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 THE UNITED REPUBLIC OF TANZANIA
PRESIDENT’S OFFICE
REGIONAL ADMINISTRATION AND LOCAL GOVERNMENT

TANGA REGION
FORM FOUR MOCK EXAMINATION
012 HISTORY MARKING SCHEME
(For both school and private candidates
TIME: 3 HOURS MAY 2023
1.
i ii iii iv v vi vii viii ix x
D B C E E C D C A C

1 @ Mark Total 10 Marks

2. LIST A 1 2 3 4 5 6
LIST B D H E A G C

1 @ Mark Total 6 marks

Total Marks (10 + 6 = 16)

SECTION B (54 MARKS)

3.
i. The European sided with few Africans by favouring them, this created hatred
among Africans hence causing disunity, making hard to remove colonialists
ii. It helps to solve European conflicts that rose in areas like Egypt
It led to the settling of colonial boundaries in Africans Continent
It emphasises unit and cooperation among European powers
iii. African music and dances brought people together, many people came to watch the
performances (during rituals and other ceremonials)
Example. Sing and dance the Chagga of Kilimanjaro performed a dance called
Iringi during wedding
Luguru women of Morogoro danced Gubi during girls initiation
ceremonies

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 iv. Military alliances built the confidence of antagonistic blocs, which created outbreak
of the world war.

v. Camels travelled long distance in the desert without drinking water or food
Could carry heavy loads.
vi. Migrant labour
– the use of migrant labour was economically cheap and
- It helps to avoid resistance

@ 1.5 Marks Total 09

4. Arrange in chronological

i ii iii iv v vi
3 5 1 6 4 2

@1.5 marks, Total 09

5. Map N

KEY IV
I
i. DRC- Congo
iii
ii. Namibia
ii
iii. Liberia

iv. Uganda

@ 2 Marks + Map 1, Total 09

6. Historical facts

i. Artefacts

ii. Sir Donald Cameroon

iii. Oldowan tools and Acheulian tools

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 iv. Cow-horn formation technique

v. Sofa’s army

vi. SILABU (Sisal Labour Bureau)

@ 1.5 marks, Total 09

7. Similarities

 Both of them were administrative systems introduced by Europeans aiming at

exploiting Africans and provide benefits to the colonialists (ie. Cheap labour, cheap
market, cheap raw materials, area for investment, area for settlement)
 Both systems used coercive instruments (ie. Police, army, prison, judiciary) so as to
make Africans submissive to the colonialists
 Both of them had racial discrimination (ie. high ranking jobs in the government were
only reserved for the Europeans while Africans had lower post in local areas)

Differences
 Indirect rule depended on the use of the local chiefs who had to rule their subjects while
Direct rule appointed European officers to rule the local subjects
 Indirect rule was cheaper while Direct rule was expensive as the Germany paid the
officers
 Indirect rule faced minimum resistance from Africans as local rulers were included in
the system while direct rule faced strong resistance due to nature of its operations.

@ 1.5 marks, Total 09

8. - Imprisonment of Nationalist leaders eg. Nelson Mandela 27 years imprisonment

- Shortage of fund

- Disunity eg. Buganda vs Ankole

- Banning of political parties – Zimbabwe (eg. ZANU, ZAPU) and Ghana (eg. CPP)

- Assassination of Nationalist leaders (eg. Patrice Lumumba of DRC- Congo, Eduardo

Mondlane parcel bomb in Dar es salaam)

- Poor infrastructure in the colony

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 SECTION C

9. -Introduction 1.5 Marks

-Main body: 2 Marks @ (Total Points 12)

any relevant conclusion: 1.5 marks

Introduction: Trans Sahara trade was the trade which was conducted across the Sahara Desert
between the people of North Africa and West Africa. The trade started during
the 4th to 16th century.

1. Rise of triangular Slave trade.

2. Presence of poisonous insects such as scorpions and snakes
3. Unclear desert routes
4. Presence of robbers in the desert, created fear and insecurity to trade
5. Drying of Oasis
6. Harsh climatic conditions in the desert eg. sand storms, high temperature

10. introduction: 1.5 marks

Main body: 2 marks (Total points 12)

any relevant conclusion: 1.5 Marks …Total 15 Marks

Effects of Portuguese Rule in East Africa

1. Change of direction of the major trade routes

The trade routes were directed toward Europe through the Atlantic Ocean, this
happened because of the sailing permit which the Portuguese had imposed on the Arab
and Indian traders

2. Introduction of New Crops

Crops such as cassava, groundnuts, guavas, pineapple, maize, tobacco, and pawpaw

3. Destruction of properties

Many kinds of valuable properties were looted and people’s houses were destroyed by
the Portuguese soldiers in Mombasa, Zanzibar, Kilwa and other places along the East
African Coast.

4. Decline and fall of states

Most of the Costal City States which flourished before the arrival of the Portuguese in
East Africa fell during this period eg. Kilwa and Sofala.

5. Occurance of wars

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 Portuguese contact with East Africa involved wars of conquest and resistances. These
wars claimed many lives of Africans, Arabs and some of the Portuguese.

6. Overexploitation of African resources

East African natural resources such as Gold, ivory, animal skins and hides were extracted
and exported to Europeans in return for much less valuable goods such as wine
7. Building of forts. eg. Fort Jesus in Mombasa
8. Occurrence of conflicts between African gold miners and the Portuguese.

11. Introduction: 1.5 marks

Main body : 2 marks (total poinst 12)

Any relevant conlusion : 1.5 marks

Total: 15 marks

Introduction. Colonia Education was process by which people got knowledge, skills and values
that were necessary for the mastery of social, political and economic situation under colonial
rule.

Features of Colonial Education

1. Presence of elimination test

Series of examinations which were set abroad existed in the structure, nobody could go
to another stage without passing the examinations
2. Racial discrimination
The whites got the best education followed by Asians and African received poorly
resourced education
3. It favoured the sons and few daughters of chiefs for future administration. Many of the
children from ordinary families had no chances to secure education.
4. It had many males than females, few women managed to be enrolled in this education.
It was gender biased education denying educational opportunities for majority of girls.
5. It was religious based education especially in the missionary schools. Non-Christians
could not attend the missionary schools.
6. It was more theoretical than practical
7. It was discipline oriented

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