For more Info

About this book:

Visit Dingani Office:
103 R G Mugabe
At C Gauche Shop 5,
Bulawayo

+263292270289 Dingani Bookshop and Stationery

+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

Table of Contents
PAPER ONE ............................................................................................................ 3
EXAMINATION TIPS ........................................................................................... 3
TYPES OF QUESTIONS ....................................................................................... 3
CHAPTER ONE: SOURCES OF HISTORY .............................................. 14
CHAPTER THREE: STATE FORMATION ................................................ 34
CHAPTER FOUR: ROZVI STATE ............................................................... 50
CHAPTER FIVE : NDEBELE STATE ......................................................... 64
CHAPTER FIVE: MISSIONARY ACTIVITIES .......................................... 93
CHAPTER SIX: PORTUGUESE ACTIVITIES IN THE MUTAPA STATE
........................................................................................................................... 100
CHAPTER SEVEN: COLONISATION OF ZIMBABWE ...................... 106
CHAPTER EIGHT: RESISTANCE TO COLONIAL ENCROACHMENT
........................................................................................................................... 108
CHAPTER NINE: MINERALS REVOLUTION ...................................... 135
CHAPTER TEN: FEDERATION ................................................................ 138
CHAPTER TEN: CHIMURENGA TWO ................................................... 142
PAPER TWO – REGIONAL AND INTERNATIONAL HISTORY ...... 146
THE FIRST WORLD WAR .......................................................................... 146
Peace settlements

World war 2

2
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

PAPER ONE
EXAMINATION TIPS
TYPES OF QUESTIONS
4044 history questions require one to recall, identify, describe, analyse,
assess, evaluate and judge. Questions comes in three parts that is A, B and
C.

PART A

This part merely demands simple recalling skills as responses are mostly
given in point form.

Name any FIVE rulers of the Mutapa state.

a) Nyatsimba Mutota
b) Nyanhewe Matope
c) Nyambo Kapararidze
d) Nyasoro
e) Nyahuma Mukomberanwa
f) Nyakunembiri
g) Negomo Mapunzagutu
h) Gatsi Rusere

What is important on this question is for one to look at the period under
review periodization affects responses as one may give responses that
are out of the range of asked questions. This normally happens on
questionsrelating to Nguni Incursions, Missionary activities,
Portuguese and colonisation of Zimbabwe. The issue of dates or time
frame should be carefully taken into consideration as marks are lost due
to ignorance on this part.

Name Five Missionaries who operated in in Matebeleland from 1850 to 1900.

List any five problems faced by the Portuguese armies during their invasion of the
Mutapa state in the 1570s.

State any five provisions of the Royal Charter given to the Rhodes by the Queen in
1889.

3
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

On this part of the question, there is no need to try and describe as answers
are just simply either names, events or problems depending on the
demands of the question.

Responses on this part of the question are given in point form as shown
above, one answer below the other one not in a sentence like form,
Nyatsimba Mutota, Nyanhewe Matope, chivero Nyasoro, Nyahuma.
This makes work rather clumsy. Instead:

a) Nyatsimba Mutota
b) Nyanhewe Matope
c) Chivero Nyasoro
d) Nyahuma

PARTS WITHIN A PART QUESTION AND MATCHING

This part of the question should be treated with caution as at times it can
come in two parts and sometimes those parts may require matching.

List THREE leaders of the Nguni fleeing from Tshaka and the TWO
groups of people they led.

Mzilikazi - Khumalo

Soshangane - Shangane

Sebetwane - Kololo

N.B. Respond to this question as it is not vice versa like beginning with
the group then leader as one may lose marks if one gives a group first
and a wrong leader

Khumalo - Soshangane

One may get a mark by giving a leader first and a wrong group because
the leader will be correct e.gMzilikazi - Shangane

Mzlikazi will be a correct response, so you are awarded a mark there

that’s the advantage of responding the question as it asks.

4
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

N.B.: Part A requires six points meaning for each point you are awarded
one mark so as a safety net, you should at least give eight points in case
one or two may be wrong, meaning it will be compensated by the other
extra points you would have used.

State any THREE states and their respective leaders which emerged
amongst the Northern Nguni in the early 19th Century.

-Mthethwa - Dingiswayo

-Ndwandwe - Zwide

-Ngwane - Sobhuza

-Ngwane - Matiwane

Name three missionary organisations and their respective mission stations

in Zimbabwe in the 19th Century.

London Missionary Society - Inyathi, Hope Fountain

Roman Catholic Church - Empandeni

Dutch Reformed Church - Morgenster MIssion

5
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

PART B

This is the descriptive part of the question component, it requires responses

in full sentences format and as a paragraph.

Outline six economic activities of the Ndebele State

In order to do justice to the question, you first jot down the points in this
case economic activities
o Growing of crops
o Rearing of livestock
o Tribute payment
o Mining
o Hunting
o Fishing
o Gathering
o Raiding

After jotting them down put them in full sentences giving a small
description as below.

The Ndebele people practised growing of crops such as sorghum, millet

and maize. They also domesticated animals like cattle, goats and sheep.
Tribute payment in the state was a tax collection system used to collect
revenue in the state. Mining was also one of the economic activity which
they mined mineral like gold, copper and Iron ore. The Ndebeles
internally traded amongst themselves and they also practised external
trade with foreigners. Apart from that, hunting and gathering were also
forms of economic activities. Fishing cannot be left out as it also
improved their diet. Raiding was part of their economic activities as they
raided neighbouring states and got away with grain, livestock, women
and sometimes able bodied men who became part of the warriors later
on.

This method makes it possible to get all the marks allocated as there is
no room of leaving a point inside the brains or memory as you would
have noted it in the planning stage.

6
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

NB This component at times comes in two parts meaning to say that,

the marks allocated are equally divided according to each component

Describe the construction and function of Great Zimbabwe as a city.

o was constructed by the Shona people
o they used heated granite rocks
o no need of dagga or mortar
o the enclosure had a chevron pattern
o it was residence of the Royal family
o it was a trade centre
o symbol of power
o symbol of unity

These points should be used together in full sentences to meet the

demands of the two parts of the question.
N.B. Part B requires six points meaning for each point you are awarded
two marks so as a safety net, you should at least give eight points in case
one or two may be wrong meaning it will be compensated by the other
extra points you would have used.
PART C

This is the analytical part of the question component which requires

judgement, analysis and evaluation. The easiest way/ approach to this
question is to divide your judgement in two parts that is greater extent
and lesser extent.

On this part no matter how they ask, no matter how they play around with
words, it requires you to judge with GREATER EXTENT AND LESSER
EXTENT, the judgement should be valid. Larger extent simply means
more points to support your judgement and lesser extent simply means a
few points to support your judgement.

This part simply demands analysis, assessment and evaluation.

7
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
TO WHAT EXTENT DID ECONOMIC ACTIVITIES BENEFIT
THE NDEBELE PEOPLE?

GREATER EXTENT
Other activities thus social and political benefited the Ndebele people to
a greater extent. The state was ruled by one king meaning the state was
highly centralized, and therefore it was intact, peaceful and progressive.
The people used one common language which was Ndebele, this united
the people.. The state had a standing army which quelled enemies
meaning the state was protected from enemy threat. They practised
kuronzera/ukusisa (mafisa system) meaning that those without cattle
would be given some so that they could access milk and draught power.

LESSER EXTENT
To a lesser extent, raiding increased population as able bodied men and
women were incorporated into the state. Hunting made them gain
access to ivory which they would exchange with foreign goods

OPTION
This same question may be tackled differently; judgement may differ
according to one’s taste.

GREATER
The people benefited to a greater extent from the economic activities,
raiding of neighbouring states increased population, new skills and culture
were brought into the state thereby benefiting the people. Mining made
them have iron tools used for cultivating crops, clearing of land and
minerals for trade. Through External trade they gained access to foreign
goods. Tribute payment enabled the state to collect tax which brought
revenue.

LESSER EXTENT
However, to a lesser extent raiding was characterised by warfare which
led to death, some warriors lost their lives during the raids. Hunting was a

8
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

dangerous activity as hunters were often attacked by wild animals at times

leading to death at times during hunting expeditions.

N.B. Do not write subheadings as these are only put as a guideline . The
correct form will be shown below. The larger extent should have three or
more points to support it while the lesser extent part should not have more
than two points to support it. If the lesser extent part has more points than
the greater extent part, the judgement becomes invalid.

TO WHAT EXTENT DID ECONOMIC ACTIVITIES BENEFIT

THE NDEBELE PEOPLE?
Other activities thus social and political benefited the Ndebele people to a
greater extent. The state was ruled by one king meaning the state was
highly centralized and therefore it was intact, peaceful and progressive.
The people used one common language which was Ndebele, this united
the people as it brought oneness amongst themselves. The state had a
standing army which quelled enemies meaning the state was protected
from enemy threat. They practised kuronzera (mafisa system) meaning
those without cattle would be given some so that they could access milk
and draught power.
To a lesser extent, raiding increased population as able bodied men and
women were incorporated into the state. Hunting made them gain access
to ivory which they would exchange with foreign goods which they did
not produce.

ALLOCATION OF MARKS ON PART C

Level 1 0-3

Level 2 4- 6

Level 3 7–8

Level one is awarded to one who responds to one side of the question with
the maximum mark being 3 and minimum 0

9
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

To what extent did economic activities benefit the Ndebele people?

The state was ruled by one king meaning the state was highly centralized
and therefore it was intact, peaceful and progressive. The people used one
common language which was Ndebele, this united the people as it brought
oneness amongst themselves. The state had a standing army which quelled
enemies meaning the state was protected from enemy threat. They
practised kuronzera (mafisa system) meaning those without cattle would
be given some so that they could access milk and draught power.

The maximum possible mark for this is 3

Level 2 is awarded to those without judgement or unbalanced judgments

below

The state was ruled by one king meaning the state was highly centralized
and therefore it was intact, peaceful and progressive. The people used one
common language which was Ndebele, this united the people as it brought
oneness amongst themselves. The state had a standing army which quelled
enemies meaning the state was protected from enemy threat. They
practised kuronzera (mafisa system) meaning those without cattle would
be given some so that they could access milk and draught power.

Raiding increased population as able bodied men and women were

incorporated into the state. Hunting enabled them to gain access to ivory
which they would exchange with foreign goods which they did not
produce.

On this response there is no judgement meaning that the highest

possible mark is 6

OR

To a greater extent, raiding increased population as able bodied men and

women were incorporated into the state. Hunting made them gain access
to ivory which they would exchange with foreign goods which they did
not produce.

Other activities thus social and political benefited the Ndebele people to a
lesser extent. The state was ruled by one king meaning the state was highly

10
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

centralized and therefore it was intact, peaceful and progressive. The

people used one common language which was Ndebele, this united the
people as it brought oneness amongst themselves. The state had a standing
army which quelled enemies meaning the state was protected from enemy
threat. They practised kuronzera /kusisa (mafisa system) meaning those
without cattle would be given some so that they could access milk and
draught power.

On this one the judgement is there but it is not balanced as the greater
extent part has more points than the lesser extent part.

Level 3

Other activities thus social and political benefited the Ndebele people to a
larger extent. The state was ruled by one king meaning the state was highly
centralized and therefore it was intact, peaceful and progressive. The
people used one common language which was Ndebele, this united the
people as it brought oneness amongst themselves. The state had a standing
army which quelled enemies meaning the state was protected from enemy
threat. They practised kuronzera (mafisa system) meaning those without
cattle would be given some so that they could access milk and draught
power.

To a lesser extent, raiding increased population as able bodied men and

women were incorporated into the state. Hunting made them gain access
to ivory which they would exchange with foreign goods .

*This is a balanced argument.

11
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION ONE

a. List any Five missionaries who operated in Matebeleland from

1850 to 1900.
b. Describe any Six missionary activities in Zimbabwe between 1850
and 1890.
c. To what extent were missionaries successful in their work?

List any Five missionaries who operated in Matebeleland from 1850 to

1900.
a. Knight Bruce
b. Robert Moffat
c. John S Moffat
d. Charles Helm
e. William Sykes
f. Father Robert Laws
g. Father Law
h. Father Kroot
i. Thomas Morgan Thomas
j. Francis Coillard
k. Father Prestage

Describe any six missionary activities in Zimbabwe between 1850 and

1890.
Missionaries vaccinated/inoculated some domesticated animals like
cattle, goats, sheep and dogs. They also repaired worn out guns at the
Kings court. They wrote letters, interpreted, translated and replied letters
for the King. The missionaries treated the sick and built health facilities.
They also built infrastructure such as roads and some bridges. Africans
were taught the three ‘Rs’ thus reading, writing and arithmetic. Mission
stations were built. They converted some Africans to Christianity,
baptised, interpreted the bible and spread Christianity. They translated the
bible into local languages for instance, Shona and IsiNdebele.
Missionaries taught Africans different skills such as brick laying, carpentry

12
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION TWO
a. List any five advantages of Oral Tradition. (5)
b. Describe six disadvantages of Oral tradition. (12)
c. To what extent can Oral tradition be relied upon as a source of
history? (8)

List any five advantages of Oral Tradition

a. It can be passed from generation to generation

b. It is spread by the word of mouth
c. Illiterate people can benefit
d. Questions can be asked
e. It cannot be destroyed by fire or rain

Describe six disadvantages of Oral tradition.

a. It can be exaggerated
b. It lacks dates
c. Vital information is lost from generation to generation
d. Lacks evidence
e. Only success stories are said
f. Some die with important information before it is passed on
g. There is misinterpretation of information
h. Some information is biased
i. Information may be distorted

Oral tradition can be exaggerated by those telling the story or information.

It suffers from lack of dates as many resort to events like the year of locusts
or of drought of which it is difficult to trace. Oral tradition also lacks
evidence as the supplier of information is the evidence. Furthermore, story
tellers usually talk of success stories only and other relevant information
which does not glorify them becomes silent, a good example is a story
teller may leave the part when they were defeated so that they may be
proved to be brave or successful fighters. Since information is kept in the
custody of the eye witness or those involved, if one dies he/she dies with

15
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

the information. It is important to highlight that on Oral tradition, Vital

information is lost from one generation to another as information is being
passed. At times information is misinterpreted during the story telling
meaning historians end up capturing wrong information. Coupled with
that is, information is biased. Oral tradition suffers from distortion as
information may be distorted by the teller, for instance, colonialists argue
that Africans have no history prior or before the coming of Europeans and
claim that history began with the introduction of writing.

To what extent can Oral tradition be relied upon as a source of history?

Oral tradition to a greater extent can be relied upon as a source of history
as it is easy and cheaper to gather information as it is spread by the word
of the mouth. There is room to ask questions for the sake of clarity as
compared to other sources history. Oral tradition can be relied upon as
information is usually narrated or told by the people who were involved
or eye witnesses . In other words, eye witness accounts are first-hand
information which is reliable.
To a lesser extent there are other ways which are also reliable which ate
written records and archaeology. Written records are reliable in that there
is a reference point. In archaeology there is evidence of remains or artefacts
which makes recovering history easy and unquestionable.

16
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION: THREE
a. Identify any five scientific names of hominids. (5)
b. Narrate six advantages of archaeological evidence in the
reconstruction of Zimbabwean history. (12)
c. Is archaeological evidence important in the reconstruction of
Zimbabwean history? (8)

Identify any five scientific names of hominids. (5)

a. Ramapithecus
b. Astralopithecus
c. Zinjathropus
d. Homo habilis
e. Homo erectus
f. Homo sapien

Narrate six advantages of archaeological evidence in the reconstruction

of Zimbabwean history. (12)
Archaeology can point to the exact location and place of inhabitants, a
good example is the Great Zimbabwe site. It can also provide dates
through radio carbon dating and thus does not suffer from lack of
chronology. It also focuses on the events which took place and activities
that were done by the people through artefacts. It can also mirror types of
tools used by merely looking at pottery and other artefacts. Archaeology
fills the gap that has been left by other sources of history that is written
evidence and Oral tradition. Archaeological evidence can provide also the
types of crops that were grown by the societies.

Is archaeological evidence important in the reconstruction of

Zimbabwean history? (8)
To a larger extent archaeological evidence is important in the
reconstruction of Zimbabwean history in that it shows dates through
carbon dating. It also provides exact location of the site for example the
Great Zimbabwe state. Archaeological evidence also fills the gap left by
other sources of history.

17
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

copper. They traded internally and externally, internally they traded

among themselves while in the external or foreign trade they traded with
the foreigners in order to gain goods that they did not produce. Hunting
and gathering were also some of the economic activities that were done by
the early Iron Age people. Tribute paying cannot be left out as this was a
way in which the ruling class acquired revenue. They did craft work such
as weaving, pottery basketry etc. Blacksmithing was carried out by a very
small group of people and this became a special class of people having the
skill to forge iron into tools. Raiding and fishing cannot be left out as these
are also part and parcel of economic activities in the Early Iron Age.

To what extent did iron technology contribute to the rise of classes

within the societies in Southern Africa? (8)
To a larger extent iron technology contributed to the formation of classes
in that cultivation of crops using advanced iron tools led to surplus
resulting in s the creation of the haves and have-nots. Surplus also led to
polygamy that was done as a source of labour and measure of wealth, the
more wives one had the more labour he got and the richer he was. It also
contributed to the formation of specialists who had special skills like the
blacksmiths, miners, hunters or traders. However, to a lesser extent other
factors like the Lineage and clan system leadership led to the formation of
classes that is the rulers and the subjects. Defeat in wars led to the
conquered became subjects.

26
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION SEVEN

a. Identify any Five Iron Age sites in Southern Africa. (5)

b. Describe the economic activities of the Early Iron Age people in
Southern Africa (12)
c. To what extent did the people of Southern Africa benefit from the
use of iron? (8)

Identify any five Iron Age sites in Southern Africa. (5)

a. Gokomere,
b. Ziwa
c. Zhizo,
d. Great Zimbabwe
e. Pelindaba
f. Chinhoyi
g. Malipati
h. Lydenberg
i. Hwange Game Reserve
j. Mapungubwe

Describe the economic activities of the Early Iron Age people in

Southern Africa (12)

a. Growing traditional crops – sorghum, millet, beans.

b. Rearing of animals like goats, sheep, cattle
c. Mining
d. Payment of tribute
e. External trade
f. Internal trade
g. making of iron tools such as axes, hoes, spears
h. Craft work
i. Hunting for meat and hides
j. Gathering wild fruits and berries
k. Fishing
l. Raiding
m. Division of labour
In the Early Iron Age, the people cultivated crops such as water melons,
sorghum, rapoko, pumpkins and millet. They also reared livestock like
cattle, goats and sheep. They mined mineral such as gold, iron ore and

27
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

copper. They traded internally and externally. Internally they traded

among themselves for items such as grain, livestock and their products as
well as craft products like pots and yokes. In external or foreign trade they
traded with the foreigners to have goods that they did not produce. For
instance they could sell ivory, minerals, animal skins and grain in return
for exotic commodities like cloth, alcohol and jewellery. Hunting and
gathering were also some of the economic activities that were done by the
early Iron Age people, as they hunted for animals like elephants, kudus,
lions and even small ones like bucks and hares. Tribute paying cannot be
left out as this was a way in which the ruling class acquired revenue. It was
paid as a show of loyalty to the rulers, usually in form of items such as
minerals or their products, grain, wives and ivory among other things.
They did craft work such as weaving, pottery basketry e.t.c. Blacksmithing
was carried out by a very small group of people and this became a special
class of people having the skill to forge iron into tools. Raiding and fishing
cannot be left out as these also were part and parcel of economic activities
in the Early Iron Age.

28
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

CHAPTER THREE: STATE FORMATION

a. State any five uses of cattle in the Great Zimbabwe state. (5)
b. Describe six factors that led to the rise of the Great Zimbabwe state.
(12)
c. How important were political factors in the rise of Great
Zimbabwe. (8)

State any five uses of cattle in the Great Zimbabwe state. (5)
a. Forms of transport
b. Payment of bride-price
c. Form of wealth/ status symbol
d. Loaning -cattle for political influence
e. For trade
f. For ritual ceremonies such as rain making ceremonies, appeasing
spirits
g. For food
h. For meat
i. For milk
j. For riding,
k. For carrying goods (draught power)
l. For mats
m. For clothes
n. For blankets

Describe six factors that led to the rise of the Great Zimbabwe
state.(12)
The rise of Great Zimbabwe can be attributed to several factors. The area
received good rainfall supplies and this made the state to rise as people
were attracted by rainfall. There were good pastures for domestic animals
such as cattle, sheep and goats. The availability of water supplies from the
rivers e.g. Mutirikwi. The area had an abundance of fauna and flora. The
area was centrally located to the trading routes in particular international
trade. Favourable climatic conditions and free tsetse fly zone led to the rise
of the state. Rich mineral deposits and the availability of granite rocks
compelled the rise of the state. Availability of hills suitable for defence,
refuge during the war time and for religious purposes also led to the rise of
the state. The fall of Mapungubwe and the rise of ambitious leaders led to
the rise of the Great Zimbabwe state.

34
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION ONE
(a) Identify any five reasons why Great Zimbabwe was built. (5)
(b) Describe Six the economic activities of the people of Great
Zimbabwe. (12)
(c) To what extent did economic problems lead to the decline of the
state? (8)

Identify any five reasons why Great Zimbabwe was built. (5)
a. As a chief’s court
b. As an administrative centre
c. As a symbol of power
d. As a trading centre
e. As a dwelling place for the royal family
f. As a fortress in times of war
g. As a religious centre

Describe six the economic activities of the people of Great

Zimbabwe.(12)

The people of Great Zimbabwe cultivated crops such as sorghum, rapoko,

millet, pumpkins and water melons. They also reared domestic animals
like cattle, sheep and goats. There was external trade and internal trade.
Externally they traded with the foreigners to get goods which they did not
produce locally. Payment of tribute was done in the state. Hunting and
gathering was also part and parcel of the economic activities of the Great
Zimbabwe people. They mined mineral like gold, iron ore and copper.
Pottery and blacksmithing were also part and parcel of economic activities.
Fishing was an economic activity were they supplemented their food got
balance the diet.

36
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

according to skill hunters concentrated on hunting the same for miners and
blacksmiths.

Explain why this state declined.

The state declined to a larger extent due to economic activities as minerals

like gold which was important in international trade were depleted. The
king’s Failure to control trade routes contributed to the fall of the state.
Poor rains which affected agricultural activities that was the backbone of
the economy led to the fall of the state. However, other factors led to the
fall of the state to a lesser extent as succession disputes weakened the state.
Nguni incursions also contributed to the fall of the state as the passing of
different groups of the Nguni raiding disturbed the state affairs leading to
its fall.

63
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

Northwards. They splitter themselves into two groups. The main group
was led by Senior Induna Gundwane, Ndiweni and Nkulumane the son
of Mzilikazi. The main group when they reached Zimbabwe they were left
without an option as they wanted to celebrate Inxwala which could not be
celebrated without a King so they decided to install Nkulumane as their
New king. Mzilikazi regarded this as treason and killed those involved.
The smaller group was led by Mzilikazi took a westward direction. They
joined up together in 1842 Mzilikazi established his new capital in Inyathi.

NB This question would require any six settlements established by

Mzilikazi and his group from Zululand to Zimbabwe.

Explain why Mzilikazi was able to lead the Ndebele for so long? (8)
Mzilikazi was able to lead the Ndebele for long due to the superior military
tactics and his able leadership. A strong military set up that emphasized
loyalty to Mzilikazi. Defeated groups were incorporated into the Ndebele
society, friendly relations with Robert Moffatt.

N.B Learners are encouraged to raise more points

67
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

Is it true that Tshaka was responsible for his own downfall? Explain
your answer. (8)
To a lesser extent other factors contributed as threats of the white men
contributed. His brothers usurped power from him.

83
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION ELEVEN

a) Identify any three Northern Nguni leaders and any two chiefdoms
who were involved in the Mfecane wars. (5)
b) Describe the political organization of the Zulu State (12)
c) How important was the army in the Zulu political system? (8)

Identify any three Northern Nguni leaders and any two chiefdoms who
were involved

Nguni leaders
a) Mzilikazi
b) Nxaba
c) Soshangane
d) Zwangendaba
e) Dingiswayo
f) Sobhuza
g) Zwide
h) Tshaka
i) Dingane

Chiefdom
a) Ngoni
b) Ndebele
c) Shangane
d) Ngoni
e) Zulu
f) Ndwandwe
g) Ngwane
h) Mthethwa

Describe the political organization of the Zulu State (12)

The king was the overall ruler of the state; he was the commander in chief
of the army. In ruling the state, he was assisted by chiefs and councilors .
There was a standing army in the state and the army kept peace and order.
Power in the Zulu state was divide into three levels the king at the top the
Zulu lineage and the incorporated . The state was divided into regimental
towns and each town was under an induna. The king presided over
ceremonies. The IsiZulu was the official language in the state. The people
in the state paid tribute as sign of loyalty and allegiance.

84
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION THIRTEEN
a) Identify any three people who plotted the assassination of Shaka
and any two reason for his assassination. (5)
b) Outline any six of the social organization of the Zulu state during
Tshaka’s reign (12)
c) Did the social organization of the Zulu state benefit the Zulu
nation? Explain your answer (8)

Identify any three people who plotted the assassination of Shaka and
any two reason for his assassination. (5)
a) Mbopha
b) Mkabayi
c) Dingane
d) Mhlangana

TWO REASON FOR HIS ASSASSINATION

a) Tshaka’s endless warfare
b) Tshaka’s autocratic rule
c) Execution of people for not mourning Tshaka’s mother\
d) his cruelty
e) jealous
f) Strict discipline
g) Increased execution for petty offences

Outline any six of the social organization of the Zulu state during
Tshaka’s reign (12)
In the Zulu state, there was division of labour according to sex as men
would do the most strenuous duties while women would do lesser labour
intensive duties. The state was patrilineal as the lineage followed the father
not the mother roots. They held ceremonies such as the rainmaking and
celebratedi the first fruits of the season (inxwala). The king presided over
this ceremony. Marriages were done and lobola was paid but mostly men
would only marry after service in the army that is at the age of forty.
Female were organized into regiments and these regiment cultivated land.

87
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

At times these women regiments carried out dances during ceremonies. In

the settlement, there was division as the royal family had their settlement,
the incorporated also lived in their own settlements. They believed in God
the creator (uMlimu) and also the sprit mediums. They also believed that
the king was divinely chosen by the spirit mediums.

Did the social organization of the Zulu state benefit the Zulu nation?
Explain your answer. (8)
To a lesser extent social activities benefited the people in that, division of
labour simplified duties according to strength and skill. Marriages were
important as they united people as relations were created through the
unions. However, to a greater extent other factors were of benefit as
raiding brought in grains, livestock and people into the state. The speaking
of one official language united the people. The fact that there was a
standing army benefited the people through protection and maintenance
of peace and order.

88
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION FIFTEEEN
a) List any six reasons for the rise of the Zulu State. (5)
b) Outline the military reforms introduced by Tshaka. (12)
c) How effective was Shaka in his use of these reforms? (8)

List any six reasons for the rise of the Zulu State. (5)
a) The defeat of the Ndwandwe by the combined Mthethwa/Zulu
armies
b) Shaka’s able leadership
c) Shaka’s reorganization of defeated Mthethwa and his Zulu state
into a war machine
d) Madlatule/famine
e) Role of trade
f) Population pressure,
g) The use of long shields
h) Conquest of all surrounding ethnic groups and chiefdoms by Zulu
armies
i) New military innovations introduced by Tshaka
j) Nguni kingdoms fought and destroyed each other giving a chance
to the Zulu

Outline the military reforms introduced by Tshaka. (12)

Tshaka the Zulu brought in various military reforms, he made sure that
his warriors went to war bare footed to increase speed. The army was
divided into regiments and each regiment had a different headgear to
differentiate it from another.. There was conscription and warriors were
to retire at the age of forty that is when they were allowed to marry. Tshaka
introduced a female regiment and luggage carriers meaning the warrior
would go to war without carrying any luggage save for their assegai and
shield. Tshaka introduced the assegai which was popularly known as the
short stabbing spear and the long shield to cover and protect the warrior’s
body. The shield would also be used to hook the enemy and expose his
body then an assegai would stab the enemy. He used mock and battle drills
to prepare the warriors for battle. He perfected the cow horn formation
and also applied the scorch earthed policy in his campaigns. He banned
circumcision as he argued that it led to warriors losing a lot of blood and
he also made use of spies to gather information.

91
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

f) beads

Describe six economic activities of the Portuguese in the Mutapa

Kingdom during the 16th and 17th Century. (12)
Trade was one of the Portuguese economic activities in the state. They
introduced trading stations and made sure that the Swahilis were banned
from trading and they became the only source of international trade.
They also practised mining of precious minerals especially gold, copper
and diamonds and hunting elephants in order to obtain ivory for trade.
The Portuguese used unpaid African labour in other words cheap slave
labour for their activities. When the Portuguese first entered the Mutapa
state, they paid tribute (Curva) to the Mutapa but with the passage of time
they made the Mutapa pay to curva to them. Portuguese practised
agriculture through the prazo system. With the passage of time the
Portuguese ended up refusing to pay tribute but instead demanded tribute
from the Mutapa.

To what extent did the people of the Mutapa Kingdom benefit from the
Portuguese activities in this period. (8)
To a greater extent the people of the Mutapa state benefited from the
introduction of new crops like maize. They also did benefit from new
farming and mining methods. They benefited by gaining access to new
weapons, clothes and foreign goods. However, to a lesser extent they did
not benefit much as Africans were exploited in many different ways.
Africans also lost their land. There were unfair terms of trade for example
exchanging gold with candles or chinaware.

101
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

CHAPTER SEVEN: COLONISATION OF ZIMBABWE

QUESTION ONE

a) Name any three European countries that were involved in the

scramble for Southern Africa and any two of the areas they
occupied. (5)
b) Describe any six of the competition for the control of Southern
Africa by the European powers between 1870 and 1890. (12)
c) Was Cecil John Rhodes an important factor in the scramble for
Southern Africa? Explain your answer. (8)

Name any three European countries that were involved in the

scramble for Southern Africa and any two of the areas they
occupied. (5)

(a) (i) –Germany

-Britain
-Portugal

(ii)-Namibia
-Zimbabwe
-Botswana
-South Africa
-Lesotho

Describe any six of the competition for the control of Southern Africa
by the European powers between 1870 and 1890. (12)

Britain and Portugal competed for the control of Mashonaland and

Manicaland as evidenced by the Portuguese colonisation of Mozambique
and she wanted to have control of these areas taking advantage of her long
existing relationship. The British and the Boers competed for
Matebeleland as seen by the signing of various treaties which include The
Grobler Treaty, Rudd concession and Moffat Treaty. Also the British and
the Boers competed for the control of South Africa. The Boers had
occupied Transvaal after Britain had occupied the Cape colony so the

106
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION THREE

a) Identify any five forts built by the British South Africa Company
in Zimbabwe 1890-1896. (5)
b) Describe six of the composition of the Pioneer Column. (12)
c) Is it true that the British South Africa Company did not want war
with the Ndebele? Explain your answer. (8)

Identify any five forts built by the British South Africa Company in
Zimbabwe 1890-1896. (5)

a) Fort Tuli
b) Fort Victoria
c) Fort Charter
d) Fort Salisbury
e) Fort Salisbury
f) Fort Martin
g) Fort Usher
h) Fort Rixon
i) Fort Melsettter

Describe six of the composition of the Pioneer Column. (12)

The Pioneer Column consisted of both the Afrikaners and English
speakers. The recruited people were supposed to have South African
experience. They were 200 settlers with 500 Policemen and auxilliary
forces supplied by Khama. This group consisted of people of various trades
such as traders, bakers, miners, builders etc. Frank Johnson was the leader
of the Pioneer Column while Colonel Pennefather was the leader of the
police and Courtney Selous was the guide.

Is it true that the British South Africa Company did not want war with
the Ndebele? Explain your answer. (8)
To a lesser extent, the Pioneer Column did not want war with the Ndebele
as they avoided the direct route to Matabeleland. Their hope was that they
would later on incorporate the Ndebele in a peaceful manner. The settlers
did not provoke war.

111
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

Why were the Ndebele defeated in this war? (8)

NDEBELE WEAKNESSES
a) Inferior weapons, disunity among Ndebele chiefs
b) Most Ndebele amabutho were raiding across the Zambezi
c) Ndebele charged directly towards guns leading to many deaths
d) Poor communication network
e) Lobengula’s flight and his subsequent death
f) Poor tactics

OTHER FACTORS
a) Disunity amongst African societies
b) Whites had superior weapons
c) Whites had better fighting methods, had external support from
South Africa and Ngwato
d) Better means of communication, continuous supply of resources
e) Mobility of the whites

118
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION TWELVE

a) List any five grievances of the settlers in Rhodesia against the British
South Africa Company rule. (5)
b) What are the six steps were taken by the settlers between 1914 and
1923 to achieve Responsible government. (12)
c) How far were the Africans consulted about the idea of the responsible
Government? (8)

List any five grievances of the settlers in Rhodesia against the British
South Africa Company rule. (5)
a) Settlers wanted self-government
b) Settlers were not willing to have the government compensated for
the costs incurred in occupying the country.
c) Settlers were not happy that the British South Africa Company was
spending little on public works and schools.
d) Government posts were monopolized by the company officials.
e) Settlers did not like British South Africa Company to control the
railways in the interest of shareholders but as a service to the
country.
f) settlers wanted ownership of unalienated land.

What are the six steps were taken by the settlers between 1914 and 1923
to achieve Responsible government. (12)
The settlers started by forming the Responsible Government Association
(RGA) under the leadership of Mac Chlery in 1917. In 1918 the settlers
bought Companyshares for 5 million Pounds . The settlers went ahead
and set branches nation-wide and in 1919 they held their first congress. In
1920 the settlers had a majority in the Legislative Council and they voted
for a Responsible Government. A constitution was drafted and it was sent
to London, the Settlers campaigned against the union with South Africa
and in 1923 Southern Rhodesia was formally annexed to Great Britain.

How far were the Africans consulted about the idea of the responsible
Government? (8)
To a larger extent Africans were never consulted on the steps to
Responsible government. It was only involving the settlers and the
company. The Responsible Government Association ignored Africans

129
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION THIRTEEN

a) State any Five laws passed by the colonial government in Rhodesia

to control African economic activities before 1950. (5)
b) What forms of action were taken by workers in Rhodesia to protest
against exploitation before 1950? (12)
c) How successful were the workers in fighting exploitation in this
period? (8)

State any Five laws passed by the colonial government in Rhodesia to

control African economic activities before 1950. (5)

a) Matebeleland order in Council – 1894

b) Order in Council - 1898
c) Land Apportionment Act – 1930
d) Cattle Levy Act -1934
e) Maize Control Act – 1931
f) The Industrial Conciliation Act -1934
g) The Native Passes Act -1936
h) Native Registration Act 1936
i) Land Commission Act

What forms of action were taken by workers in Rhodesia to protest

against exploitation before 1950? (12)

Workers in Rhodesia protested in various ways such as formation of

protests movements as they wanted to express their displeasure to the
regime. Some refused to work while others formed trade union
movements. Africans formed independent churches and burial societies as
means of showing their grief with the situation. They broke machines
deliberately while some absented themselves from work at the same time
others deserted. To show their dissatisfaction, Africans caused accidents
at work places to injure the whites at the same time those in farms set crops

131
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

and the police to guard. They crossed the Matloutsie River in June 1890
and Shashi in July. They avoided a direct clash with the Ndebele impi by
avoiding the direct route which passed through Matebeleland. As they
moved, they established forts such as Tuli, Victoria, Charter, and
Salisbury. On 12 September, they arrived at Fort Salisbury where they
proceeded to hoist the Union Jack.

Was the British South Africa Company responsible for the Anglo-
Ndebele war of 1893? Explain your answer. (8)

To a greater extent the British South Africa Company was responsible as

the politically, socially and economically controlled the Shona people
whom the Ndebele also wanted authority over. The drawing of the
boundary was not welcomed by the Ndebele so it resulted in the clash. A
stiff competition between the Ndebele and the company created enmity
and later on resulted in the war. However, to a lesser extent other factors
contributed as some Shona stopped paying tax to Lobengula this angered
him resulting in the clash. The Victoria incident can also be blamed for the
outbreak of the war.

134
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

CHAPTER NINE: MINERALS REVOLUTION

QUESTION ONE

a) Name any five ethnic groups involved in the mining of diamonds in

South Africa. (5)
b) What were six social effects of the discovery of gold in South Africa.
(12)
c) How far were the blacks disadvantaged by the mining activities? (8)

Name any five ethnic groups involved in the mining of diamonds in

South Africa. (5)

a) Griqua
b) Zulu
c) Tlapin
d) Rolong
e) Sotho
f) Boers
g) Ndebele
h) Tswana

What were six social effects of the discovery of gold in South Africa.
(12)
Mining activities caused family to disintegrate as males left their family
homes to work far away this led to prostitution. It also pulled out the
labouring class while the elderly and children were left to take parental
duties leading to child headed families. There was also spread of diseases
like STIs. High rate of prostitution was witnessed in the period. Divorce
cases were also rampant. Migration led to underdevelopment of the area.
So many deaths and accidents in mines were experienced. Poor shelter
and low standards of living was the order of the day as workers lived in
compounds like dormitories without privacy.

How far were the blacks disadvantaged by the mining activities? (8)
Blacks were disadvantaged to a greater extent in sense that they lost their
land due to mining activities. So many died in mines due to lack of safety.
There was also spread of diseases which was caused by prostitution

135
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

their subjects. Relations amongst the Boers and the British worsened. The
discovery of diamonds got Europeans interested in the interior of South
Africa. Many African kingdoms were destroyed. Griqualand was annexed
and also the First AngloBoer war was fought due to the discovery of
diamonds. Transvaal was annexed in 1877 and regained her independence
in 1881. The discovery of diamonds made the change of president in the
Boer republic as Pretorius was replaced by Rev Thomas Burgers.

To what extent did large scale mining affect the African people in
Southern Africa in this period? (8)
To a greater extent it affected negatively the African people in that, many
became migrant workers while disrupting their way of life. They were
overcrowded in the accommodation which they were living in. A lot of
African men migrated to urban areas leaving behind women and the
elderly who could not produce for themselves. It also led to shortage of
land. However, there were to a lesser extent positive effects as market for
grains and firewood boomed. There was job creation making them to earn
salaries.

137
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

CHAPTER TEN: FEDERATION

a) State any five aims of the Federation of Rhodesia and

Nyasaland from 1953 to 1963.
b) Describe six steps taken in the establishment of the Federation
of Rhodesia and Nyasaland.
c) How successful was the Federation in achieving its aims in this
period?

State any five aims of the Federation of Rhodesia and Nyasaland from
1953 to 1963.

a) Settlers wanted to share profits of gold and copper

b) to form a strong union against possible control of Afrikaners
c) to provide a big market for goods produced in the federation
d) settlers wanted to co-operate in order to control Africans
e) settlers wanted to make use of migrant labour from Zambia and
Malawi
f) Europeans wanted to develop transport and infrastructure.

Describe six steps taken in the establishment of the Federation of

Rhodesia and Nyasaland.

The idea came in the 1930s when the British wanted to amalgamate
Zimbabwe and Zambia but the idea was shot down by the British
government because they realised that amalgamation would disadvantage
Africans. The issue was shelved due to the outbreak of the Second World
War to be discussed only after the war in 1945. The three territories set up
a committee to discuss the issue of migrant labour in 1945 and also to
pressurise the British government into accepting amalgamation . In 1949
the idea of a federation was taken aboard instead of amalgamation.
However, the colonial secretary Creech Jones refused to accept the idea
and it was the new secretary, the conservative James Griffiths who
accepted it after his party came to power in 1951. A final conference was
held in London which adopted the Federal constitution and the federation
was set up in 1953.

138
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION TWO

a) State the three organs of the Zimbabwe government and the title of
any two of the leaders. (5)
b) Describe six functions of each of the three organs of the
government. (12)
c) How successful has the judiciary in Zimbabwe been in performing
its functions. (8)

State the three organs of the Zimbabwe government and the title of any
two of the leaders.

(a) Executive
Judiciary
Legislative

-President
-Chief Justice
-Speaker of parliament/parliament

Describe six functions of each of the three organs of the government.

(12)

The executive is responsible for the governance of the country. This is the
branch which includes the President , the police and other security agents.
They are the policy makers and they also initiate laws. The judiciary is
headed by the chief justice and is responsible for interpreting the laws and
ensures that the executive follows the law religiously. The legislature’s
role is to debate and make laws in parliament. The parliament is directed
by the speaker and the parliamentarians represents the people from various
constituencies. Parliamentarians also authorise government budgets upon
the approval of requests. . The three arms of the state act as checks and
balances on each other..

144
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

the candidate to state their side, for instance, whether they think the alliance system
contributed to a greater extent or not. The important point to note is that the
candidate should put more points on the side they believe contributed to a greater
extent. Another crucial factor to note is that in this instance the question has two
dimensions on the other side. These include the factors given indicating the
weaknesses of the Alliance system in causing the war, but also any other non-
alliance factors that contributed to the war. These are the Sarajevo assassination,
the naval and arms race, the colonial rivalries and others. A candidate can therefore
get the necessary marks for the other side (commonly known as the however side) if
they discuss either the weaknesses of the alliance system as a contributory factor, or
they discuss other causes of the War.
On part (c) of the question, candidates will get marks as follows, and this applies to
every question.
Level 1: 0-3 marks are usually awarded for a one-sided answer depending of the
number of points raised on that side. If candidate raises zero relevant points, they
get zero. If they raise three relevant points that are one-sided, they get three points.
If the points exceed three, they still get three points.
The candidate can also get only two marks if they raise two points, one for each
side, even if they have put a judgement. We will discuss the issue of the judgement
further down this discussion.
Level 2: 4-6 marks are usually awarded for a candidate that has raised points
balancing the demands of the questions. In the above model answer, the candidate
will get this range of marks up to a maximum of six points since there is no
judgement. It is important for candidates to remember that in order to get into the
Level 2, they should score at least two marks on one side of the question and one
mark on the other side. If they do that, without a judgement, they will get 4 marks,
which is the entry point of that level. If they add more points on either side of that
essay, their marks are cumulative up to 6. As an example, if the candidate has put
3 points on the side supporting the alliance system and three against, they get all six
marks.
Level 3: 7-8 marks are awarded to a candidate that has put a valid judgement and
the necessary points balancing the question. For example, a candidate that says “to
a greater extent the alliance system contributed to the outbreak of World War One”,
then supports the assertion with more points than the assertion against, will get the
full 8 marks.

150
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

One thing to note is that a candidate that writes an equal number of relevant points,
and has a judgement is given the benefit of doubt. Whatever judgement they write
is deemed acceptable, e.g., two points against the alliance system and two points for
the alliance system, and a judgement asserting which side contributed to a greater
extent. Judgements can be written at the beginning, or the end of part (c). The most
common phrases of judgement are; to a greater extent and to a lesser extent.
However, depending on circumstances, other terms or phrases that indicate some
form of judgement are acceptable.

3. a) List any two countries involved in the naval race and any three
countries involved in the arms race before the First World War (5)

a)(i) Naval race

– Britain
- Germany
a)(ii) Arms race
- Germany
- France
- Russia
- Austria-Hungary

Candidates should note that in questions that need two sets of answers in
part (a), it is necessary to separate the answers to indicate which ones are
answering which part of the question. Mixing the answers just because all
belong to part (a) is not acceptable. Since the question has asked for those
countries that were in the naval race and those in the arms race, put the
answers in the proper categories.

b. Describe the naval and arms race in Europe prior to the outbreak of
World War One (12)
b) (i) The Naval race
This was basically a race between Britain and Germany to become
militarily superior in order to feel secure. Britain had for centuries been the
mistress of the seas, which in essence meant that her ships dominated the
seas. However, when Germany became unified in 1871, she started to
challenge the British naval superiority. At first Britain was not worried

151
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

when Germany started to expand her navy. In 1898 Germany took the
decision to match British naval power. The British on the other hand
wanted to maintain a two and half times lead over the second largest navy.
In response to German efforts to match her, in 1906 Britain launched the
Dreadnought, a new heavy battleship with long range guns that made
other battleships look weak or useless. Germany then copied the
Dreadnought but still remained behind in terms of numbers. From then
on it was clear that the superior nation was one with more Dreadnoughts.
Up to 1914 Britain had more of these monster ships than Germany.
b) (ii) The Arms Race
The arms race was more pronounced between Germany, France and
Russia. Nations sought to expand armies and weaponry stocks because the
likely victor in battle was one with more soldiers and better weapons like
guns. Armies were expanded by compulsory conscription, a program
under which every member of the country was obliged to join the army for
a certain period at certain ages.

c)To what extent was the arms and naval race responsible for the
outbreak of World War One?
Responsibility;
r) The naval and military race produced tension in Europe because
the leaders of these countries knew that on land, the largest army
had a better chance of winning.
s) Whenever one country expanded its navy or army, rivals did the
same and this enhanced the chances of an outbreak of war.
t) Military competition increased the atmosphere of hostility between
the European nations.
However, there were other causes of the war such as;
u) The alliance system
v) The Sarajevo assassination
w) The Balkan wars

NB: Once again, whether the arms and naval race were responsible to a large extent
will depend on the amount of evidence proffered on each side by the candidate.

152
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
7a) List any two (2) Slav territories that were disputed in 1908 and any
three (3) countries that had an interest in the two territories
a)(i) Slav territories
- Bosnia
- Herzegovina
a)(ii) Three countries
- Serbia
- Austria-Hungary
- Turkey

b) Describe the Bosnian crisis of 1908 (12)

In 1908, a group of people calling themselves the Young Turks, and had
become unhappy with the corrupt and inefficient rule of Sultan Hamid,
revolted and overthrew him from the leadership of Turkey. Their aim was
to end western influence in Turkey, establish equality for all subjects and
create a modernised, efficient government but also maintain the country’s
autocracy.
Austria took advantage of that revolt in Turkey to annex the Turkish
provinces of Bosnia and Herzegovina, with the encouragement of
Germany. Bosnia and Herzegovina were Slav provinces that were needed
by Serbia in order to pursue her dream of uniting all Slav nations. This
action aroused hostility in Britain, France and Serbia. Serbia hated the fact
that Austria’s action would make it difficult for her to unite the Slav
peoples. Serbia appealed to their fellow Slav nation, Russia for assistance,
and the Russians called for an international conference to settle the issue.
The conference did not take place because France was unwilling to
become involved in war in the Balkans. The British just protested to
Austria-Hungary. Russia, without allied support, and having recently been
defeated by Japan in 1904, could not risk another war.
Germany and Austria-Hungary managed to wring a promise from Russia
and Serbia that they would not raise the issue of Bosnia and Herzegovina
again. Since she could not fight Austria single-handedly, Serbia decided to
start supporting and encouraging anti-Austrian movements in the Austrian
empire, for instance, the Black Hand

156
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
8a) Identify any five Balkan countries before 1914 (5)
a) Serbia
b) Croatia
c) Albania
d) Greece
e) Bosnia
f) Herzegovina
g) Montenegro
h) Bulgaria

b) Describe the First Balkan War (1912) and the Second Balkan War
(1913)
(i) The First Balkan War 1912
1912 brought a graver risk to peace with the outbreak of the First Balkan
War. The war began in October 1912 when the Balkan League of Serbia,
Greece, Montenegro and Bulgaria attacked Turkey. Within a month they
had defeated Turkey and captured most of her territory in Europe. Turkey
was attacked for the reason that she was persecuting Christians in
Macedonia, which had a lot of Greek people.
The British Foreign Secretary, Edward Grey was anxious to avoid the
spread of the conflict and called for a conference in London. The London
Conference forced Turkey to give up all her territory except for
Constantinople. The settlement/agreement also divided former Turkish
territory among the Balkan states and a new country, Albania, was also
created.
Serbia was, however, not very happy with her gains from this war and
wanted to take over Albania in order to gain an outlet/route to the sea.
The Serbian demand was successfully opposed by Austria, Britain and
Germany. The Austro-Hungarians also feared that Serbia would become
too powerful if she gained Albania.
b) (ii) The Second Balkan War 1913 began because of Bulgaria’s
dissatisfaction with the peace settlement which she believed had given her
small gains from the First Balkan War. Bulgaria wanted to take
Macedonia which had been given to Serbia. The plan came apart when
Greece, Romania and Turkey came to Serbia’s assistance. Bulgaria was

158
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

defeated, and under the Treaty of Bucharest she lost most of her gains from
the first war.

c)How much did the two Balkan wars contribute to the outbreak of the
First World War
The Balkan wars had serious consequences for Europe that perhaps led to
the outbreak of the First World War;
a. There was intensification of bad relations between Austria-
Hungary and Serbia
b. Serbia was strengthened by the outcome of these wars and
became determined to stir up trouble amongst the Serbs and
Croats who were living inside the Austro-Hungarian empire
c. Austria became determined to put an end to Serbia’s
ambitions because she was alarmed at the effects of Serbian
propaganda on the seven million Serbs and Croats in her
empire.
d. The Germans began to believe that their cooperation with
Britain in solving the two wars had pushed Britain away
from France and Russia.
e. France now committed herself to supporting Russia if she
were attacked by Germany.

However, all the other causes of World War One go to the other side of
the answer.

159
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
9b) Describe the incident at Sarajevo in 1914 (12)
It was the most immediate cause of the First World War. On 28 June 1914
Archduke Francis Ferdinand, the heir to the Austrian throne, was
assassinated while on a visit to the Bosnian city of Sarajevo. Bosnia had
been taken by Austria in the Bosnian crisis in 1908 but was viewed Serbia
as her territory. The assassin, Gavrillo Princip, was a student and a
member of the Black Hand, an underground anti-Austrian movement
which was known to the Serbian government but was not funded or
controlled by them.
Austria-Hungary blamed Serbia for the assassination and on 23 July she
sent an ultimatum which was to be responded to in 48 hours;
a) Serbia should suppress all anti-Austrian activity and clamp down
on nationalist propaganda against Austria in her territory
b) Serbia to hunt down those responsible for planning the
assassination
c) Serbia to dismiss all officials named by Austria as responsible for
anti-Austrian feelings
d) Serbia should allow Austrian investigators free access to Serbian
intelligence documents and also allow them into Serbia to help with
the investigation.
Serbia accepted some points of the ultimatum but refused to accept the
fourth part because that would mean the end of Serbian independence.
They proposed that the fourth point be referred to the Great powers for
consideration but the fact that they accepted some parts of the ultimatum
mattered little to Austria which wanted to use the assassination as an
excuse for war.
Austria-Hungary, with the support of Germany, was determined to deal
with Serbia once and for all.
c)To what extent can the outbreak of World War One be attributed to
the Sarajevo Assassination
a. When the assassination happened, Germany gave Austria-
Hungary a blank cheque by supporting whatever action the
latter saw fit to deal with Serbia.
b. the assassination aroused the anger of Austria-Hungary
which now planned to revenge against Serbia.

160
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
11a) Name any five countries that were part of the Allied Powers during
World War One.(5)
a) Britain
b) France
c) Russia
d) USA
e) Canada
f) Australia
g) Japan
h) Italy
i) South Africa
b) Outline the contribution of any four countries to the outbreak of
World War One (12)
a) Russia made war more likely by supporting Serbia. This probably made
Serbia more reckless in her anti-Austrian policy.
Russia also feared that Austria and Germany would control the main
Russian trade route, the
Dardanelles straits which were an outlet into the Black Sea, which in turn
had important Russian ports.
The Russians also fought for the prestige of the Slave people.

b) Austria-Hungary gave Serbia an ultimatum that was very difficult to

accept and was probably designed so that the
Serbians would reject it. They aimed to destroy Serbian challenge to their
power. They should have
known that Russia was unlikely to keep its hands folded while her Serbian
friends were under attack.

3. a) German caused the war by sending Austria a telegram in 1914

encouraging Austria to attack Serbia
and promising German help with no conditions attached (a blank cheque).
b) German businessmen also
wanted war with Britain so that their country would have economic
mastery of the world.
c) The Germans thought that by looking like they supported Austria
whole-heartedly they would frighten

164
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
30a) Name any five treaties that were signed with the defeated Central
Powers (5)
a) Versailles
b) Neuilly
c) St. Germain
d) Sevres
e) Trianon

b) Describe the territorial terms of the Treaty of Versailles.

a. Alsace and Lorraine were given to France
b. Eupen, Moresnet and Malmedy were given to Belgium
c. Northern Schleswig was given to Denmark.
d. Poland received West Prussia and Posen .
e. Danzig, the main port of Prussia, was to be a free city under
the League. This was because its population was wholly
German.
f. Memel was given to Lithuania.The Saar, a German province
rich in coal and iron, was placed under League
administration for 15 years. After that, its population would
vote for union with either France or Germany. During those
15 years, France would use its coal mines.
g. Estonia, Latvia and Lithuania, which had been taken from
Russia by German at Brest-Litovsk, were made independent.
h. Anschluss, or union between Germany and Austria was
expressly forbidden.
i. The Bismarckian Archipelago and the Marianas islands were
taken away from Germany.
j. Upper Silesia was given to Poland.
k. Germany’s African colonies were taken away from her and
given to the victorious powers who were to manage them on
behalf of the League as mandates. These territories were;
a) Togo
b) Cameroon
c) Namibia
d) Tanzania

198
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
31b) Outline the non-territorial terms of the Treaty of Versailles (12)

a. Germany’s army were strictly limited to a maximum of

100,000 troops
b. No compulsory conscription (military service) was to be
allowed.
c. Germany’s army was to have no tanks, no armoured cars, no
military aircraft or submarines.
d. They were allowed only six battleships.
e. The Rhineland was to be permanently demilitarised (no
German troops were allowed in the area).
b) The blame for the outbreak of WWI was fixed on
Germany and her allies under the War Guilt
Clause of that treaty
c) Germany was to pay reparations for damages
caused on the allies. The figure was calculated at
6,600 million British pounds. It was to be paid in
form of ships which Germany had to build for the
Allies for five years, coal, chemicals, dyestuffs,
cattle, etc.
a. A League of Nations was set up, with its aims and
organisation set out in the League Covenant.

It is important to note that there are many variants of the question around
the Treaty of Versailles
Outline the military terms of the Treaty of Versailles (12)
Describe the reparation terms of the Treaty of Versailles (12)

c)Did Germany have any reason to criticise the Treaty of Versailles?

No because;
a) The Germans encouraged Austria to attack Serbia after the
Sarajevo assassination, a factor which led directly to the outbreak
of WWI.
b) The Germans were generally aggressive in their policies since 1871
and were involved in many crises with other powers up to 1914.

199
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
39a) List any five countries invaded by aggressors between 1919 and
1939 (5)
a) Austria
b) Spain
c) Finland
d) Poland
e) Lithuania
f) China

b) Describe the Japanese invasion of Manchuria (1931) and the

Italian invasion of Abyssinia (12)
b) (i)
In 1931 Japan invaded the Chinese province of Manchuria and by year
end had control of the whole province, which they gave the Japanese-
sounding name, Manchukuo.
China appealed to the League, which condemned Japan and ordered
her to withdraw her troops. Japan refused, and the League in 1932
appointed a Commission which then decided that there were faults on
both sides. It ordered that Manchuria should be governed by the
League. Japan disagreed with that resolution and in February 1933 she
withdrew from the League, and still continued to occupy Manchuria.
The League was powerless and did nothing further since Japan was no
longer bound by the authority of the League.
b) (ii) Italian invasion of Abyssinia in 1935
In 1935, Italy invaded Abyssinia (Ethiopia), partly in order to avenge
the defeat of Italian colonial forces at Adowa in 1896, and also to add
a new colonial territory. It was an unequal contest as Italy invaded the
hapless nation using tanks, airpower and poison gas, among other
weapons.
The League declared Italy the aggressor but decided to apply limited
sanctions. Oil, coal and iron, which were the lifeblood of Italy’s
economy, were left out of the embargo. In July 1936, the League ended
the sanctions and the following year Italy walked out of the League.
The major result of the Abyssinian invasion was that small nations lost
all faith in the League and it was no longer taken seriously.

213
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

c) To what extent did the League Covenant provisions prevent the

League of Nations from preserving peace?
a) The League did not have a military arm of its own, and
depended on voluntary contributions from members. It thus
had no means of enforcing its own decisions because
member states were unwilling to contribute troops to a
League force.
b) The need for a unanimous vote to pass any decision in both
the Council and the Assembly made the job of the League
very difficult. This meant that a single country could stop
both the Council and Assembly from reaching a decision if
it didn’t like it. Most decisions were thus delayed.
c) One nation one vote was a ridiculous arrangement that all
countries, no matter how big or populous, had one vote, just
like the smaller countries, e.g., China, with at least 100
million peoples had the same vote as Ethiopia, which had
less than 1million.
However, look at other reasons for the failure of the League of
Nations

214
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

c) To what extent did these problems lead to the rise of the Fascist
Party?
a) Fascists promised to solve all the problems in Italy
b) Food shortages made people embrace fascism hence turned away
from other parties.
c) The Fascists helped suppress workers’ strikes , this resulted in
business people viewing them as their bulwark against
communism.

However,
a) Mussolini’s vigour endeared the Fascist party to the masses
b) Fascists also used violence against opponents
c) The King, Victor Emmanuel III gave Mussolini more political
capital by inviting him to form a government in 1923.
d) Saw Fascism as a lesser evil than socialism.
e) Mussolini also received support from influential groups like
industrialists and landowners.

217
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION

42b) Describe Mussolini’s domestic policy

a) He introduced the Acerbo Law which changed the rule of general
elections. Under the law, any party that got more votes than the
others would automatically be given 66% of the seats in parliament.
b) Mussolini also used violence and intimidation against opponents.
In the 1924 election campaign, fascist gangs (the Blackshirts) beat
up opponents, forced them to drink castor oil and eat live frogs.
Opponents of the Fascists were also divided. As a result the Fascists
came out with the majority and were given two-thirds of the
parliament seats. A Socialist parliamentarian, Giacomo Matteoti,
accused the Fascists of fraudulently winning an election in 1924
and he was murdered for that. When his fellow MPs boycotted the
parliament, demanding Mussolini’s resignation, which he refused
to do . the Fascists used the period of the boycott to enact laws that
turned Italy into a one-party state.
c) A strict press censorship was enforced in which anti-Fascist
newspapers and magazines were either banned or their editors
replaced by Fascist supporters. Radio, films and the theatre were
controlled in the same way. Only Fascist-supporting newspapers
survived.
d) Education became closely controlled in schools and universities.
Teachers wore uniforms and new textbooks were written to glorify
the Fascist system. Children were encouraged to criticise teachers
who lacked enthusiasm for the party.
e) Children and young people were forced to join the government
youth organisations which indoctrinated them with the brilliance
of the Il Duce (the Leader) and the glories of war.
f) From 1925 Mussolini became a dictator who was now accountable
to the king, not parliament. He could rule by decree and new laws
did not need to be discussed by parliament.
g) The electorate was reduced from about 10 million to 3 million (the
wealthiest people).
h) By 1926, all parties were banned except the Fascist party, which
became the only legal political party.
i) The OVRA (Secret Police) was formed in 1927 to deal with
opponents of the Fascists. Anyone who opposed the Fascists could
be arrested and imprisoned.
218
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

with Hitler’s view that great things could only be achieved by force.
Human biology was dominated by Nazi race theory.
f) Teachers, lecturers and professors were closely watched to make
sure that they did not express opinions which strayed from the
party line.
g) All boys joined the Hitler Youth at 14, and girls joined the League
of German Maidens. They all learnt that their first duty was to obey
Hitler, who took on the title Fuhrer (leader or guide). Children were
even encouraged to betray their parents to the Gestapo, and many
did so. Their favourite slogan was “the Fuhrer is always right”.
h) All communications and the media were controlled by the Minister
of Propaganda, Joseph Goebbels. Radio, newspapers, magazines,
books, theatre, films, music and art were all supervised.
i) By the end of 1934 about 4000 books were on the forbidden list
because they were ‘unGerman’.
j) Industries were told what to produce, depending on what the
country needed at the moment.
k) Closing down factories if their products were not required.
l) Moving workers around the country to places where jobs existed.
m) Controlling food prices and rents.
n) Manipulating foreign exchange rates to avoid inflation.
o) Introducing public work schemes on a large scale –slum clearance,
land drainage and autobahn (motorway) construction.
p) Manufacturing synthetic rubber and wool and experimenting to
produce petrol from coal in order to reduce dependence on foreign
countries.
q) Religion was brought under state control, since the churches were
a possible source of opposition. For instance, Hitler signed the
Concordat (agreement) with the Pope under which he promised
not to interfere with the Catholic Church in any way. In return they
agreed to dissolve the Catholic Centre Party and take no further
part in politics. However, relations deteriorated when Hitler
dissolved the Catholic Youth League. When the Catholic Church
complained, their schools were closed down. Hitler also arrested
thousands of nuns and priests and sent them to concentration
camps.
r) Germany was a police state. The police, helped by the SS and the
Gestapo, tried to prevent all opposition to the regime. They also

227
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

unemployment had completely disappeared. Public work

schemes provided extra jobs.
c) Jews were fired from jobs, leaving large vacancies, conscription
was reintroduced in 1935.
d) Hitler kept workers happy by providing workers with benefit
such as subsidised holidays in Germany and abroad, cruises,
skiing holidays, cheap theatre and concert tickets. Other benefits
were holidays with pay and control of rents.
e) Wealthy industrialists and businessmen were delighted with the
Nazis because they now felt safe from Communists and trade
unions, which had given them problems with demands for
shorter working hours and higher wages. –
f) Industrialists also stood to benefit great profits from the public
work schemes, rearmament and other orders which the
government placed with them.
g) Farmers gained profits from the Nazi policy of self-sufficiency.
Prices were fixed so they were assured of a reasonable profit.
h) Hitler gained the support of the army by setting aside the
restrictions of the Versailles Treaty by rearmament and
expansion of the army to its full strength. He also gained that
support by destroying the SA and its leader, Roehm.

231
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
 “Understanding O level history study pack”

QUESTION
48 a) List any five countries that Hitler attacked between 1932 and
1939
a) Czechoslovakia
b) Poland
c) Spain
d) Austria

b) Explain the causes of the Second World War.

a) The failure of the League of Nations’ peace-making efforts
throughout the 1920s and 1930s led to World War Two. The
League’s powers were limited to persuasion and various levels of
moral and economic sanctions that the members were free to carry
out as they saw fit.
b) The rise of Fascism and Nazism in Hitler also led to war since they
had a bellicose foreign policy. They were nationalistic, militaristic
and totalitarian. They invaded a number of countries and ignored
The League’s efforts to bring peace.
c) The formation of the Rome-Berlin-Tokyo Axis comprising of Italy,
Germany and Japan directly led to war. They were violent and
from 1936 went on a systematic exercise of breach of international
peace.
d) The appeasement system of Britain and France also led to war.
They believed that if the acceded to some of Hitler’s reasonable
demands, he would soon get tired of the whole business and stop
provoking other countries. Under that policy, Hitler invaded the
Rhineland, the Sudetenland, Austria and Spain. It was when Hitler
attacked Poland that the war started. Britain had to join the war
because she was one of the guarantors of Polish neutrality, agreed
to by Britain and France.
e) The rise of nationalism in Germany gave Hitler added impetus to
provoke other nations. He argued that the Versailles Treaty had
taken too much German territory and given it to her enemies like
France and Poland.
f) The Spanish Civil war of 1936-1939 gave Germany, Japan and
Italy an ideal place where they could test their armies’ preparedness
as well as the efficacy of their weapons. The fact that no county

232
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com
+263292270289 Dingani Bookshop and Stationery
+263777896159 Www.dinganibookshop.com