be known as the United Nations. There was to be a General Assembly composed of all the members. Then came a Security Council of eleven members. Five of these were to be permanent and the other six were to be chosen from the remaining members by the General Assembly to hold office for two years. The third body was an International Court of Justice, and the fourth a Secretariat. An Economic and Social Council, working under the authority of the General Assembly, was also provided for.
Source: www.un.org
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COMMONWEALTH OF NATIONS
PART C: DIAGRAM INTERPRETATION
Study the diagram below then answer the question that follows.
RESOURCE C
Source: www.c.o.n.org
1. According to Recourse C, describe the aims for the establishment of the Commonwealth of Nations.
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SOME CHALLENGES
Racial Apartheid in South Africa
Abuse of Human Rights in Nigeria
Sports
Culture Education
CONTRIBUTION
S
Media
Youth Health
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PART D: TEXT EVALUATION
Use the text below and your own knowledge to answer the following questions.
RESOURCE D
1. Identify the original members of the Pacific Community. ______________________________________________________________________
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2. Name the Treaty which led to the establishment of the South Pacific
Commission in 1947. ______________________________________________________________________
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3. According to Resource D, describe the aims for the establishment of the
Pacific Community. ______________________________________________________________________
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The Member Nations In the 23rd South Pacific Conference in 1983, the member nations adopted by consensus a resolution that the 27 governments and administrations which attend the conference should have full and equal membership in the community. Attending in this conference were American Samoa, Federated States of Micronesia, French Polynesia, Guam, Kiribati, Marshall Is, New Caledonia, Northern Mariana Is, Pitcairn Is, Tokelau, Tonga, Vanuatu, and Wallis and Futuna. Since 1947, the Pacific Community (PC), originally (South Pacific Community) has changed from an organization aimed at helping dependent territories to one in which all countries, irrespective of political status, have full and equal membership. The evolution of the Pacific Community has paralleled the political and historical developments of the region, which have in turn influenced the mandate, the membership and the activities of the Commission. Today, the Pacific Community (SPC) has 26 members including 22 island states and territories. All the countries have full and equal membership in the Pacific Community. Nov 1951 – Guam and Trust Territory of the South Pacific (TTPI) entered. 1962 – Netherlands withdrew from the Commission when Dutch New Guinea now Irian Jaya became independent. However, the following island nations joined in later years; Western Samoa – October 1965. Nauru, on July 1969, Fiji on May 1971. PNG on September of 1975, Solomon Island and Tuvalu on November 1978, and Niue and Cook Island on October 1980.
Source: www.spc.org
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PART E: ESSAY ITEM
With the help of the resource materials below and your own knowledge, write an essay of about 350 words on the following questions.
i. Evaluate the events related to the establishment of the Treaty of Versailles.
ii. Evaluate the Treaty of Versailles and its main purpose.
iii. Discuss the significance of the Treaty of Versailles in relation to the establishment of the League of Nations.
Structure of the League of Nations
Special Departments (Commission)
Mandates Health Drugs Refuges Leprosy Slavery Minorities Transit + Communication
Source: www.google/rpfuller.com
The Paris Peace Conference, also known as Versailles Peace Conference, was the meeting of the Allied victors, following the end of
World War I to set the peace for the defeated Central Powers following the armistices of 1918.
Source: www.history.com
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League of Nations Background The LON came into being after the end of WWI. The LON’s task was simple – to ensure that war never broke out again. After the turmoil caused by the Versailles Treaty, many looked to the League to bring stability to the world. America entered WWI in 1917. Woodrow Wilson was horrified by the slaughter that had taken place in what was meant to be a civilised part of the world. The only way to avoid a repetition of such a disaster was to create an international body whose sole purpose was to maintain world peace and which would sort out international disputes as and when they occurred. This would be the task of the League of Nations. During the 1920’s, the League, with its headquarters in Geneva, incorporated new members and successfully mediated minor international disputes but was often disregarded by the major powers. The League’s authority, however, was not seriously challenged until the early 1930’s, when a series of events exposed it as ineffectual. Japan simply quit the organization after its invasion of China was condemned, and the League was likewise powerless to prevent the rearmament of Germany and the Italian invasion of Ethiopia. The declaration of World War II was not even referred to by the then-virtually defunct League.
Source: www.c.o.n.org
Secretariat
Council Assembly
Court of International
Justice International
Labour
Organisation
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Assessor’s Use Only
SLO
Skill Level
4
4
3
Evidence
Evaluate – 2
Employ
Appropriate
historical terms -1
Structure - 1
Evaluate the development
and cohesion
of content
and employs
appropriate historical
terms.
Evidence
Evaluate – 2
Events/
Ideas/Issues -1
Contextual Knowledge - 1
Evaluate three detail
events/
ideas/ issues
information
effectively with the use
of contextual
knowledge.
Evidence
Explain – 2
Examples - 1
Explain relevant/
appropriate/
correct full
name,
leader, dates, terms,
policies,
doctrines.
Concise use
of examples
Evidence
Explain – 2
Examples - 1
4 4 3
3 3 2
2 2 1
1 1 0
0 0 NR
NR NR
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QUESTION 2 MIGRATION AND EXPLORATION
RESETTLEMENT OF THE PACIFIC ISLANDS: Origin of Different migrant People in
Tonga, Europeans, Asians and others.
PART A: RESOURCE INTERPRETATION
Use the Resource below and your own knowledge to answer the following questions.
RESOURCE A CHINA – TONGA RELATIONS
Source: www.fmprc.gov.cn
1. Define Migration. ______________________________________________________________________
______________________________________________________________________
2. Name the other TWO (2) immigrant groups during the period after
World War II.
______________________________________________________________________
3. Name the immigrant group that stayed on in Tonga until now.
______________________________________________________________________
4. Identify a key area of life in Tonga in which the immigrant group
shown in Resource A continued to play a role in. ______________________________________________________________________
______________________________________________________________________
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PART B: SHORT ANSWERS
Use the Resource below and your own knowledge to answer the following questions.
RESOURCE B
CHINESE IN TONGA
Source: www.jamaicaobserver.com
1. List the causes of migration into Tonga of Chinese after WWII.
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2. Describe the changes to the Tongan society brought about by these migrations.
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3. Describe the contributions of Chinese migrants to the development of
the Tongan economy.
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PART C: ESSAY ITEM
With the help of the resource materials below and your own knowledge, write an essay of about 350 words on the following questions.
i. Evaluate how the Tongans responded to the continued presence of immigrant groups in terms of how they treated them (the status they were offered, the rights that they had, the opportunities they were
offered etc).
ii. Discuss the related character or events regarding migrant’s positive impacts. iii. Discuss the related characters or events regarding migrant’s negative
impacts on the Tongan Society.
Jason Ng stands in front of his Kimiko Chinese Restaurant in Tonga's capital Nuku'alofa on Saturday,
March
28. Jason wasn't in Tonga in 2006 when riots left eight people dead and the center of the capital a
smoldering
ruin. But even so, he doesn't want to live in the tiny kingdom forever because life for a Chinese
businessman is hard.
Source:www.gettyimages.com
Tonga announces the expulsion of hundreds of Chinese immigrants
By John Braddock
18 December 2001
The tiny Pacific kingdom of Tonga began moves last month to expel hundreds of its Chinese residents
who are victims of a recent wave of ethnic violence. More than 600 Chinese storekeepers and their
families are being given a year to leave once their work permits expire.
Police in the capital, Nuku’alofa, say there have been about 100 cases of assault, armed robbery,
burglary and arson of Chinese-owned shops involving Tongans. The Chinese Embassy in Tonga has
expressed concern about the level of violence against its nationals.
Chinese residents make up about 3,000 to 4,000 of Tonga’s population of 100,000. Fewer than 1,000
are shopkeepers. Nevertheless, the chief immigration officer, Susana Fotu, claims that the expulsions
are in response to “widespread anger at the growing presence of the storekeepers” and the fear that the
Chinese will come to dominate the economy.
Source: www.wsws.org
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Assessor’s Use Only
SLO
Skill Level
4
3
3
Evidence
Evaluate – 2
Employ
Appropriate
historical terms -1
Structure - 1
Evaluate the development
and cohesion
of content
and employ
appropriate historical
terms.
Evidence
Events – 1
Ideas/Issues -1
Contextual
Knowledge - 1
Discuss three detail
events/
ideas/ issues
information
effectively with the use
of contextual
knowledge.
Evidence
Explain – 2
Examples - 1
Explain relevant/
appropriate/
correct full
name,
leader, dates, terms,
policies,
doctrines.
Concise use
of examples
Evidence
Explain – 2
Examples - 1
4 3 3
3 2 2
2 1 1
1 0 0
0 NR NR
NR
16
QUESTION 3
LEADERSHIP
KING GEORGE TUPUOU 1 (1797 -
1893
PART A: RESOURCE INTERPRETATION
Use the photograph below and your own knowledge to answer the following questions.
RESOURCE A
TUPOU I
Source: http://en.wikipedia.org
1. Identify the names Tupou I’s was known for.
______________________________________________________________________
2. Name the major battles that Tupou 1 was involved in.
______________________________________________________________________
3. Name Taufa’ahau’s main opponents before he became the Tu’i Vava’u.
______________________________________________________________________
4. Describe the outcomes of those battles in relation to Tupou 1’s becoming
the Tu’i Kanokupolu.
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PART B: TEXT EVALUATION
Use the texts below and your own knowledge to answer the following questions.
RESOURCE B
1. Identify the three major parts of the 1875’s Constitution of Tonga. ______________________________________________________________________
______________________________________________________________________
2. Describe how missionaries Christian teachings influenced Tupou I’s
role as a leader.
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3. Describe the events related to the creation of the Constitution of Tonga
and its implementation in 1875.
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A MODERN CONSTITUTION – 1875 In 1875 Shirley Baker drafted the constitution for the king.
The king was to be a modern monarch or a constitutional monarch like the British monarch.
This meant the king would obey the laws of his government. The power of law-making was shared between:-
i. The chiefs ii. The elected representatives of the people and iii. The king.
The constitution (or the written guidelines for governing Tonga) dealt with three important matters: The first was the DECLARATION OF RIGHTS. The second describes the FORM OF GOVERNMENT. The third dealt with the ISSUE OF LAND. Source: Boutell. H, Campbell.I, Tukulaumea, p.21
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PART C: ESSAY ITEM
With the help of the resource materials below and your own knowledge, write an
essay of about 350 words on the following questions.
i. Discuss the influence of Tupou I’s Leadership had on;
The Education
and
Religion in Tonga
ii. Evaluate the significance of these changes to Tonga today.
The Beginning of Western Influence: Missionaries, Traders and Settlers On 28th of June 1826 John Thomas and John Hutchinson arrived at Maria Bay, Tongatapu. They were sent by the Wesleyan Mission Society, Australia. The missionaries started their work to Christianize the Tongan people. Besides that, they established schools. The education was an ideal close to the King’s heart and accordingly, education was made compulsory, a provision well in advance of many civilised countries. It was King George Tupou 1 who personally requested that Revered J.Egan Moulton be sent to Tonga to establish Tupou College. This became the training institution for both church and state appointees. Diiring. K, Pathways to the Tongan Present, p.11
‘’..Universal education was an ideal close to the King’s heart and accordingly education was made compulsory…. It was King George who personally requested that the Revered J.E Moulton be sent to Tonga a few years later to establish Tupou College..’’ Latukefu.S, King George Tupou I of Tonga, p.26
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Assessor’s Use Only
SLO Skill Level
4
3
3
Evidence
Evaluate – 2 Employ
Appropriate
historical
terms -1
Structure - 1
Evaluate the
development
and cohesion of content
and employ
appropriate
historical
terms.
Evidence
Events – 1 Ideas/Issues -1
Contextual
Knowledge - 1
Discuss
three detail
events/ ideas/ issues
information
effectively
with the use
of contextual
knowledge.
Evidence
Explain – 2 Examples - 1
Explain
relevant/
appropriate/ correct full
name,
leader, dates,
terms,
policies,
doctrines. Concise use
of examples
Evidence
Explain – 2 Examples - 1
4 3 3
3 2 2
2 1 1
1 0 0
0 NR NR
NR
22
QUESTION 4
RELIGION and BELIEFS
CHRISTIANITY IN TONGA
PART A: DEFINITION
Define the following terms. 1. World View.
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2. Idealism.
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PART B: SHORT ANSWERS
Using Resource A1 and A2 and your own knowledge to answer the questions that follow.
RESOURCE A 1 RESOURCE A2
Source: Ledyard, P, The Tongan Past.p.44, 45
‘’OF ALL the early comers, none had greater influence, nor were to create greater controversy than the missionaries. The first of them arrived in Tongatapu on the 12th of April 1797 in the ship Duff that had already left most of their group in Tahiti. There were all Englishmen – members of the L.M. S. None was an ordained minister and none was a person of any education. Of humble origin, there were artisans who, fired by the revivalist zeal of the time, had decided that before attempting to Christianise the natives, they would civilise them by teaching them useful arts’’.
‘’ The L.M.S. men, struggling with language difficulties and finding the islanders less amenable to civilisation than they had hoped, shut themselves up in their house and tried to comfort themselves by reading the Bible and singing hymns’’.
Skill level 1
1
0
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1
0
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23
1. State the year in which the first missionaries arrived Tonga, as shown in Resource A1.
______________________________________________________________________
2. According to Resource A1, the LMS was the first group of missionaries
that came to Tonga. What does the L.M.S stands for?
______________________________________________________________________
3. List the groups of missionaries that arrived into Tonga and the years
in which they arrived. ______________________________________________________________________
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4. Describe how the aims or purpose of spreading Christianity in Tonga were put into effect.
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5. According to Resource A2, describe the challenges around the arrival
of the first missionaries into Tonga. ______________________________________________________________________
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2
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2
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0
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1
0
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PART C: ESSAY ITEM
With the help of the resource materials below and your own knowledge, write an essay of about 350 words on the following questions.
i. Evaluate the events related to the transformations and spread of Christianity in Tonga.
ii. Discuss the influences that Christianity had on:
The People of Tonga
And
The Education in Tonga
‘The numbers turning to the new religion now increased each week. Taufa’ahau himself became a pupil
in Thomas’s school in order to learn to read and write. By the end of the year, Thomas could report a
great moving among the people’ as the spirit of the new religion got among them. The demand for books
from people wanting to learn to read, or from readers wanting to exercise their knowledge, was more
than could be met. Enquiries came from adjacent islands, many wanting to join the new movement. In
July 1830, Finau of Vava’u had announced that although he would not lotu himself, he would not oppose
others doing so. Over the next year, even with no missionary on the island, many on Vava’u turned to
Christianity, though many more refrained out of fear or respect for their chief. Eventually, in June 1831,
Finau himself turned, accompanied by many of his people, after a visit from Taufa’ahau.
Source : Campbell.I, Island Kingdom. P77
Source : Boutell. H, Campbell. I, Tukulamea. P.20.
James Egan Moulton
He arrrived in Tonga as a missionary in 1865.
His work within the mission was to establish
a school for young men who would become
the leaders of a new, modern Tonga.
This school was called Tupou College
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Assessor’s Use Only
SLO
Skill Level
4
3
3
Evidence
Evaluate – 2
Employ
Appropriate
historical terms -1
Structure - 1
Evaluate the development
and cohesion
of content
and employ
appropriate historical
terms.
Evidence
Events – 1
Ideas/Issues -1
Contextual
Knowledge - 1
Discuss three detail
events/
ideas/ issues
information
effectively with the use
of contextual
knowledge.
Evidence
Explain – 2
Examples - 1
Explain relevant/
appropriate/
correct full
name,
leader, dates, terms,
policies,
doctrines.
Concise use
of examples
Evidence
Explain – 2
Examples - 1
4 3 3
3 2 2
2 1 1
1 0 0
0 NR NR
NR
28
QUESTION 5
COLONIALISM, IMPERIALISM AND
CAPITALISM
FIJI 1874 - 1970
PART A: DEFINITION
Define the following Terms.
1. Colonialism:
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2. Imperialism:
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3. Capitalism:
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Skill level 1
1
0
NR
Skill level 1
1
0
NR
Skill level 1
1
0
NR
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PART B: RESOURCE INTERPRETATION
Use the resource below and your own knowledge to answer the following questions.
RESOURCE A
Indians, defined by the constitution of Fiji as anybody who can trace, through either
the male or the female line, their ancestry back to anywhere on the Indian subcontinent,
constitute about 38 percent of Fiji's population. They are mostly descended from indentured
labourers brought to the islands by Fiji's British colonial rulers between 1879 and 1916 to work
on Fiji's sugarplantations. These were complemented by the later arrival of Gujarati and Punjabi
immigrants.
Source: www.nriol.com
1. Describe the different rival groups that existed in Fiji during the pre-colonial era.
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2. Describe the reasons why Fiji was ceded to Great Britain.
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3. Describe the issues that gave rise to the first constitution in Fiji.
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4. Identify the different interpretations of the changes to the Fijian
Constitution. ______________________________________________________________________
Skill level 1
1
0
NR
Skill level 2
2
1
0
NR
Skill level 2
2
1
0
NR
Skill level 2
2
1
0
NR
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PART C: ESSAY ITEM
With the help of the resource materials below and your own knowledge. Write an essay of about 350 words on the following questions.
i. Discuss the reasons why colonialism, imperialism and capitalism occurred
in the Pacific.
ii. Discuss the links between events to understand the nature and
significance of causation, change and continuity of colonialism, imperialism, capitalism and cession in Fiji.
iii. Evaluate the impacts of Fiji’s cession on society (social and economic aspects)
Whaling ships from Sydney were increasing in number (though
still not numerous) and vessels engaged in buying sandalwood in
Fiji to sell to China between 1804 and 1815 sometimes called.
From 1802 to about 1830, there was a steady trade between
Sydney and Tahiti, the Australians buying pork, the Tahitians
buying firearms and, later, cloth and iron tools. From 1815 or
1822, the Margtuesas Islands were a source of sandalwood, and
Tonga was probably visited by some of the ships engaged in that
trade as they made the long journey westward.
Source : Campbell. I, Island Kingdom. P73.
Today marks the end of a long journey- a journey of close on one
hundred years of peace and war, of progress and development,
of social and political change. Through it all, we have had the
protection, help, and guidance of the United Kingdom. Many of
her traditions are firmly grafted, not only on our political
institutions, but on our whole national life. The rule of law,
parliamentary democracy, respect for the rights of minorities, a
sense of fair play, give and take, are all taken for granted in Fiji,
but they are, in a very real sense, a legacy from the British.
Should we ever wish to forget the British – which God forbid- it
would not be possible. Your ways and your ideals are too much
part and parcel of our own way.
Source : Mara. R.S., The Pacific way. P.104
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Assessor’s Use Only
SLO
Skill Level
4
3
3
Evidence
Evaluate – 2
Employ
Appropriate
historical terms -1
Structure - 1
Evaluate the development
and cohesion
of content
and employ
appropriate historical
terms.
Evidence
Events – 1
Ideas/Issues -1
Contextual
Knowledge - 1
Discuss three detail
events/
ideas/ issues
information
effectively with the use
of contextual
knowledge.
Evidence
Explain – 2
Examples - 1
Explain relevant/
appropriate/
correct full
name,
leader, dates, terms,
policies,
doctrines.
Concise use
of examples
Evidence
Explain – 2
Examples - 1
4 3 3
3 2 2
2 1 1
1 0 0
0 NR NR
NR
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