No.

107/1

Marker Code Student Personal

Identification Number (SPIN)
 

 
 

South Pacific Form Seven Certificate

HISTORY
2010
QUESTION and ANSWER BOOKLET
Time allowed: Two hours 30 minutes

INSTRUCTIONS
Write your Student Personal Identification Number (SPIN) on the top right hand corner of this
page and on the fold-out flap on the last page.

Write your answers in the spaces provided in this booklet. If you require more space for answers,
ask the Supervisor for extra paper. Write your SPIN on all extra sheets used and number the
questions clearly. Attach the extra sheets at the appropriate places in this booklet.

This examination paper contains three Options:

Option 1: The Pacific 1870s – 1970s

Option 2: New Zealand in the 19th Century

Option 3: England 1558 – 1667

You must answer Section A and Section B for ONE of the above options.
Total Suggested
Marks Time (mins)
Section A: Answer ALL of the Resource Interpretation 20 50
Questions for all five tasks.

Section B: Answer TWO Essay Questions. Do NOT select

two questions from the same question number. 40 100
60 marks 150 minutes
Check that this booklet contains pages 2 - 31 in the correct order and that none of these pages is
blank. Pages 32-34 have been left blank deliberately.

YOU MUST HAND THIS BOOKLET TO THE SUPERVISOR AT THE END OF THE
EXAMINATION.
   

TOTAL MARKS 60
 2

OPTION 1: THE PACIFIC OPTION 1870’S – 1970’S

Section A: Resource Interpretation (20 marks)
Study the resources carefully and answer the questions that follow.

Answer ALL of the questions in all five tasks.

Take note of the mark allocation for each question.

Time suggested: 50 minutes

TASK ONE

Study Resource A and answer the questions that follow.

RESOURCE A

     The first aircraft to land on the airfield at Abemama arouses much local interest 

Source: Mc Quarrie, P., Conflict in Kiribati, 2000, p.158

 3

1. Name the Imperial Power defeated by the Americans in Kiribati.

_________________________________________________________________________
(1 mark)

2. Give TWO pieces of evidence from the picture that show that the landing of an aircraft
aroused much local interest.

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

3. What conclusion can you draw from what is shown in the picture about the relationship
between the Imperial Power and Kiribati?

_________________________________________________________________________
(1 mark)

Task 1 4
 4

TASK TWO

Study Resource B and answer the questions that follow.

RESOURCE B

NEW HEBRIDEAN LABOUR RECRUITERS TO NEW CALEDONIA

Number of arrivals

Number of deaths

Source: Shineberg, D.,The People Trade, Pacific Island Labourers and New Caledonia 1865 – 1930,
1999, p.187

1. Suggest TWO reasons for the very big increase in the number of recruiters in the early
1870’s.

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

2. What was the epidemic disease that caused this highest number of deaths in 1875?

_________________________________________________________________________
(1 mark)

3. Provide ONE generalisation about the trend in the Arrivals and Deaths of Recruiters from
1870 – 1920.

_________________________________________________________________________
(1 mark)

Task 2 4
 5

TASK THREE

Study Resource C and answer the questions that follow.

RESOURCE C

1899 cartoon. Uncle Sam balances his new possessions.

Source: http://wiki.infoshop.org/History of the United States
 6

1. What country is depicted as Uncle Sam and identify TWO of his possessions in the Pacific?

_________________________________________________________________________
(1 mark)

2. Give TWO pieces of evidence from the cartoon which illustrate Uncle Sam’s view towards
his possessions in the Pacific.

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

3. Provide ONE piece of evidence from the cartoon to show how other Imperial Powers
reacted to Uncle Sam’s possession.

_________________________________________________________________________
(1 mark)

Task 3 4
 7

TASK FOUR

Study Resource D and answer the questions that follow.

RESOURCE D

SPEECH BY WALTER LINI, PRESIDENT OF THE NEW HEBRIDES NATIONAL PARTY TO

THE COMMITTEE OF 24, SENT BY THE UN, AUGUST 19, 1976

“Britain and France have created a problem in our territory, administratively and consciously
advocating social divisions, and have moulded the people to what they are at present. We
want unity, we want one government, one law, one education system, one health system and
an independent government of our own that is designed by us: we want to achieve
independence peacefully but, as progress has been hindered by the administering powers and
certain political factions, my party again ask the Committee of 24 to take a more specific step
forward and help us achieve our aims. We therefore request that the following be seriously
considered:

i) that a mission should visit New Hebrides immediately to ascertain aspirations and
wishes of the people…

ii) that Britain and France should grant independence to the territory in 1977

iii) that a resolution on (i) be formally adopted by the General Assembly of the UN

iv) that if Britain and France vote against (ii) and (iii) the NHNP be accorded the right
under the UN Charter on Human Rights… to call for a referendum…”

Source: Plant, C., New Hebrides, The Road to Independence, 1977, p.104

1. Quote ONE piece of evidence from the text to show how Lini and his party are very
desperate for an independent New Hebrides.

_________________________________________________________________________
(1 mark)

2. Give ONE piece of evidence from Resource D that demonstrates this is a Primary source.

_________________________________________________________________________
(1 mark)

3. What does Lini see as the major obstacle to New Hebrides’ move for independence?

_________________________________________________________________________
(1 mark)

4. According to Lini, how should the problem created by Britain and France be resolved?

_________________________________________________________________________
(1 mark)

Task 4 4
 8

TASK FIVE

Study Resource E and answer the questions that follow.

RESOURCE E

TOWARDS DECOLONISATION: AUSTRALIA AND NEW ZEALAND

Australia’s post World War Two policy in Nauru was driven by its interest in the
island’s extensive phosphate deposits. After retaking Nauru from Japan in 1945,
Australia worked hard to maintain the monopoly control of the phosphate industry it
shared with New Zealand and Britain under the terms of the Nauru Island
Agreement of 1919. It reluctantly conceded phosphate monopoly in 1967, and
control of Nauru in 1968, primarily because of pressure from people of Nauru,
supported by the United Nations

Source: Howe, K.R., Kiste, R.C., and Lal, B.V. (eds), The Pacific Islands in the Twentieth Century, Allen
and Unwin, NSW, 1994, p.218

1. What was Australia’s main interest over Nauru?

_________________________________________________________________________
(1 mark)

2. Why did Australia retake Nauru from Japan in 1945?

_________________________________________________________________________
(1 mark)

3. Give TWO outcomes of Australia’s effort to maintain monopoly control of the phosphate
industry.

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

Task 5 4
 9

Section B: Essay Writing (40 marks)

Choose TWO questions from the three questions (Questions 1 – 3) below. Answer only ONE option
from each of the questions you have selected.

Each essay is worth 20 marks.

Time suggested: 100 minutes in total (50 minutes per essay)

Write your essays in the space provided on pages 28 - 31. Indicate clearly the number of the
question and the letter of the option you have selected.

QUESTION ONE:

EITHER:

(a) Imperial expansion in the Pacific during the 1870’s – 1900’s was caused by both internal
and external forces. Describe these forces and evaluate which of them brought the greatest
benefits to the Pacific Islands.

OR:

(b) The various Imperial powers had differing reasons for partitioning the Pacific. Discuss these
differing reasons and assess the patterns of Imperial Administration introduced to the
Islands.

OR:

(c) Economic and strategic motives were the main impetus for colonisation in the Pacific.
Identify and explain the motives of the Imperial Powers and their impact on the Islands.
Provide specific examples to support your answer.
 10

QUESTION TWO:

EITHER:

(a) The involvement of the Pacific Islands in World War 1 contributed to a changing response to
colonialism in the interwar period. Discuss this statement in relation to why and how there
was a changing response to colonialism during this period.

OR:

(b) Reaction towards colonialism varied from one Pacific Island to another. Discuss this
statement in terms of how Pacific Islanders adopted, adapted, adjusted or reacted to
colonialism and also the impact this had on the colonial powers. Provide specific examples
to support your answer.

OR:

(c) Describe the forces which contributed to the emergence of indigenous independence
movements. Examine the impact of these forces on relations between the Imperial Powers
and the Pacific Islands.

QUESTION THREE:

EITHER:

(a) Discuss the impact of changes in colonial rule after World War 2 in the Pacific. How did the
various Pacific Islands react to the changes?

OR:

(b) What prompted the United Nations and the Colonial Powers to promote the process of
decolonisation in the Pacific? Describe the process of transferring legal and constitutional
power from the colonial administrations to the new elites of the newly proposed states.
Provide specific examples to support your answer.

OR:

(c) Discuss the reasons behind the different roads to independence adopted by the various
Pacific Islands. Why did some Islands still retain a relationship with their Colonial Power?
 11

OPTION 2: NEW ZEALAND IN THE NINETEENTH CENTURY

Section A: Resource Interpretation (20 marks)
Study the resources carefully and answer the questions that follow.

Answer ALL of the questions in all five tasks.

Take note of the mark allocation for each question.

Time suggested: 50 minutes.

TASK ONE

Study Resource A and answer the questions that follow.

RESOURCE A

Source: New Zealand Graphic, Auckland Public Library.

 
 12

1. What image of New Zealand women does Resource A portray?

_________________________________________________________________________
(1 mark)

2. What do the letters MHR that appear on the man’s necklace stand for?

_________________________________________________________________________
(1 mark)

3. According to Resource A, what was the major difference between the General Election of
1893 and previous General Elections?

_________________________________________________________________________
(1 mark)

4. According to Resource A, what does the cartoonist expect to be the consequence of this
difference in the way the 1893 General Election was carried out?

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

Task 1 4
 13

TASK TWO

Study Resource B and answer the questions that follow.

RESOURCE B

Source: Dianne Northcott and

Sheryll Ofner, In Pursuit of
Prosperity, 1995, p.64.

1. Which politician in the 1870’s had the vision to develop New Zealand’s railway network?

_________________________________________________________________________
(1 mark)

2. How did this politician propose to fund his vision to develop the railway network?

_________________________________________________________________________
(1 mark)

3. Which island had the most extensive railway network by 1878?

_________________________________________________________________________
(1 mark)

4. Give ONE reason why this island had a more extensive railway network by 1878.

_________________________________________________________________________
(1 mark)

Task 2 4
 14

TASK THREE

Study Resource C1 and C2 and answer the questions that follow.

RESOURCE C1

In 1864, the official John Gorst reflected on a change in Maori land sales in the 1850s:

The land was little valued by them as soil; they cared only for the enjoyment of what we should call
territorial dominion … . By sale to Europeans, while Europeans were few and weak, no power or
territorial dominion was parted with. The purchaser became one of the most valuable possessions
of the tribe: the chief called him ‘my Pakeha’, and the tribe called him ‘our Pakeha’. He traded with
them, procured them guns … promoted their importance, and was at the same time dependent on
them for protection and completely at their mercy … all his greatness and grandeur were their
possessions and redounded to their credit. But as the number of Europeans increased these
relations were altered, a sale involved parting with the dominion of the soil.
Source: James Belich, ‘The Governors and the Maori’, in Keith Sinclair (ed), The Oxford Illustrated History
of New Zealand, Auckland, 1990, p.87.

RESOURCE C2

Claudia Orange describes the Kingitangi as: ‘… an effort to consolidate a sense of Maoriness in
the face of encroaching settler Government and colonisation, and most importantly, to resist the
alienation of Maori land’.
Source: Claudia Orange, The Treaty of Waitangi, Wellington, 1987, p.142.

1. From the Maori perspective, what was the main reason for valuing their land in the period
when Pakeha were few and weak?

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

2. Why were Pakeha considered to be valuable possessions of Maori tribes during the early
nineteenth century?

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

3. In what TWO ways do Gorst and the historian Claudia Orange agree on developments in
Maori/Pakeha relations in the nineteenth century?

i. ________________________________________________________________________

ii ________________________________________________________________________
(2 marks)

Task 3 4
 15

TASK FOUR

Study Resource D and answer the questions that follow.

RESOURCE D

At the meeting of the committee of the Charitable Aid Board the other day, there was the usual
batch of “sturdy beggars”. One woman severely trounced the chairman of the Board … and the
Board are beginning to despair of getting rid of that applicant.

There were a large number of applications from persons desirous of getting into the Refuge, some
because in the days of prosperity they were improvident, others because their families refused to
support them in old age.

It appears that there are a number of persons in the Refuge who are in the receipt of military
pensions.

The Board has endeavoured to get the pensions made over to it, in aid of their maintenance, but
there is a good deal of difficulty in the way.

According to law, the Imperial pensions officer can only pay the pension over on the written consent
of the pensioner given at the time the pension is due, and some of the inmates of the Refuge are
disposed to clear away from the home for a few days at pension time, enjoy life and return to the
institution when the pension money is spent.

The Board has had considerable difficulty in stopping these high jinks.
Source: The New Zealand Herald, 8 April 1889.

1. Resource D refers to a ‘Refuge’. Describe what a Refuge was.

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

2. Give TWO reasons identified in Resource D why people sought to get into a Refuge.

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

3. What impression would historians have if they relied solely on this document to inform them
about why people received charitable aid in nineteenth century New Zealand?

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

Task 4 4
 16

TASK FIVE

Study Resources E and answer the questions that follow.

RESOURCE E

The Distribution of Parliamentary Electorates

Number of Seats

Selected Elections N.Is. S.Is. Maori Total

1853 23 14 - 37
1861 29 24 - 53
1862 29 29 - 57
1866 29 41 - 70
1867 29 43 4 76
1871 30 34 4 78
1875 34 50 4 88
1881 36 55 4 95
1890 31 39 4 74
1896 34 36 4 74

Source: New Zealand Parliamentary Record (ed.) G.H.Scholefield, Wellington, 1950, p.90 in W.McIntyre and
W.Gardner, Speeches and Documents on New Zealand History, London. 1971. p.469

1. How many seats were there in the New Zealand parliament in 1881?

_________________________________________________________________________
(1 mark)

2. Account for the appearance of 4 Maori seats in the New Zealand parliament in 1867.

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

3. Describe the trend in the political importance of the South Island compared to the North
Island between 1853 and 1881 shown in Resource E.

_________________________________________________________________________

_________________________________________________________________________
(1 mark)

4. Give ONE economic factor that contributed to the trend you have identified.

_________________________________________________________________________
(1 mark)

Task 5 4
 17

Section B: Essay Writing (40 marks)

Choose TWO questions from the three questions (Questions 1 – 3) below. Answer only ONE option
from each of the questions you have selected.

Each essay is worth 20 marks.

Time suggested: 100 minutes in total (50 minutes per essay)

Write your essays in the space provided on pages 28 - 31. Indicate clearly the number of the
question and the letter of the option you have selected.

QUESTION ONE:

EITHER:

(a) In what ways did Maori and Pakeha interact between 1800 and 1840? Which of these two
groups dominated the interactions and why?

OR:

(b) What were the main differences between the Maori and Pakeha understandings of the
contents of the Treaty of Waitangi in 1840? How did events in the following decade reveal
these differences in understanding?

OR:

(c) After the Treaty of Waitangi was signed in 1840 Governor Hobson declared ‘He iwi tahi
tatou’ (We are now one people). What did he mean by this statement? To what extent could
this statement be said to be justified by 1900?
 18

QUESTION TWO:

EITHER:

(a) What are the major changes in settler political representation after 1850? To what extent did
politics reflect the concerns of the New Zealand peoples in the nineteenth century?

OR:

(b) In what ways were the Maori people involved in the economy of Aotearoa/New Zealand
between 1800 and approximately 1860? Was the overall nature of their economic
experience any different to their political experience by 1900?

OR:

(c) What economic problems did New Zealanders face in the period 1870–1900? How suitable
is it to call this period in New Zealand’s economic history a ‘Long Depression’?

QUESTION THREE:

EITHER:

(a) Why did people argue against granting New Zealand women the vote in the nineteenth
century? To what extent did the ‘Pioneer Woman’ image influence the decision to eventually
grant women the vote?

OR:

(b) Choose TWO important social problems in nineteenth century, New Zealand and describe
what caused them and why they were a problem. To what extent were these two problems
dealt with successfully at the time?

OR:

(c) What pull factors enticed working class men to migrate to New Zealand in the nineteenth
century? To what extent could New Zealand be described as ‘a man’s country’ by 1900?
 19

OPTION 3: ENGLAND 1558 – 1667

Section A: Resource Interpretation (20 marks)
Study the resources carefully and answer the questions that follow.

Answer ALL of the questions in all five tasks.

Take note of the mark allocation for each question.

Time suggested: 50 minutes.

TASK ONE

Study Resource A and answer the questions that follow.

RESOURCE A

 
 

Oliver Cromwell’s banner from the time

when he was Lord Protector, May 1657
until he died in September 1658.
Source: United Kingdom: Flags
of the Interregnum, 1649-1660
“Flags” by Eric Inglefield (1979)
www.fotw.net/flags/gb-inter.html

1. Inside the banner are the emblems of two countries. Name the TWO countries.

_________________________________________________________________________
(1 mark)

2. There are two letters on the flag O and P. What do the TWO letters stand for?

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

3. Why would a crown be placed on the flag?

_________________________________________________________________________
(1 mark)

Task 1 4
 20

TASK TWO

Study Resource B and answer the questions that follow.

RESOURCE B

Personal marks made on depositions in

the diocese of Norwich, 1558-1620

Source: Literacy and the Social Order.

Reading and Writing in Tudor & Stuart
England, David Cressy, Cambridge University
Press, 1980

In 1598 Anthony Farrard, a Kentish

husbandman deposed, “that he is
unlearned and never could nor can
write or read but when he hath been
sometimes called to set his hand to
writings he hath made his mark …….”

1. Draw the symbol from line 4 that a brick-maker would use as his mark and state why a
brick-maker would draw such a mark.

_________________________________________________________________________
(1 mark)

2. Why did different groups of people use particular markings?

_________________________________________________________________________
(1 mark)

3. Identify ONE occasion upon which ordinary people such as Anthony Farrard who is
quoted in Resource B were caused to write their name or make their mark.

_________________________________________________________________________
(1 mark)

4. Why were most community records maintained by the diocese?

_________________________________________________________________________
(1 mark)

Task 2 4
 21

TASK THREE

Study Resources C1 and C2 answer the questions that follow.

RESOURCE C1

 
A petition against royal taxes from the town of Woodbridge in Suffolk, February 1627
(Catalogue ref: SP 16/55/59)

Please consider the reasons which they humbly offer to your Lordships to excuse them for not
doing what was required of them, which are as follows:

First … it is a poor county town …

Secondly, they have always been charged, with the rest of the county:

For the raising of money to build the late king’s building at Newmarket;

Towards the cost of paying for his Majesty’s household;

Towards the repairing and watching of beacons;

Towards the store of gunpowder, matches and bullets to be provided;

Towards the carts, providing several tools and horses for all of them;

Towards the cost of 3000 men to march into Kent upon any warning or danger;

And 5000 men upon the coast of Suffolk and 4000 men to march to Yarmouth on similar
occasions;

And towards all other costs that the county is charged with.

Thirdly, there are only eight or nine ship owners in the town, and those are only coal ships.
The townspeople said that the shipping belongs to Newcastle, London and other far-away
places. And the ship owners of Woodbridge have been held back in the last two years
because their ships have been taken into his Majesty’s service (where some of them still are),
to the value of at least ₤800, for which they have not yet received payment …

Fourthly, the town consists of gentlemen and others who live on their land and craftsmen who
have no connection to the sea. If a heavy charge is imposed on them, more than upon the
countryside, they will be ready to abandon the town. Then the town will be in quite a bad state.

Source: www.nationalarchives.govt.uk/education
 

 
 
 
 22

RESOURCE C2

An order to pay a bill for embroidering royal gowns, March 1627

(Catalogue ref: SP 39/19/51)

Charles, by the grace of God. Greetings to the Treasurer and under-Treasurer of our Exchequer.
Upon recent request to us by Charles Gentey, embroiderer to our dearest wife, Queen Mary, we
order you, our Treasurer, to pay him the sum of £913, 10 shillings. The sum is owed to him for
certain stuff [cloth?] and embroidering fifteen gowns for our dearest wife and thirteen ladies.
 

Source: www.nationalarchives.govt.uk/education

1. What conditions would make Woodbridge in Suffolk a poor county town?

_________________________________________________________________________
(1 mark)

2. Identify the relationship between Resource C1 and Resource C2 by establishing how C1

impacts on C2.

_________________________________________________________________________
(1 mark)

3. What were beacons?

_________________________________________________________________________
(1 mark)

4. Resource C1 identifies a number of jobs that the people of Woodbridge had to carry
out for the King. Identify TWO of the jobs.

_________________________________________________________________________
(1 mark) 

Task 3 4
 23

TASK FOUR

Study Resource D and answer the questions that follow.

RESOURCE D

A portrait of the Earl of Strafford and an

extract from the final speech he made on 13
April 1641. Strafford was Charles I’s right
hand man during the Personal rule. When
Parliament finally met in 1640, Pym accused
Strafford of treason. The penalty was death.
The evidence against Strafford was weak.
The trial dragged on into 1641 and fell apart.
Pym then accused Strafford again, using a
Bill of Attainder. This was a legal process
that allowed Parliament to simply vote on
whether he was guilty rather than basing the
judgment on evidence in a fair trial.

Sir Thomas Wentworth, knight, Earl of Strafford, Viscount Wentworth, Lieutenant General of the
Kingdom of Ireland, Lieutenant President of the Council in the North of England, Lieutenant of York,
one of his Majesty’s Privy Council, and Knight of the Order of the Garter spoke at his trial for
treason:

You, your lands, your heirs, all are at stake

• if such educated gentlemen as these, who are familiar with such proceedings, start out
against you,
• if your friends and your lawyers are denied access to you,
• if your enemies are allowed as witnesses against you,
• if every word, intention and circumstance of yours is called treason, not because of a law,
but because of a view of the law dragged up in an exaggerated way, and because of a
number of supposed events.

I leave it to your Lordships to foresee what may be the result of so dangerous recent legal
decisions. These gentlemen tell me they speak in defence of the country against any high-handed
laws. Give me leave to say that I speak in defence of the country against their high-handed treason.
For if this is allowed to happen, what harm shall follow to the king, to the country, if you and your
heirs are disqualified in the same way from the greatest affairs of the kingdoms.

Source: www.nationalarchives.govt.uk/education
 24

1. What was Strafford accused of?

_________________________________________________________________________
(1 mark)

2. According to Strafford’s speech, what were TWO methods his enemies used against
him in his trial?

i. ________________________________________________________________________

ii. _______________________________________________________________________
(2 marks)

3. What impact do you think Strafford’s speech had on MPs who were concerned about
Pym’s actions?

_________________________________________________________________________
(1 mark)

Task 4 4
 25

TASK FIVE

Study Resource E and answer the questions that follow.

RESOURCE E

Index of prices and ‘wool’ exports - 1520 - 1649

Av. Export
Av. all grain Av. all Av. Wool (by volume)
Decade prices animal prices of ‘cloths’
products from
London
1520 – 9 100 100 100 100
1530 – 9 105 121 110 125
1540 – 9 121 151 138 164
1550 – 9 226 203 186 167
1560 – 9 205 225 185 124
1570 – 9 240 245 211 136
1580 – 9 295 281 203 148
1590 – 9 383 354 284 148
1600 – 9 363 369 314 166
1610 – 9 425 427 318 151
1620 – 9 417 406 319 136
1630 – 9 513 433 367 131
1640 – 9 510 436 357 -

Calculated on an index base 1520 – 29 = 100

Coleman, D.C. The Economy of England 1450 – 1750, Oxford University Press 1977 page 37

1. The price of which product rose the most between 1520 and 1649?

_________________________________________________________________________
(1 mark)

2. Identify TWO products that would be part of “all animal products”.

_________________________________________________________________________
(1 mark)

3. Identify ONE way in which increased prices would affect people’s lifestyle.

_________________________________________________________________________
(1 mark)

4. Give ONE possible reason for the fluctuation in the volume of cloth exports from
London.

_________________________________________________________________________
(1 mark)

Task 5 4
 26

Section B: Essay Writing (40 marks)

Choose TWO questions from the three questions (Questions 1 – 3) below. Answer only ONE option
from each of the questions you have selected.

Each essay is worth 20 marks.

Time suggested: 100 minutes in total (50 minutes per essay)

Write your essays in the space provided on pages 28 - 31. Indicate clearly the number of the
question and the letter of the option you have selected.

QUESTION ONE

EITHER:

(a) Describe the main features of English family life between 1558 and 1667. Evaluate the
extent to which stability was an issue for men, women and children between 1558 and
1667.

OR:

(b) Describe the reasons for and characteristics of the “Church of England” between 1558
and 1667. Evaluate the success of the “Church of England” in gaining nationwide
acceptance of its authority.

OR:

(c) Describe the characteristics of the rural and urban economy in England between 1558
and 1667. To what extent did economic change impact on family life throughout the
period?
 27

QUESTION TWO

EITHER:

(a) Describe the structure and role of the English Parliament from 1558 to 1640. Evaluate
the extent to which the Monarchs and the governing class shared different
expectations of Parliament’s role in the government of England.

OR:

(b) Select either Elizabeth I, James I or Charles I and describe the difficulties confronted
by the chosen Monarch in governing England. Evaluate the effectiveness of the chosen
Monarch in dealing with the identified difficulties.

OR:

(c) Identify and describe the role of the different groups that together made up the English
governing class from 1558 to 1667. To what extent did the authority vested in the
governing class allow for effective central government control of the country?

QUESTION THREE

EITHER:

(a) Identify and describe the causes of the outbreak of civil war in England in 1642.
Analyze the responsibility of Charles I and Parliament in causing the civil war.

OR:

(b) Describe the difficulties confronted by all the Interregnum governments from 1649 to
1660. Evaluate the reasons why not one of the Interregnum governments established a
lasting political life.

OR:

(c) Describe the structure of control put in place for Charles II’s restoration as King of
England in 1660. Evaluate the extent to which long-standing issues remained
unresolved.
 28

ANSWERS TO SECTION B

Remember to label your TWO questions correctly.

QUESTION _____ OPTION ____

29

Q….    20
 30

QUESTION _____ OPTION ____

______________________________________________________________________
 31

______________________________________________________________________

Q….     20
 32

This page has been left blank deliberately.

 33

This page has been left blank deliberately.

 34

This page has been left blank deliberately.

  
35

Student Personal Identification

Number (SPIN)

HISTORY

2010
(for Markers only)
Check
Option Question Marker
Marker

Candidate: For Section B of your chosen Option,

write the Question Numbers you answered.

1 A 20 

Pacific
B ….. 20 

B ….. 20 

2 A 20 

New
B ….. 20 
Zealand

B ….. 20 

3 A 20 

England
B ….. 20 

B ….. 20 

TOTAL
60