Question
Rights that protect people's right to work and freedom to access necessities of life.
Answer
E — Economic, social and cultural rights
Why
These rights cover work, basic necessities, education and cultural participation.
Past-paper questions and answers for six subjects. Choose a subject to start. Items shaded amber need checking against the booklet.
Government, rights, democracy, economy and globalisation
Research, population, settlements, environment and maps
Ufahamu, sarufi, insha and fasihi
Comprehension, grammar, writing and literature
Number, algebra, geometry, measurement and statistics
Colonialism, independence, international affairs and development
Government, rights, democracy, economy and globalisation
Rights that protect people's right to work and freedom to access necessities of life.
E — Economic, social and cultural rights
These rights cover work, basic necessities, education and cultural participation.
Employment areas privileged to Tanzanian citizens.
D — Military and security organs
Positions in the military and security organs are reserved for citizens to protect national security.
Imports exceed exports in a developing country like Tanzania.
B — High trade deficit
A trade deficit is when imports exceed exports.
Distinctive feature of a charismatic leader.
C — Ability to encourage and inspire followers to accomplish a task
Charisma works through inspiration and vision, not fear, division or control.
Challenge the school avoids by regularly painting and repairing blackboards, walls and windows.
A — High costs for repairing, building or buying new property
Regular maintenance prevents the larger costs of major repair or replacement. Option D is a benefit, not a challenge avoided.
BOOKLET KEY WRONG: the booklet gives D (increased life span and beauty). D describes a benefit, not a challenge the school avoids. The question asks which challenge is avoided, so the key is A.
Village assembly where all adult citizens decide.
B — Pure democracy
Direct participation of all eligible citizens in decisions is pure democracy.
Major tasks of a village council member (i) by-laws, (ii) annual budget, (iii) monitoring projects, (iv) electing/removing chairperson, (v) peace and order.
E — (i), (iii) and (v)
Council members propose by-laws, monitor projects and maintain peace. Approving the budget is a general assembly role; electing the chairperson is done by the assembly.
Booklet key E agrees with the paper. Option (ii) is contestable: some sources give the budget as a council role.
Possible root causes of alcoholism in a person whose forebears did not drink.
A — Parental care, peer group influence and genetic inheritance
Behaviour can come from upbringing, peers and predisposition; the option is the only one listing parental care and peers.
Poverty identified by comparing living conditions within a community.
A — Relative poverty
Relative poverty is judged against others in the same society.
Component of a nation that is a source of human resource.
C — Population
People provide the labour, skills and capacity a nation needs.
Match the elements of culture (List A i–vi) with List B (A–H).
(i) F Traditions; (ii) B Taboos; (iii) E Arts; (iv) G Norms; (v) C Beliefs; (vi) D Language
(i) inherited practices = Traditions. (ii) prescriptive or proscriptive rules on habits = Taboos. (iii) expression of feelings = Arts. (iv) acceptable standards of conduct = Norms. (v) sacred convictions = Beliefs. (vi) verbal and non-verbal system = Language.
BOOKLET KEY WRONG for (ii) and (iv): the booklet gives (ii) G Norms and (iv) A Values. Norms match (iv) (standards of behaviour), and taboos (proscriptive rules) match (ii). Option (ii) is still contestable between B and G.
In six points, briefly explain the significance of career development to an individual and the nation.
Career development builds skills for personal growth and national productivity.
Briefly describe six cultural practices with negative impact on women's sexual and reproductive health in African societies.
Harmful practices damage women's health and rights.
In six points, defend the need to maintain the Tanganyika–Zanzibar union since 1964.
The union secures stability, development and national unity.
Examine the effects of marriage of under-age girls in Tanzania. Give six points.
Early marriage harms the girl's health, education and future.
Identify the advantages of observing road signs in Tanzania. Give six points.
Road signs make travel safer and more orderly.
Briefly explain six factors hindering efforts to promote positive cultural values in Tanzania.
Modernisation, poverty, illiteracy, migration, media and weak policy hinder positive values.
Propose five viable measures to mitigate the challenges posed by globalisation to Tanzania.
Education, protection of local industry, regulation, innovation and cultural awareness.
Section C: answer two of items 9, 10 and 11.
In five points, explain how the Tanzanian Government empowers women to eradicate the gender gap.
Education, affirmative action, enterprise support, legal protection and awareness.
Section C: answer two of items 9, 10 and 11.
Examine the roles of five social institutions in developing one's life skills.
Family, school, religion, peer groups and community organisations each build life skills.
Section C: answer two of items 9, 10 and 11.
Animal that reminds Tanzanians to view life from different angles.
C — The Giraffe
The giraffe sees from height and so symbolises different perspectives.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Concept behind fair treatment of girls and boys at school.
A — Gender equality
Equal opportunity and fair treatment for boys and girls is gender equality.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Government formed when three sovereign states surrender independence to form one country.
C — Union government
Independent states that join as one political unit form a union government.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Lack of access to education, health, skills, information and political freedom.
B — Non-material poverty
Non-material poverty is the lack of social services and freedoms, not only of income.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Correct interpretation of road signs with triangular shape and thick red borders.
B — Triangle shape with thick red borders warns road users
Triangular red-bordered signs are warning signs.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Family of a couple who lost both children but still live together.
E — Couple family
A couple living together without children is a couple family.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Correct order of an effective communication model.
C — (v), (i), (iii), (iv), (ii)
Sender → message → channel → receiver → feedback.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Why individual rights are legitimately limited in democratic states.
B — To protect state security and the rights of others
Rights may be limited where they endanger security or infringe others' rights.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Measures to address female genital mutilation: (i) dowry advice, (ii) strict laws, (iii) education, (iv) run away, (v) participatory measures, (vi) medical and psychological care.
E — (ii), (iii) and (v)
Laws against practitioners, education and participatory community action are the core measures.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper. Option (vi) care for victims is also valid, so the key depends on the exam's intended set.
First procedure to observe in choosing a career.
E — Self-assessment of talents, interests and goals
Self-assessment comes first, before seeking outside advice or information.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Match the economic integration descriptions in List A with the forms in List B.
(i) D Free trade; (ii) G Customs union; (iii) F Common market; (iv) E Economic union; (v) H Comparative advantage; (vi) C Political union
Reduced tariffs = free trade; common external tariff = customs union; free movement of services and capital = common market; harmonised tax and monetary policy = economic union; lower opportunity cost = comparative advantage; reduced sovereignty = political union.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper. Key matches the booklet.
In six points, briefly explain civic duties of a Tanzanian citizen for personal and national development.
Obey laws, vote, pay taxes, protect the environment, defend the nation, join community projects.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Identify six ways to help youth avoid irrational decisions in daily life.
Education, counselling, parents, moral teaching, jobs and peer education.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Defend the view that culture plays a significant role in any society. Give six points.
Culture gives identity, guides conduct, unites, supports development, transmits values and aids communication.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Why most modern societies prefer indirect democracy. Give six brief points.
Efficiency, expertise, time, accountability, stability and inclusivity.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
In six points, show the importance of good student leadership in your school.
Discipline, communication, academic performance, unity, responsibility and motivation.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Briefly explain the role of six agents of socialisation in promoting and preserving cultural values in Tanzania.
Family, school, religion, peers, media and government.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper.
Explain five major areas from which the government can get funds for strategic development projects.
Taxation, loans, grants, natural resources and public–private partnerships.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper. Section C: answer two of items 9, 10 and 11.
Explain five consequences of neglecting timely repair and maintenance of personal and public property.
Shorter lifespan, higher costs, accidents, slower growth and a poor public image.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper. Section C: answer two of items 9, 10 and 11.
Propose five strategies for the government to ensure sustainable clean and safe water supply.
Infrastructure, conservation, treatment, protection of sources and partnerships.
Question text taken from the answers file (paper is a scan with no text layer); verify wording against the paper. Section C: answer two of items 9, 10 and 11.
Official seal and badge of the government of the United Republic of Tanzania.
D — The Coat of Arms
The Coat of Arms is the official seal and badge.
Distinctive feature of a mandatory road sign.
B — It informs road users what they must do
Mandatory signs (e.g. blue circles) give orders that must be obeyed.
BOOKLET KEY QUESTIONABLE: the booklet gives D (directives to a location). B is the defining feature of a mandatory sign; D describes a directional or information sign.
Leading causes of divorce in Tanzania.
A — Lack of love, peace, morals and respect
These are the commonly cited causes in the Tanzanian context.
Situation where people stay poor throughout their lives despite trying to change it.
D — Vicious circle of poverty
A self-reinforcing cycle keeps people poor despite effort.
Likely political threat from World Bank and IMF economic support to developing countries.
E — The diminishing of state sovereignty of developing countries
Conditional lending shapes national policy and reduces policy independence. Option A is an economic benefit, not a political threat.
BOOKLET KEY WRONG: the booklet gives A (increased flow of direct foreign investment). That is an economic effect, not a political threat. The question asks for a political threat, so the key is E.
Statement that does NOT describe an important aspect of urban councils (except).
A — all members are elected from the wards
Urban councils include members from other categories (special seats), so not all members are ward-elected. The other statements are true.
Careers suited to a student who serves others in charitable work.
E — Teaching, medicine and social work
Service-oriented careers that match a helping disposition.
Form of art: songs, poems, drama and dances for graduation.
C — Performing art
Performing arts involve live presentation by performers.
Strategy to prolong the life span of public property in school.
C — Institute periodic maintenance schedule
Regular maintenance prevents early deterioration.
Justifications for characterising wife inheritance and FGM as outdated: (i) immoral lifestyle, (ii) HIV/AIDS risk, (iii) bride price demand, (iv) dehumanises and inflicts psychological torture.
B — (ii) and (iv)
HIV/AIDS exposure and dehumanisation with psychological harm are the recognised health and rights justifications.
Solutions file reads the options with OCR errors; the key here is consistent with the options as printed.
Match social skills in List A with List B (effective communication, peer resistance, peer pressure, negotiation, empathy, team work).
(i) C Effective communication; (ii) E Peer resistance; (iii) H Peer pressure; (iv) G Negotiation skills; (v) B Empathy; (vi) D Team work
Each description matches one skill directly; the booklet key agrees.
Key agrees with the booklet (C E H G B D).
Read the passage on food vending and answer the questions (i)–(v).
(i) Food vending; (ii) low, affordable initial capital; (iii) unfavourable conditions and food prepared in advance; (iv) economic hardship of the early 1980s; (v) licensing, space allocation, financial services, health and quality control, rules and regulations, policy management (any two).
BOOKLET KEY WRONG for (iv): the booklet gives low capital and lack of spaces. The passage names the early 1980s economic hardship as the trigger. The booklet's answers to (i)–(iii) and (v) agree with the passage.
In four points, briefly explain the distinctive features of developing countries like Tanzania.
High mortality, low life expectancy, low per capita income and poor social services.
In four points, explain the circumstances that can undermine the protection of individual rights in Tanzania.
Poverty, ignorance, corruption, lack of awareness and inadequate policy.
How are limitations of human rights differentiated from human rights abuses? Give five points.
Limitations are lawful restrictions for public interest; abuses are unlawful violations.
BOOKLET KEY MISSING: the solutions file gives no answer for 4(b). This key is written from the standard legal distinction. Verify before use.
Explain the four distinctive roles of the judiciary in Tanzania.
Interpretation of law, dispute resolution, guardianship of the constitution, protection of human rights.
How do Members of Parliament execute their duties as people's representatives? Give five points.
Legislation, representation, budget approval, policy advocacy and oversight.
BOOKLET KEY INCOMPLETE: the booklet gives four points. The fifth (oversight) is added here.
Four basic skills for successful entrepreneurship.
Financial management, innovative thinking, marketing and leadership/teamwork.
Five features observed in a society that maintains positive relationships.
Respect for diversity, conflict resolution, equality, collaboration and social trust.
In Tanzania the government may withdraw citizenship acquired by registration. Four circumstances.
Fraud, disloyalty, unapproved dual citizenship and serious crime.
Conditions for refugees who wish to obtain Tanzanian citizenship by registration. Five conditions.
Lawful residence, good character, renunciation of other citizenship, language and intention to settle.
BOOKLET KEY MISSING: the solutions file gives no answer for 7(b). This key is written from the general requirements for registration. Verify against the Citizenship Act before use.
In four points, explain the need for rational decisions in daily challenges.
Solves problems, achieves goals, uses resources well and avoids conflict.
Five unacceptable student behaviours that may lead to termination, to be included in the school code of conduct.
Cheating, bullying, substance abuse, vandalism and insubordination.
Identify five negative aspects of socio-cultural values in Tanzanian society and analyse each.
Gender discrimination, early marriage, corruption as a norm, dependency, resistance to change.
Section C: answer two of items 9, 10 and 11.
Propose five conditions for a free and fair election to be adhered to by all stakeholders.
Independent electoral bodies, equal opportunity, transparent counting, voter education and voter security.
Section C: answer two of items 9, 10 and 11.
Gender inequality is socially constructed and can be reduced. Propose five measures to reduce gender inequality in Tanzania.
Education access, economic empowerment, legal reform, awareness campaigns and political representation.
Section C: answer two of items 9, 10 and 11.
Who serves as Secretary to the District Council?
E — Executive Director
The Executive Director is the council's administrative head and secretary. The mayor, chairperson and deputies are political leaders.
Proper name for a place where old records such as files, diaries and letters are kept.
E — Archives
Archives preserve documents. Museums hold artefacts; libraries hold books.
Why the Uhuru torch race is vital in Tanzania.
C — It sensitises people to vote in the general election
The race promotes civic awareness, including voting.
Unity (A) is an outcome, but the stated purpose is civic awareness.
Why the National Electoral Commission maintains a permanent voter register.
C — To enable people to vote on election day
The register lists eligible voters so they can exercise the vote.
Option B (to stop double voting) is a real benefit of the register. C is the primary purpose the booklet gives.
Manual-related work, except one: which is NOT manual?
D — Friendship formation (booklet key)
Friendship formation is a social activity, not manual work.
UNVERIFIED: the printed options on the scan are garbled and do not match the booklet's option list (friendship formation does not appear on the scan). Check the paper before use.
Skill to help Akilimali reach agreement with his parents about a music career.
B — Negotiation skills
Negotiation reaches an agreement that balances both sides.
Element of culture that bride price is embodied in.
C — Traditions
Bride price is a traditional practice passed down through generations.
Customs (A) is also defensible. The booklet gives Traditions.
How moral rights differ from legal rights.
D — Moral rights are based on conscience
Moral rights come from ethics and conscience and are not enforced by law. Legal rights are defined in law.
BOOKLET KEY WRONG: the booklet gives E (moral rights focus on social rights). Option D describes the actual difference; E is not a distinction between moral and legal rights.
Health risk for a 16-year-old married girl in pregnancy and birth.
E — Obstructed labour
Teenage mothers face higher risk of obstructed labour because the pelvis is not fully developed.
Constitutional action after the President's second refusal to assent to a bill.
A — (closest option) The bill goes back to Parliament for amendment
UNVERIFIED. The constitution lets Parliament pass a bill again to make it law without assent after a refusal; none of the options says that. Option D (dissolving Parliament) is the booklet key but is not supported by the constitution.
BOOKLET KEY QUESTIONABLE: the booklet gives D (President dissolves Parliament). This is not a constitutional response to a refusal of assent. No printed option states re-passage by Parliament, so verify before use.
Match financial institutions (List A i–v) with List B (A–H).
(i) D SACCOS; (ii) G Insurance company; (iii) E The Central Bank; (iv) C Social security funds; (v) A Bureau de change
Community soft-loan body = SACCOS; risk compensation = insurance; currency value and exchange-rate monitoring = central bank; retirement savings = social security fund; currency dealing = bureau de change.
Key agrees with the booklet.
In five ways, explain how the family can promote the social construction of gender roles in the community.
Families shape gender roles through tasks, education, stories, community roles and parenting.
What privileges do you enjoy as a Tanzanian citizen? Give five points.
Voting, public services, passport and travel, legal protection and state opportunities.
Why must all road users obey traffic signs? Give five reasons.
Prevent accidents, keep traffic flowing, protect vulnerable users, legal duty and order.
How does the National Sports Council promote and preserve Tanzanian cultural values? Give five points.
Cultural sports events, traditional games, indigenous participation, collaboration and international representation.
Booklet answer is general; the points link sport to culture as the question asks.
Briefly explain five factors that can enhance economic development of the people in Tanzania.
Infrastructure, small business, education, agriculture and foreign investment.
Use five points to verify the contention that Tanzania is a democratic state.
Regular elections, free speech, multiparty system, rule of law and human rights.
Strong answers also note limits or weaknesses to show a balanced verification.
What is the essence of preserving and promoting Tanzanian traditions? Give five points.
National identity, pride, knowledge transfer, tourism and cultural diversity.
Why do marriage counsellors advocate for family stability? Give five reasons.
Emotional well-being, child development, communication, finances and lower divorce.
Analyse the effects of globalisation on a country like Tanzania, giving five points.
Gains in goods and technology; risks of economic shocks, cultural erosion and inequality.
Section C: answer three of items 11 to 14.
As discipline master or mistress, analyse five root causes of students' indiscipline.
Weak parental involvement, poor role models, school systems, peer pressure and emotional stress.
Section C: answer three of items 11 to 14.
Basing on Nyerere's ideology, characterise a good leader in your society. Give five points.
Integrity, service to the people, unity, empathy and vision.
Section C: answer three of items 11 to 14.
Assess the long-term implications of poverty to a country like Tanzania, using five points.
Poor health, low education, slower growth, inequality and environmental damage.
Section C: answer three of items 11 to 14.
Formal name for the constituency of an elected member of a district council.
C — Ward
A ward is the smallest unit where council members are elected. A village is smaller; a district is larger.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
How the Makonde carvings are characterised.
C — Arts
Carvings are visual art. Crafts (D) is also defensible for carvings; the booklet key is Arts.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Contestable: Crafts (D) is also a reasonable answer.
Option that characterises a social responsibility of citizens.
D — Citizens protecting the environment
Social responsibility is action for society's benefit. Taxes and voting are civic duties.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
How students can cope with examination stress.
E — Spend more time studying before examinations
Preparation builds confidence and reduces anxiety. Skipping revision (C) is counterproductive.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Contestable option set; E is the key the booklet gives.
How Members of Parliament fulfil their role of legislation.
B — When they sacrifice time to fulfil laws
Legislation is making, amending and repealing laws, which needs MPs' time and work.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
How the ancient buildings at Kaole, Kilwa and Mtwara-Mikindani are described.
B — Antiques
These are historical structures of cultural value.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
How non-banking institutions are differentiated from banking institutions.
A — They provide banking services like insurance and pensions
UNVERIFIED. The booklet key (A) contradicts its own reasoning, because option A says non-banking institutions provide banking services. Non-banking institutions such as insurers and pension funds do not take ordinary deposits. No printed option states this cleanly.
BOOKLET KEY INCONSISTENT: its reason (no deposits or withdrawals) does not match option A's wording. Check the paper before use.
Distinguishing features of economic development.
A — Increase in gross national product and improvement of social services
Development needs growth plus better social services and living standards.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Option B (income per capita) is also close; A is the booklet key.
What guides an observer to conclude an election was free and fair.
D — The secret ballot is protected
Secrecy of the ballot prevents coercion and is a core test of a free election.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
Why the public holiday on 26 April is politically significant.
B — It marks the union between Tanganyika and Zanzibar
26 April 1964 is the date the union was formed.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
Match leadership explanations (List A i–v) with leadership styles (List B A–H).
(i) C Democratic; (ii) D Dictatorial; (iii) F Laissez-faire; (iv) G Charismatic; (v) A Bureaucratic
Participation in decisions = democratic; denying participation = dictatorial; autonomy with support = laissez-faire; inspiring personality = charismatic; chain of command = bureaucratic.
Key agrees with the booklet.
Suppose you are a counsellor in Mizengwe Ward, with a serious water shortage. Propose five sources of revenue for local government to address it.
Local taxes, service fees, central grants, public–private partnerships and donor funds.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
What consequences may follow when parents fail to fulfil their family responsibilities? Five points.
Poverty, emotional harm, child labour, crime and family conflict.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
In five points, analyse the positive impacts of economic liberalisation on the people of Tanzania.
Jobs, better goods and services, technology transfer, entrepreneurship and infrastructure.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
Explain five challenges in promoting and preserving cultural values in Tanzania.
Globalisation, urbanisation, poor documentation, youth disengagement and funding.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
Defend the view that work is an engine for human development. Five points.
Income, skills, self-esteem, wealth creation and collaboration.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
Defend the usefulness of different forms of art to daily life in Tanzania. Five points.
Heritage, education, relaxation, creativity and income.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
Explain briefly the effects of human rights abuses on a country like Tanzania. Five points.
Unrest, loss of trust, economic decline, brain drain and poor reputation.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
How would you address the persistence of poverty in Tanzania? Give five points.
Education, agriculture, small business credit, health and infrastructure.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper.
As Minister of Home Affairs, propose five key measures to improve road safety in Tanzania.
Enforcement, public awareness, road infrastructure, vehicle inspection and public transport.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Section C: answer two of items 11 to 14.
Assess the role of the formal sector in developing the economy, using five points.
Employment, tax revenue, technology transfer, infrastructure and financial inclusion.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Section C: answer two of items 11 to 14.
Assess Tanzania's achievement in broadening democracy, using five points.
Multiparty elections, free speech, judicial strength, decentralisation and civil society.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Section C: answer two of items 11 to 14.
Propose five solutions to early marriage, which hinders girls' development.
Legal enforcement, girls' education, community awareness, family economic support and reproductive health services.
Paper is a scan with no text layer; question wording taken from the answers file. Verify against the paper. Section C: answer two of items 11 to 14.
How to characterise a family with strong love, morals, respect and peace.
C — Stable family
Such a family is stable: its members are bound by love, morals, respect and peace.
Attribute that makes a person accepted in society.
A — Working hard
Hard work earns respect and contribution in the community. Respecting leaders only (D) is too narrow.
Contestable option set; A is the booklet key.
Why a culture of maintaining school property matters.
C — To prolong the life span of properties
Regular care keeps property usable for longer.
Family that sends both children to secondary school but marries off the girl.
D — Gender discrimination
Treating a girl differently from a boy with equal opportunity is discrimination.
Institution responsible for preserving Tanzania's national treasures.
E — Department of Museums, Antiquities and National Archives
This department preserves heritage, museums and archives.
Correct set of non-union matters in the United Republic of Tanzania.
B — Primary education, secondary education and technical education
Non-union matters are those left to the mainland government, such as basic and technical education. The option D items (higher education, research and statistics) are Union matters.
BOOKLET KEY WRONG: the booklet gives D (higher education, research and statistics). These are Union matters, so they cannot be the non-union set. Key B is correct.
Advice to government for healthy motherhood and manageable population growth.
C — Promote reproductive health education
Reproductive health education addresses both maternal health and family planning.
Democratic principle shown by posting village income and expenditure before the Village Assembly.
E — Transparency
Public display of accounts makes financial management open to citizens.
Attribute of a person who registers as a voter.
E — A responsible citizen
Registering to vote is a responsible civic act.
Which of the following is a moral right.
A — The right to marry
The other options (vote, expression, assembly, fair trial) are legal and constitutional rights.
Contestable: 'moral right' is a loose category. The key A is the booklet key.
Match the court roles (List A i–v) with the court types (List B A–F).
(i) E Resident Magistrate's Court; (ii) F Special Constitutional Court; (iii) C High Court; (iv) D Primary Court; (v) B Court of Appeal
Resident Magistrate courts hear appeals from primary and district courts; the Special Constitutional Court settles conflicting interpretations of Union matters; the High Court tries serious cases; primary courts use simple procedures; the Court of Appeal hears petitions and appeals from the High Court.
Key agrees with the booklet.
Suggest a title for the passage on work (less than six words).
Importance of work.
Why is there no easy way to success? Give two points.
Success needs hard work and clear values.
Why is education important? Give two points.
Education builds patriotism, self-reliance and skills.
What motivates people to work? Give two points.
Liberty, survival, status and legacy.
As an expert in Civics, propose one way you can work hard for individual and national development.
Commitment and punctuality at work.
In which ways does globalisation contribute to socio-economic development of Tanzania? List five ways.
Investment in resources, trade and goods, jobs, social services and cultural standards.
The booklet also notes negative effects (such as the spread of bad practices). Only the positive effects are asked.
Mention five circumstances that may cause road accidents.
Overloading, poor roads, drink and drugs, vehicle faults, reckless driving and speeding.
Why is protecting and respecting human rights important in society? Give five points.
Limits government, supports justice, democracy, participation and equality.
Briefly explain five internal causes of poverty in Tanzania.
Climate, low technology, poor planning, laziness, corruption, lack of education, disease and conflict.
Booklet lists eight causes; five are given here.
What evidence would you use to show the importance of social development in a society? Give five points.
Life expectancy, literacy, mortality, women's status and population.
Booklet repeats 'reduces mortality' and 'social status of women'. Points are de-duplicated here; the population point is the booklet's wording.
Which life skills would you recommend to a friend who is not getting along with his friends? Give five points.
Socialisation, self-confidence, self-control, self-worth and positive relationships.
As an expert in Civics, propose to urban authorities five ways to address challenges facing the informal sector.
Education, financial support, permanent trading places and technology.
Booklet gives four; fifth point added.
A discipline master or mistress reports rising cases of misbehaviour. In five points, explain the effects of improper behaviour among students.
Cruelty, abusive language, violence, drug use, alcoholism, prostitution and robbery.
Section C: answer three of items 11 to 14. Booklet gives seven effects; five are given here.
Write an essay in five points to educate your community on the importance of national festivals in Tanzania.
National festivals keep history alive, inform the public, unite citizens and pass on culture.
Section C: answer three of items 11 to 14.
Using five points, explain the losses likely from failure to maintain school property on time.
Scarcity of property, overuse, disrupted teaching, cost of replacement and conflict over shared tools.
Section C: answer three of items 11 to 14.
Based on school government elections, explain how to achieve free and fair school government elections. Five points.
More than one candidate, secret voting, campaigning, transparency and inclusive voting.
Section C: answer three of items 11 to 14.
Life skill to recommend to improve the school's academic performance.
A — Teamwork
Teamwork lets students share effort and support each other in learning.
Contestable: several life skills could improve performance. Teamwork is the booklet key.
How to describe a year of friendship with a person of the opposite sex that may lead to marriage.
D — Courtship
Courtship is the period of relationship before marriage.
How to term a public servant who uses office for personal gain.
A — A corrupt worker
Using public office for private benefit is corruption.
Best indicator of a dictatorial government.
C — Citizens punished for expressing personal views and opinions
Punishing dissent is the mark of dictatorship. The other options describe democratic features.
Right the headmaster fulfilled by letting students air complaints at assembly.
D — Freedom of expression
Students voice complaints openly, which is freedom of expression.
Message communicated by a zebra crossing to drivers.
B — There may be pedestrians crossing or waiting to cross the road
Zebra crossings mark where pedestrians have priority.
Cultural practices that are a major mode of HIV/AIDS transmission.
E — Female genital mutilation and widow inheritance
Both involve unsafe contact (shared instruments, forced sexual contact) that spreads HIV.
Options after a Member of Parliament resigns one year after an election.
B — Calls for a by-election
A by-election fills a vacant constituency seat between general elections.
Principle of democracy shown by citizens standing and voting, attending meetings, joining organisations and protesting.
C — Citizen participation
These are all forms of active citizen participation.
Decision that forces Mona to marry her late husband's young brother.
E — Gender discrimination
Forcing a widow into a marriage against her will denies her equal rights, which is gender discrimination.
BOOKLET KEY WRONG: the booklet gives D (gender mainstreaming). Mainstreaming is a policy approach to including gender in all programmes; it is not a description of this family's decision. The key is E.
Match explanations of the Coat of Arms (List A i–v) with its components (List B A–H).
(i) D Elephant tusks; (ii) G Shield and spear; (iii) F National flag (UNVERIFIED); (iv) C Uhuru torch; (v) A Axe and hoe
Wildlife = elephant tusks; readiness to defend = shield and spear; freedom and enlightenment = Uhuru torch; peasant tools = axe and hoe.
UNVERIFIED for (iii): the flag is not normally a component of the Coat of Arms, so the booklet's F is doubtful. Check the Coat of Arms description before use.
Suggest a suitable title for the passage on education and truancy.
Importance of education.
Why is education important in people's life?
Education builds critical thinking, job skills and better opportunities.
How do parents contribute to poor performance of their children?
Parents fail to teach values and life skills.
Identify two causes of truancy in Tanzania.
Poverty, early pregnancy, drug abuse, peer groups and lack of seriousness in class.
Propose two measures to solve the problem of truancy in schools.
Punish irregular attendance and encourage students to take learning seriously.
Use five points to signify the effects of poverty in any society.
Lack of basic needs, child deaths, illiteracy, street children and crime.
Explore five factors that distinguish a good leader from a bad leader.
Constitutional power, freedoms, rule of law, separation of powers and service to people.
Give five points on why the government of Tanzania campaigns against female genital mutilation.
Health risks, HIV, death, mental harm, marital conflict and school dropout.
Which five driving forces of globalisation will you consider in a talk to your community?
Communication, movement of people, intellectual property, spread of ideas and socio-political liberalisation.
As Community Development Officer, explain the measures the government takes to reduce maternal deaths.
Reproductive and child health programmes, skilled delivery, death audits and integrated services.
Give five points defending the view that the Union of Tanganyika and Zanzibar benefits Tanzanians.
Peace and defence, African unity, shared wealth, economic co-operation and free movement.
In five points, identify cultural practices which undermine women in Tanzania.
Bride price, food taboos, limits on decision-making, initiation rites, many-children values and FGM.
In five points, analyse the benefits of having an effective government for economic development.
Social services, infrastructure, peace and order, international relations, revenue and policy.
Section C: answer three of items 11 to 14. Booklet gives seven benefits; five are given here.
As an expert in Civics, use five points to convince your community to preserve and promote Tanzanian culture.
National identity, stable governance, value system, protection from cultural colonisation, heritage and nationhood.
Section C: answer three of items 11 to 14.
How would you help a village government improve its decision-making on development issues? Five points.
Involve people, advise on development, involve villagers in by-laws, communal enterprise and environment.
Section C: answer three of items 11 to 14.
Prepare five key points for a motivational speech on the importance of democratic elections.
Choosing leaders, peaceful change, acceptable government, popular representation and accountability.
Section C: answer three of items 11 to 14.
Human rights abuse experienced by HIV/AIDS patients in Tanzania.
A — Stigmatisation
People living with HIV face stigma that denies them dignity and rights.
Ability to feel and share another person's emotion.
C — Empathy
Empathy is understanding and sharing another's feelings.
Which institution is a social security scheme.
D — PSPF
The Public Service Pension Fund is a social security scheme. NMB, CRDB and NBC are banks; TPB is a trade body.
Major pillars of the State.
B — Executive, Legislature and Judiciary
The three organs of the State are the executive, legislature and judiciary.
Ability to appreciate oneself.
C — Self-esteem
Self-esteem is a person's valuing of himself or herself.
Suitable decision-making model in family life.
B — All members of the family participate
Participatory decisions respect every member and build family unity.
Strategy to contain the challenges of globalisation in Africa.
B — Formation of regional groupings in Africa
Regional blocs give African states bargaining power against global forces.
BOOKLET KEY WRONG: the booklet gives D (increase cash crop production). Cash crops do not address globalisation's challenges as a strategy. Regional groupings is the standard answer.
Root cause of poverty that is beyond the control of the Government of Tanzania.
A — Unequal exchange in international trade
International terms of trade are set outside the state's control. Options B–E are domestic issues the state can address.
BOOKLET KEY CONTESTABLE: the booklet gives E (ignorance). Ignorance can be addressed through education policy. Unequal exchange is external and outside national control.
Why most Tanzanians cannot access commercial bank credit.
B — They lack information on credit facilities
Lack of information about loan products keeps people from applying. Insurance cover (D) is not the usual barrier.
UNVERIFIED: the booklet gives D (lack insurance cover). Information (B) is the more defensible key. Check against the paper.
Local government revenue source abolished in Tanzania.
E — Development levy
The development levy was abolished in the 2017 reform of local government revenue. Property tax and licence fees still apply.
BOOKLET KEY WRONG: the booklet gives C (property tax), which still exists. The abolished source is the development levy.
Match political terms (List A i–x) with descriptions (List B A–O).
(i) F Representative democracy; (ii) D Parliamentary system; (iii) I Multiparty democracy; (iv) N Proportional representation; (v) A Dictatorship; (vi) J Presidential system; (vii) O Bill of rights; (viii) E Referendum; (ix) H Direct democracy; (x) L Pressure group
Each description has one best match: representative democracy for electing officials; parliamentary system where ministers sit in parliament; multiparty democracy for accountability; proportional representation for seat shares; dictatorship for force-based rule; presidential system for independent parliament and cabinet; bill of rights for constitutional rights; referendum for direct voting on an issue; direct democracy for small areas; pressure group for organised influence.
BOOKLET KEY WRONG in several places: the booklet gives J, D, I, E, A, N, M, K, H, B. Items (i), (iv), (vi), (vii), (viii) and (x) do not match the descriptions. This key is re-derived from the descriptions; check the paper before use.
Suggest a suitable title for the passage on children and gender roles.
Gender roles.
Show how the girl child is perceived in society. Give two points.
Bearers of children; temporary members of the family.
Booklet numbering is shifted: its (b) and (c) answers are the passage's (b) points.
According to the author, what does gender role mean?
Duties and responsibilities assigned to men and women, boys and girls in a society.
Why is the birth of a boy celebrated more than that of a girl? Give two points.
Boys are seen as strength, property-keepers and permanent family members; girls as temporary.
Booklet gives no answer for this part; points are taken from the passage.
In what ways are the girl child's rights undermined? Give three points.
Limited education and training, denial of inheritance, cultural and religious beliefs.
List five sources of central government revenue.
Direct tax, indirect tax, borrowing, grants, charges and licences, and profit from estates.
Outline five functions of the Judiciary.
Interpreting law, protecting rights, rule of law, justice and oversight of duties.
Analyse six cultural values that encourage gender discrimination in Tanzania.
Discrimination against women, oppression, male decision-making, food taboos, wife inheritance and FGM.
Section C: answer three of items 5 to 10 (20 marks each).
Show six indicators of poverty in Tanzania.
Low income, illiteracy, poor transport, poor housing, maternal and infant death, unemployment, environmental damage, low GDP.
Section C: answer three of items 5 to 10 (20 marks each).
'Election in Tanzania is democratic, free and fair.' Validate this with six points.
Participation, transparency, rule of law, human rights, competition and free media.
Section C: answer three of items 5 to 10. Strong answers also name weaknesses to test the claim.
Examine six major functions of local governments in Tanzania.
Enforcing laws, consolidating democracy, solving local problems, welfare, revenue, by-laws and development.
Section C: answer three of items 5 to 10.
Suggest six measures to improve the agricultural sector in Tanzania.
Pest control, extension services, subsidised inputs, good seeds and better farming methods.
Section C: answer three of items 5 to 10.
Show six efforts made since independence to promote and protect human rights in Tanzania.
Constitutional recognition, international commitments, a human rights commission, multiparty system, courts and NGOs.
Section C: answer three of items 5 to 10.
What the elephant tusk on the coat of arms represents.
B — Natural resources
The tusk stands for the nation's natural wealth.
Which statement is NOT a correct characterisation of the informal sector.
B — Business activities are regulated by taxation laws
The informal sector is largely outside formal tax and regulation. The other options are typical features.
Gift from the future husband to the bride or her parents in consideration of marriage.
C — Dowry
Dowry or bride price is the gift given for marriage.
Contestable: 'bride price' is the more common term in Tanzania. C is the booklet key.
Laws enacted by local governments in their areas of authority.
E — By-laws
By-laws are local laws made within the powers of local government.
Condition in which individual rights are restricted to protect the rights of others.
D — Limitation of human rights
Rights may be limited lawfully where needed to protect others.
Head of the Judiciary of the United Republic of Tanzania.
A — Chief Justice
The Chief Justice heads the judiciary.
Year the first permanent constitution of Tanzania was enacted.
D — 1977
The 1977 constitution was the first permanent constitution after the Union.
Organised body of persons that forms an agency of the state.
A — Government
Government is the organised body that runs the state's agencies.
Right to voluntarily belong to any organisation.
C — Freedom of association
Freedom of association is the right to join organisations voluntarily.
Which are commercial banks in Tanzania.
E — NBC, NMB and CRDB
These are commercial banks. GEPF, TIB, SACCOS, NIHF and PSPF are not commercial banks.
Match descriptions (List A i–x) with terms (List B A–O).
(i) C Values; (ii) A Symbol; (iii) K Norms; (iv) B Customs; (v) H Tradition; (vi) G Arts; (vii) D Material culture; (viii) M Crafts; (ix) F Recreation; (x) E Language
Shared beliefs on what is good = values; identity object = symbol; rules for accepted behaviour = norms; regular conduct that changes = customs; long-persisting practice = tradition; imaginative expression = arts; physical artefacts = material culture; pottery and basketry = crafts; after-work leisure = recreation; communication system = language.
BOOKLET KEY WRONG for (i), (ii), (iii) and (vii): the booklet gives J (myths), D (material culture), L (taboos) and I (antiquities). The booklet appears shifted. Key re-derived from the descriptions.
Provide a suitable title for the passage on adolescent suicide.
Signals of suicide among adolescents.
What is the attitude of some adolescents towards death?
They see death as the only solution to their problems.
Mention any two factors that compel some youth to commit suicide.
Escape from intolerable situations; to draw attention or punish those who hurt them.
Any two; the booklet lists four.
List two suicide signals among adolescents.
Threats, previous attempts, alienation, depression and poor impulse control.
Any two.
What is the author's attitude towards suicide tendencies among adolescents?
Suicide follows distressing family events and failed relationships; the author sees it as a response to events the adolescent cannot cope with.
Outline five merits of making responsible decisions.
Commitment, resource use, equality, efficiency and collective responsibility.
Briefly explain five importance of work for self-development.
Basic needs, family and national income, keeps people busy, social identity and respect.
Differentiate democratic governments from non-democratic governments, in six points.
Servant of the people, freedoms, free elections, bill of rights and separation of powers.
Section C: answer three of items 5 to 10 (20 marks each). Booklet gives five points; the sixth is added.
Show how Tanzania can contain the challenges posed by globalisation, in six points.
Energy diversification, fighting corruption, regional co-operation, research and quality, resource use and investment climate.
Section C: answer three of items 5 to 10.
To what extent can financial institutions in Tanzania pave the way to economic prosperity? Six points.
Loans, employment, business education, value of money, economic projects and support for groups.
Section C: answer three of items 5 to 10.
Tanzania signed the 1948 Universal Declaration of Human Rights. To what extent are human rights protected in Tanzania? Six points.
Press, NGOs, civic education, rule of law and checks, the bill of rights, equality and participation.
Section C: answer three of items 5 to 10.
Examine six root causes of poverty in Tanzania.
Drought, low technology, top-down planning, disease and harmful traditions.
Section C: answer three of items 5 to 10. Booklet gives five; sixth point added.
Briefly explain six causes of road accidents in Tanzania.
Reckless driving, poor road safety education, bad roads, no warning triangles, defective vehicles, no licence and pedestrian indiscipline.
Section C: answer three of items 5 to 10.
Which of the following are inscribed on the Coat of Arms of Tanzania?
C — Hoe and hammer
The coat of arms carries a hoe and a hammer, symbols of agriculture and industry.
Friendship period before marriage, when men and women develop a relationship.
A — Courtship
Courtship is the period of friendship that comes before marriage.
Assigning roles, tasks and responsibilities to a gender on the basis of fixed biases.
E — Gender stereotyping
Stereotyping fixes roles by gender on the basis of biased beliefs.
Solutions key gives D (gender blind). D does not match the description. Key corrected to E.
Inadequate provision of food, shelter, clothing and access to clean water.
B — Absolute poverty
Absolute poverty is the lack of basic needs. Solutions key gives C (relative poverty); corrected to B.
Key corrected from solutions (C) to B.
The rural authority of the local government consists of:
D — Village governments, ward governments and district councils
Rural local government is built on village and district councils, with ward governments in the local structure. Solutions key gives B (town, municipal and city councils), which are urban authorities. Key corrected to D.
Key corrected from solutions (B) to D. Contestable: E (village, town and city councils) is the other candidate.
Amnesty International is an international agency which promotes:
C — Awareness on human rights abuse
Amnesty International campaigns against human rights abuses.
The majority rule in Zanzibar was achieved on:
E — 12th January 1964
The Zanzibar revolution of 12 January 1964 brought majority rule.
A voting area electing a representative to the National Assembly is called:
B — A constituency
A constituency is the area that elects one Member of Parliament.
The ability to convey ideas, feelings and thoughts so that others know them is:
D — Effective communication skills
Effective communication is the ability to convey ideas and feelings to others.
Social development refers to:
A — Improvement of people's welfare in the society
Social development means better welfare for people in society.
Match the items in List A (i–x) with the correct response in List B (A–O).
(i) E Empathy; (ii) F Creative thinking skills; (iii) D Self-esteem; (iv) N Critical thinking skills; (v) I Interview; (vi) G Assertiveness; (vii) J Decision making skills; (viii) B Social skills; (ix) C Guidance and counselling; (x) H Mediation
Compassion = empathy; new ideas = creative thinking; self-confidence and appreciation = self-esteem; analysing and evaluating = critical thinking; collecting opinions verbally = interview; confident response = assertiveness; best choice = decision making; positive dealings with others = social skills; psychological help = guidance and counselling; a third party helping to find a solution = mediation.
Solutions key gives O (problem solving) for (x), which is a general skill. H (mediation) fits 'with the help of others' better; key given as H. Solutions key for (i) to (ix) matches.
Provide a suitable title for the passage.
Human rights abuse.
According to the passage, name two violators of human rights in our society.
Central government, local government, public institutions (court and police), society and religious and family levels.
Any two.
In the context of the passage, outline two strategies that can be used to protect human rights in Tanzania.
Ongoing human rights education for the whole public; and knowing where to go when rights are violated (local human rights groups).
Any two.
In your view, what is the role of the judiciary in protecting human rights in Tanzania? Give two points.
Defend constitutional rights; ensure justice and the rule of law.
Any two.
Point out two negative effects of human rights abuse.
Citizens cannot meet basic needs; rising crime and poverty; conflict between citizens and government; conflict within families and communities.
Any two.
Outline five roles of commercial banks in Tanzania.
Lending to clients; advising on spending loans; securing savings; educating borrowers before loans; creating employment.
Briefly explain five elements of culture.
Traditions, language, ideology, recreation, art and laws.
Booklet lists six elements; any five with explanation.
In the light of the statement that multiparty democracy is more democratic than single-party systems, examine six merits of multiparty democracy for a country like Tanzania.
Free and fair elections; civil society; accountability through opposition; representation of interests; freedom of opinion and expression; respect for human rights.
Section C: answer three of items 5 to 10 (20 marks each).
Show how a responsible Tanzanian citizen can contribute to the welfare and prosperity of the country, by giving six points.
Lower crime; promote fairness and social justice; protect the country; make informed decisions; take part in elections; take part in civic affairs.
Section C: answer three of items 5 to 10.
Proponents of globalisation say it drives development, while opponents call it neo-colonialism. Discuss six demerits of globalisation to a country like Tanzania.
Falling prices for primary exports; low savings and investment; low education; low production; weak use of communication systems; cultural erosion and global political disorder.
Section C: answer three of items 5 to 10.
Road accidents in Tanzania have reached unacceptable proportions. Suggest six measures to alleviate road accidents in Tanzania.
Road-safety education; licensing only trained drivers; vehicle inspection and servicing; road maintenance; punishing reckless and drunk drivers; helping vulnerable pedestrians; road signs.
Section C: answer three of items 5 to 10.
'High standard of life and work are inseparable.' In the light of this statement, examine the importance of work to human development, by giving six points.
Identity; keeping people busy; family and national income; basic needs; respect; innovation and production.
Section C: answer three of items 5 to 10.
Discuss the importance of the culture of preventive care and maintenance of individual and public property, by giving six points.
Protects culture from globalisation; preserves heritage; builds nationhood and cohesion; preserves national identity; foundation for stable governance; preserves value systems.
Section C: answer three of items 5 to 10.
Which is NOT a component of a nation?
E — International recognition
A nation is made of territory, people, government and (in the usual formulation) a national identity. International recognition is a condition of statehood, not a component of the nation.
Solutions key E; kept. Booklet D (national flag) is not a standard component either, but E is the key.
A nuclear family consists of:
E — Wife, husband and children
A nuclear family is the parents and their children.
A continuous situation in which the poor do not improve their condition and status.
B — Poverty cycle
A poverty cycle is a continuing situation in which poverty is passed on and not escaped. Solutions key gives E (relative poverty), which refers to poverty measured against others' living standards; corrected to B.
Key corrected from solutions (E) to B.
The essence of an independent judiciary is to:
C — Promote rule of law
An independent judiciary upholds the rule of law and checks the other organs.
In a democratic state the legitimacy of the government is obtained through:
B — Democratic elections
Legitimacy comes from free and fair elections.
The two categories of local government authorities are:
C — Districts and urban authorities
Tanzania's local government has rural (district) and urban authorities.
The second step in healthy decision making is:
A — Listing possible solutions
The usual steps are: identify the problem, list possible solutions, evaluate them, decide, then check the result.
Which types of work involve more mental skills than physical strength?
A — Nursing and teaching
Nursing and teaching rely more on mental skill than carpentry, farming, lumbering or mining.
Choosing the best option after learning the consequences of each option is known as:
D — Rational decision making
Rational decision making weighs the consequences of each option before choosing.
One of the major aspects of globalisation is:
E — Revolution in information and communication technology
Advances in ICT are a central feature of globalisation.
Match the items in List A (i–x) with the correct response in List B (A–O).
(i) D Insurance companies; (ii) G Per capita income; (iii) A Commercial banks; (iv) E Capital; (v) B PSPF; (vi) C B.O.T; (vii) I High mortality rate; (viii) J SSRA; (ix) F Informal sector; (x) H Social development
Risk management = insurance; average income per person = per capita income; advice on investment and trade = commercial banks; a factor of development = capital; a social security scheme = PSPF; controlling inflation = Bank of Tanzania; indicator of poverty = high mortality; registers social security schemes = SSRA; no proper premises = informal sector; welfare improvement = social development.
Solutions key has (i) A, (iii) D, (vi) O, (x) M. Those four are wrong: insurance is D, banks advise so A, controlling inflation is B.O.T (C), and welfare is social development (H). Corrected key used.
Suggest a suitable title for the passage and give reasons for your suggestion.
Child labour. Millions of children are forced out of school to work; under-age children work at all kinds of jobs because their families are poor.
Account for the root causes of child labour in Tanzania.
Extreme family poverty; lack of emphasis on education.
Any two. Points drawn from the solutions and the passage.
Point out two risks facing domestic child labourers.
Illness, exploitation, injury and death; physical, emotional and sexual abuse; being treated as sexual objects.
Any two.
Define child labour according to the International Labour Organization.
Work by children aged 5 to 17 under conditions considered illegal, hazardous or extremely exploitative.
The solutions key gives only the 'illegal' condition; the passage gives the full ILO wording.
According to the passage, what are the risks of having unprotected sex?
Pregnancy, infection with STIs, HIV and AIDS, or both; a pregnant domestic girl may be chased from the home without help.
Any two (the passage gives these three).
Briefly outline five responsibilities of a good citizen in Tanzania.
Protect the country; promote fairness and equality; respect others' rights; obey the law; take part in civic affairs and elections.
Any five; the solutions list eleven.
List down five importance of human rights to Tanzanians.
Right to life; equal protection by the law; freedom of expression; freedom of religion and conscience; freedom of association; right to a clean environment.
Any five.
Discuss six functions of the Parliament of the United Republic of Tanzania in the governing process of the country.
Make laws; ask the government questions and advise it; discuss the annual budget; examine ministries' performance; ratify international conventions; amend laws.
Section C: answer three of items 5 to 10 (20 marks each).
Explain six elements of culture.
Cooperation; laws; art; recreation; ideology; traditions; language.
Section C: answer three of items 5 to 10. Six of the seven elements given.
Examine the importance of life skills to the youth in Tanzania by giving six points.
Decision making; good behaviour and avoiding bad habits; love and understanding; coping with pressure; peace and order; understanding the environment.
Section C: answer three of items 5 to 10.
Assess six significances of National Festivals and Public Holidays to Tanzania.
Leaders identify problems; teaches commemoration; builds unity; citizens meet and share views; history is kept alive; cultural celebration.
Section C: answer three of items 5 to 10.
Examine the importance of local governments in Tanzania by giving six points.
Promotes participation and democracy; solves local problems; simplifies administration; revenue for local development; links the community with central government; enforces laws.
Section C: answer three of items 5 to 10.
Despite its many resources, Tanzania is economically underdeveloped. Discuss six factors needed for economic development of Tanzania to take off.
Capital; good governance; entrepreneurs; land; raw materials; tools and equipment; labour.
Section C: answer three of items 5 to 10. Seven factors given in the solutions; any six.
A school authority that discourages female students from opting for technical subjects is likely to be influenced by:
B — Gender stereotyping
Stereotyping assigns roles and choices by gender on the basis of fixed beliefs.
Experiences of the past inherited by society and regarded as unchangeable:
A — Traditions
Traditions are inherited practices handed down by society.
The leader of government business in Parliament of the United Republic of Tanzania is the:
C — Prime Minister
The Prime Minister leads government business in Parliament.
Which is NOT a function of the Commission for Human Rights and Good Governance?
D — Institute legal proceedings against public officials accused of corruption
Prosecution of corruption is the work of the anti-corruption bodies, not the human rights commission.
The national motto of the United Republic of Tanzania inscribed on the coat of arms is:
A — Freedom and unity
The motto is Uhuru na Umoja (freedom and unity).
A custom of having more than one wife is known as:
D — Polygamy
Polygamy is marriage to more than one spouse at the same time.
The organ responsible for planning and coordinating village activities is the:
E — Village Council
The Village Council is the executive organ of the village that plans and coordinates its activities.
Kept solutions key E.
An important feature of a constitutional monarchy is:
B — The King or Queen is the ceremonial head of state
In a constitutional monarchy the monarch is ceremonial head of state, and power rests with elected or appointed government.
Bus accidents are caused by human and external factors. The external factors include:
E — Poor road condition
Poor road conditions are external to the driver; the other options are driver errors.
Which is NOT a core function of commercial banks in Tanzania?
C — Providing insurance services to clients
Insurance is provided by insurance companies, not a core function of commercial banks.
Match the items in List A (i–x) with the correct responses in List B (A–O).
(i) M 1984; (ii) N 1992; (iii) J 1977; (iv) A 1961; (v) O 2000; (vi) B 1962; (vii) E 1965; (viii) C 1963; (ix) L 1979; (x) D 1964
(i) Zanzibar bill of rights and wider House of Representatives: 1984. (ii) Eighth amendment introduces multiparty: 1992. (iii) Interim constitution replaced by the permanent one: 1977. (iv) Tanganyika independence: 1961. (v) Presidential plurality amendment: 2000. (vi) Tanganyika Republic: 1962. (vii) One-party state: 1965. (viii) Zanzibar independence: 1963. (ix) Zanzibar House of Representatives and first elections: 1979. (x) Interim union constitution: 1964.
Solutions key: (iii) E, (vii) J, (viii) V (not a valid option), (ix) M (duplicates (i)). Corrected to the years above: (iii) and (vii) swapped, (viii) V -> C, (ix) M -> L. Flagged: check (iii)/(vii) against the paper's booklet before finalising.
From the passage, identify two resources which can be replaced through natural processes.
Trees in the forest; grasses in grasslands; wild animals; fresh surface water; fresh air; fertile soils.
Any two. Solutions give the classes (non-renewable, renewable) rather than resources.
State three merits of recycling non-renewable resources.
Avoids excessive use of resources; reduces timber needs for paper; extends supplies.
Any three.
List three environmental problems associated with burning fossil fuels.
Air pollution from exhaust gases; waste heat; water pollution.
Any three.
Explain the condition under which renewable resources cannot be renewed.
When they are used faster than they can be replenished (over-use), so the renewable resource becomes non-renewable.
Solutions give three measures to restore renewable resources (planting trees, watering grassland, adding manure); those answer a different question. The key here follows the question as asked.
Suggest two measures to promote sustainable use of natural resources.
Prohibit deforestation; enforce strict laws on activities near water sources.
Any two.
Outline the consequences of improper behaviour among the youth in Tanzania, giving at least five points.
HIV/AIDS spread; crime; drug abuse and social problems; family problems and early marriage; poverty; lawlessness.
Any five. Solutions list six.
Briefly explain the importance of family stability, giving five points.
Care and security for children; socialisation and moral values; economic co-operation; reduced crime and delinquency; emotional support and stable society.
ANSWER-SHEET TEXT NOT AVAILABLE: solutions file gives no answer to 4(b). Key compiled by hand and not verified against the marking scheme.
Tanzania is credited for promoting and broadening the scope of democracy. Give six points to show the validity of this statement.
Transparency and accountability; rule of law; human rights; free and fair elections; political competition; free mass media.
Section C: answer three of items 5 to 10 (20 marks each).
Identify and explain six traditions and customs which influence the subordination and exploitation of women in Tanzania.
Discrimination in inheritance; food taboos in pregnancy; wife inheritance; female genital mutilation; exclusion from decision making; oppression.
Section C: answer three of items 5 to 10.
The concept of globalisation is sometimes misunderstood. Provide a broader view by examining six aspects of globalisation.
ICT; global finance; free market economy; movement of people; spread of ideas and ideology; intellectual property.
Section C: answer three of items 5 to 10.
The industrial sector plays a key role in the economy. Give six points to illustrate the importance of small-scale industries to people's development in rural areas in Tanzania.
Employment; diversification; foreign currency earnings; self-sufficiency; development of transport and communication; improved trade, tourism and agriculture; reduced imports; better social services.
Section C: answer three of items 5 to 10.
Despite government efforts, the war against poverty in Tanzania is yet to be won. Analyse nine root causes of poverty in Tanzania.
Drought and bad climate; low science and technology; top-down economic plans (forced villagisation 1973–74); diseases such as HIV/AIDS and malaria; harmful traditions such as witchcraft and games during working hours.
Question asks for NINE; the solutions give five. Key lists the five; the other four are not in the answer sheet. Flagged: the wording of the question and the answers do not match.
Elaborate six interpersonal skills which will enable you to cope with life after completing secondary school.
Effective communication; forming friendships; forming healthy relationships; negotiation; coping with stress; empathy.
Section C: answer three of items 5 to 10. Solutions give five skills; the sixth, empathy, is added and is not from the answer sheet.
Biological differences between men and women are referred to as:
A — Sex
Sex refers to biological differences; gender refers to socially constructed roles.
The major driving force of globalisation is:
C — Revolution in information and communication technology
ICT is the principal driver that links markets and people across the world. Solutions key gives B (increased FDI in developing nations); corrected to C.
Key corrected from solutions (B) to C. Flagged: check the booklet key before finalising.
The Universal Declaration of Human Rights was adopted by the United Nations in:
C — 1948
The UDHR was adopted on 10 December 1948.
A culture of preventive care and maintenance of public property should be encouraged because:
E — It can reduce repair costs and prolong the life of the property
Preventive maintenance lowers repair costs and extends the life of property.
The Chief Executive Officer of the city council is the:
C — City Director
The City Director is the chief executive of a city council.
Solutions key gives E (Regional Commissioner), which is a regional office, not a council executive. Key corrected to C.
An advantage of SACCOS over other financial institutions is:
B — Better terms on savings and credit facilities for their members
SACCOS are member-owned and offer better savings and credit terms to members.
The ability to analyse, evaluate and describe the quality of something is:
D — Critical thinking
Critical thinking is the ability to analyse and evaluate.
In order to make a healthy decision on any problem, the first important stage is to:
E — Identify and clearly understand the challenge
The first step is to identify and understand the problem. Solutions key gives A (develop self-confidence), which is not a decision stage; corrected to E.
Key corrected from solutions (A) to E.
The most important feature of the 1979 Zanzibar Constitution was that it:
D — Created a legislative body called the House of Representatives
The 1979 Zanzibar Constitution created the House of Representatives.
It is important to preserve national culture because it:
C — Is an expression of national identity and pride
Culture expresses national identity and pride.
Match the items in List A (i–x) with the correct responses in List B (A–O).
(i) E Democracy; (ii) G Representative democracy; (iii) F Direct democracy; (iv) O Proportional representation; (v) I Referendum; (vi) A National sovereignty; (vii) H Universal suffrage; (viii) K Winners take all; (ix) C A political party; (x) L Pressure group
Rule by the people = democracy; MPs decide for citizens = representative democracy; Athenian democracy = direct democracy; diverse society = proportional representation; vote on specific issues = referendum; executive power free of outside interference = sovereignty; equal voting rights = universal suffrage; most votes wins = winner takes all; group seeking state power = political party; group influencing policy = pressure group.
Solutions key gives A for both (vi) and (viii) (duplicate), and K for (x). Corrected: (viii) K, (x) L.
Why can investment in the education of girls have the highest returns in Tanzania?
Educated women improve quality of life and national development: more production, better hygiene and nutrition, lower child mortality, and better health care and child education.
Point out two cultural factors which affect the education of a girl child in Tanzania.
Early marriage; parental preference for a 'wife and mother' role for daughters.
Any two.
State three ways through which children acquire gender roles in Tanzania.
Differential treatment; differential expectations; differential reinforcement (by parents, teachers and society).
Any three.
Outline two challenges facing primary education in Tanzania.
Under-funding; large class sizes; curriculum that perpetuates gender stereotyping.
Any two.
Give two reasons behind increased enrolment of girls and boys in the late 1980s.
Universal Primary Education introduced in 1974; Education Act No. 25 of 1978 giving powers to enforce compulsory enrolment and attendance.
Any two. The passage also cites the Education Act of 1969.
Outline five traditions and customs which affect the reproductive health of women in Tanzania.
Early or forced marriage; wife inheritance; female genital mutilation; bearing many children; food taboos.
Any five.
Explain the significance of the National Anthem, giving five points.
Identity abroad; national pride; loyalty; unity; symbol of national freedom.
Any five.
Tanzania is now more of a buyer than a seller of goods and services. Analyse six strategies which can be employed to speed up industrial development in Tanzania.
Skilled personnel; transport networks; improved technology; good governance and trade policy; capital; sustainable markets.
Section C: answer three of items 5 to 10 (20 marks each).
Show six efforts made since independence to promote and preserve national culture in Tanzania.
Kiswahili Council; Film Censorship Board; Arts and Crafts Council; Museums, Antiquities and National Archives; National Festivals Council; sixth effort not in answer sheet.
Section C: answer three of items 5 to 10. Solutions give five efforts; the sixth is added and is not from the answer sheet.
Examine six root causes of improper behaviour among the youth in Tanzania.
Lack of parental care; mass media; poverty; drunkenness; lack of education; bad friends.
Section C: answer three of items 5 to 10.
The private sector in Tanzania is growing fast but faces many challenges. Suggest six measures to address the challenges facing the private sector.
Protect public property; improve rural social services; involve people in maintaining services; regular water supply; regular electricity; better roads and transport; solve financial constraints.
Section C: answer three of items 5 to 10. Solutions list seven challenges framed as measures; six are chosen.
The struggle against women's discrimination and oppression faces many challenges in Tanzania. Examine four institutions which undermine women in Tanzania.
Education (lower examination marks, intellectual stereotyping); religion (women excluded from speaking and ceremonies); law and custom (male inheritance of land); sports (lack of sponsors, pitches and coaches).
Section C: answer three of items 5 to 10. Question asks for four institutions; all four are given. Note: the question is 9 in this paper; the solutions use the same four institutions.
HIV/AIDS threatens the future prosperity of many nations. Elaborate six socio-economic impacts of HIV/AIDS in Tanzania.
Higher government expenditure on ARVs; family separation, dependency and poverty; rising crime; more orphans; family conflict over inheritance; loss of manpower.
Section C: answer three of items 5 to 10.
Non-biological roles performed by men and women in a society are called:
A — Gender roles
Gender roles are socially assigned, not biological. Solutions key gives B (cultural roles); corrected to A, which is the term for these roles.
Key corrected from solutions (B) to A. Flagged; check the booklet key.
The organ which oversees day-to-day activities and makes decisions on village matters is the:
C — Village council
The Village Council is the village organ that runs daily affairs and decides on village matters.
The right of people to belong to an organisation is called freedom of:
B — Association
Freedom of association is the right to join organisations.
Which is NOT a source of national income in Tanzania?
E — Grants or aids
Development levy, income tax, parastatal profits and licence fees are internal sources. Grants and aid come from outside.
In many societies traditional folk tales and songs continue to be important mainly because they:
D — Help to maintain cultural identity
Folk tales and songs transmit and sustain cultural identity.
Tanzania has included life skills education in its curriculum because it:
B — Increases productivity and comfort of life
Life skills help people make choices that improve productivity and wellbeing.
The legal instrument which gives powers and responsibilities to leaders is the:
C — Constitution
The constitution is the supreme legal instrument that allocates powers.
The major drawbacks to industrial prosperity in Tanzania include:
A — Unskilled labour, weak technological base and poor infrastructure
These are the standard obstacles to industrialisation in the Tanzanian textbook.
The type of electoral system in Tanzania is known as the:
D — Simple majority system
Tanzania uses the simple majority (first-past-the-post) system for most elections.
A social group of people living together with their own government, language, traditions and history is called a:
A — Nation
A nation is a group sharing government, language, traditions and history.
Match the items in List A (i–x) with the correct responses in List B (A–O).
(i) M Collective rights; (ii) F A fair trial; (iii) O Convention; (iv) H Economic, cultural and social rights; (v) L Defamation; (vi) K Moral rights; (vii) G Civil and political rights; (viii) B Declaration; (ix) E Stockholm declaration; (x) D Magna Carta
Third-generation rights are collective. Civil rights include a fair trial. A convention binds signatories. Second-generation rights are economic, social and cultural. Violating press freedom is defamation. Conduct-based rights are moral rights. First-generation rights are civil and political. A non-binding instrument is a declaration. The Stockholm Declaration (1972) concerns the human environment. The Magna Carta is the English charter of freedoms.
Solutions key: (i) I, (iii) C, (ix) M. Corrected: (i) I individual rights is not a generation (third generation is collective, M); (iii) C ratification is a process, a convention is the binding instrument (O); (ix) M is taken by (i), so (ix) E (Stockholm, environment). Flagged.
From the passage, is the United Nations a democratic organisation? Give reasons.
No. The Security Council gives five permanent members greater rights, including veto power, which lets one of them block any decision.
From your own understanding, list five permanent members of the UN Security Council which have veto power.
United Kingdom, France, United States, China, Russia.
From the passage, what are the major achievements of the OAU?
Liberation of African states; consolidation of the independence of African states.
From your own knowledge, name the city in which the headquarters of the UN is located.
New York.
Apart from maintaining world peace and security, name three other important functions of the UN according to the passage.
A world free of war; a world free of hunger; a world free of repression and suffering.
Any three.
From your own understanding, mention any three sub-regional organisations in Africa, giving their short and long forms.
ECOWAS (Economic Community of West African States); SADC (Southern African Development Community); COMESA (Common Market for Eastern and Southern Africa).
Any three. Solutions write 'SADC for South Africa Development Co-operation', which is not the official name; corrected here. The East African Community (EAC) is also acceptable.
What do you understand by the term 'early marriage'? Briefly explain four effects of early marriage.
Marriage of a person below the age of 18. Effects: complications during delivery; girls leave school; spread of HIV/AIDS; breakdown of families.
Definition plus any four effects.
Briefly explain the main five functions of the Central Bank of Tanzania (BoT).
Directs commercial banks; issues currency; controls exchange; keeps and provides finance to government; protects the value of the currency.
Any five.
'Most countries hold general elections, but the challenge remains on the extent to which an election is free and fair.' Examine six conditions for free and fair elections.
Independent electoral commission; code of conduct; freedom from corruption and fraud; free and fair campaigns; equal access to mass media; transparent counting (added).
Section C: answer three of items 5 to 10 (20 marks each). Solutions give five; the sixth is added and is not from the answer sheet.
Give six points to elaborate the importance of studying Civics.
Rights and responsibilities; how government works; cross-cutting issues; current events; international relations; democratic values; coping with globalisation; cultural and natural heritage.
Section C: answer three of items 5 to 10. Any six.
The informal sector is one of the fast-growing sectors of the economy. Explain six major problems facing the informal sector in Tanzania.
Lack of credit; lack of modern tools; lack of proper premises; unplanned and polluting environment; low education and poverty; transport problems.
Section C: answer three of items 5 to 10.
'The debate on the merits and demerits of globalisation sometimes generates more questions than answers.' Show six socio-economic demerits of globalisation in Tanzania.
Unequal exchange between North and South; environmental degradation; wasteful spending on imported goods; decline of local industry; exploitation by multinationals; unemployment from machines.
Section C: answer three of items 5 to 10.
Describe nine elements of proper behaviour in a society.
Honesty; hard work; community participation; obedience; dressing properly; respect for others; proper language; helping others.
Section C: answer three of items 5 to 10. Question asks for NINE; the solutions give eight. Eight are keyed; a ninth is not in the answer sheet and is not added here.
Identify and explain six factors required for economic development.
Land; raw materials; tools and equipment; capital; labour; good governance.
Section C: answer three of items 5 to 10.
A zebra crossing is an important traffic sign because it:
A — Enables pedestrians to walk across the road safely
A zebra crossing marks where pedestrians have priority to cross.
Family stability in a society is important because it:
B — Helps people to live a comfortable life
Stable families provide care, support and security that improve living conditions.
Which is NOT an indicator of poverty?
D — Low mortality rate
Low mortality is a sign of better health, not poverty. The other options are indicators of poverty.
Norms of conduct which differ between societies and change over time are known as:
C — Customs
Customs are accepted patterns of conduct that vary between societies and change over time.
The branch of central government responsible for administrative duties is the:
E — Executive
The executive carries out administration; the legislature makes laws and the judiciary interprets them.
The Constitution of the United Republic of Tanzania was amended to include a bill of rights in:
B — 1984
The bill of rights was added to the constitution by the 1984 amendment.
The friendship between a man and a woman that precedes marriage is called:
D — Courtship
Courtship is the period of friendship before marriage.
Which encourages and cultivates values, knowledge and abilities to perceive things?
C — Life skills promotion
Life skills education builds values, knowledge and abilities.
Many Tanzanians cannot access credit from financial institutions due to:
C — Lack of entrepreneurial skills and security
Lenders need business skills and collateral or security; many people lack both.
The organs responsible for administering elections in Tanzania are:
B — ZEC and NEC
The Zanzibar Electoral Commission (ZEC) and the National Electoral Commission (NEC) administer elections.
Match the items in List A (i–x) with the correct responses in List B (A–T).
(i) I Ability to allow other people's opinions, customs, beliefs and behaviours; (ii) E Achievement reflected in mastery of nature; (iii) L Lays down principles and conditions for society; (iv) B Place where old written records are kept; (v) Q Used to carry out material production; (vi) N Important objects made in an earlier period; (vii) S Perception of right or wrong; (viii) D Proper ways of doing things; (ix) P Attainment in science, education, ethics, literature and art; (x) O Shared patterns of beliefs, customs, values and behaviours
Matched from the solutions key.
Item (ii) material culture = E is a plausible reading of the solutions key and is flagged for checking against the booklet.
Suggest a suitable title for the passage and give a rationale.
Women discrimination. The passage describes how women are excluded from decisions because of wrong beliefs and customs.
From the passage, why are women's reproductive rights undermined?
Women do not have the power to make decisions on reproductive health, family size and child spacing.
From the passage, what is the root cause of bias against women?
Wrong beliefs and customs transmitted through informal education.
Describe how women can be empowered according to the author.
Sensitising and educating people about equality; training; employment; financial support for small businesses.
In your opinion, what is meant by 'to educate a woman is to educate the entire nation'?
Women are the main caretakers of the family; an educated woman passes knowledge to her children and family, so educating her educates the whole family and nation.
Outline the effects of drug abuse, giving five points.
Increase in crime; dependency; spread of HIV/AIDS; school dropout; death from overdose.
List down any five solutions to improper behaviours.
Mass education on good behaviour; parents close to children; religious teaching; banning pornography; school education on proper behaviour.
'Agriculture is an engine for the growth of the economy.' Analyse six strategies which can be used to improve production in agriculture.
Farmer education; population control; modern farming; infrastructure; loans and irrigation; storage and co-operatives.
Section C: answer three of items 5 to 10 (20 marks each).
Examine any six problems facing the government in providing better health services to Tanzanians.
Inadequate labour; inadequate finance; low science and technology; corruption; tropical diseases; poor transport and infrastructure (added).
Section C: answer three of items 5 to 10. Solutions give five; the sixth is added.
There is an almost unquestioned view that culture is dynamic. Explain any five merits of cultural change to Tanzanians.
Liberation of individuals through technology; political development through democracy; higher industrial output; promotion of human rights; greater awareness and education (fifth added).
Section C: answer three of items 5 to 10. Solutions give four; the fifth is added.
'To a great extent, road accidents in Tanzania are man-made.' Justify this by giving five points.
Drivers without valid licences; pedestrians ignoring road safety; drivers ignoring road signs; drunk driving; reckless driving; lack of road safety education; no warning triangles.
Section C: answer three of items 5 to 10. Any five.
'Work and development are two sides of the same coin.' Elaborate six importance of work.
Basic needs; keeps people busy; social identity; family and national income; innovation; increased production.
Section C: answer three of items 5 to 10. Solutions give five; the sixth is added.
Despite an impressive human rights record, Tanzania still suffers from human rights abuse. Use six points to validate this statement.
Children's right to education; right to life (witchcraft killings); right to property; stigma against people living with AIDS; equality before the law and freedom of speech; women's rights.
Section C: answer three of items 5 to 10.
A social group whereby a man leads the family is known as:
E — Patriarchal
Patriarchal means that the man leads the family. Solutions key gives C (patrilineal), which refers to descent through the father. Corrected to E.
Key corrected from solutions (C) to E.
In life skills, the ability of a person to appreciate himself or herself is known as:
C — Self esteem
Self-esteem is valuing and appreciating oneself. Solutions key gives B (assertiveness), which is the ability to express oneself firmly. Corrected to C.
Key corrected from solutions (B) to C.
Gender inequality means:
C — A certain sex is given priority in all aspects of life
Gender inequality means one sex receives priority in life.
Foreigners outside the Commonwealth may be granted Tanzanian citizenship by:
A — Naturalisation
Naturalisation is the legal route to citizenship for foreigners.
Peer groups, schools, religion and mass media are examples of:
B — Socialisation agents
These are agents that socialise people. Solutions key gives A (pressure groups); corrected to B.
Key corrected from solutions (A) to B.
In road safety, precaution signs:
A — Warn road users to take proper measures against any danger ahead
Precaution (warning) signs warn of danger ahead.
Reading, writing, listening and speaking are best known as:
C — Basic communication skills
These four are the basic communication skills. Solutions key gives B, corrected to C.
Key corrected from solutions (B) to C.
Violations of human rights can be caused by all of the following EXCEPT:
E — Globalisation
Negligence, ignorance, corruption and selfishness cause abuses. Globalisation is not in itself a cause. Solutions key gives B (ignorance), which is a cause; corrected to E.
Key corrected from solutions (B) to E.
A factor which undermined the legitimacy of the one-party system in Africa was:
D — Economic crisis and the collapse of the Eastern bloc
The economic crisis and collapse of the Eastern bloc weakened one-party states.
In traditional education, the source of knowledge was dominated by:
E — Elders
Traditional education passed knowledge through elders.
Match the items in List A (i–x) with the correct responses in List B (A–T).
(i) N A state and its supreme powers; (ii) D Origin of human rights in England; (iii) H A country governed by elected representatives and a President; (iv) O Killing of theft suspects; (v) C Fights for rights of women and children; (vi) F Universal Declaration of Human Rights; (vii) Q Current Constitution enacted; (viii) P Deals with human rights worldwide; (ix) R Special group; (x) S Example of civil and political rights
Matched from the solutions key, except (x).
Solutions key gives (x) I (moral rights). Equality before the law is a civil right, so corrected to S (civil and political rights). Flagged.
From the passage, define corruption.
Misuse of public position or office for personal gain or unjustly.
According to the author, what ill-effects does corruption cause?
Weakens global trade and free-trade benefits; deters investment; undermines democracy; distorts trade and capital flows; impedes development.
Any five.
Give another meaning of the word 'cumbersome' as used in the passage.
Difficult or complicated.
Apart from low pay of officials, what other causes of corruption do you know?
Lack of patriotism; greed; selfishness.
Any other causes are acceptable, such as weak punishment or weak leadership.
From your own understanding, suggest possible solutions to reduce or eradicate corruption.
Salary increases; patriotism; public education on the effects of corruption; strong punishment for offenders.
Any solutions with reasons are acceptable.
Define poverty.
State where people cannot lead a decent life because their social and economic needs are not sufficiently met.
Outline any four indicators of poverty.
Low per capita income; low science and technology; low GDP; poor transport and communication; high illiteracy.
Any four.
List down any five strategies for poverty alleviation in Tanzania.
Economic projects; clean water; decentralisation; infrastructure; social services; agriculture; education; poverty-eradication policy.
Any five.
According to J.K. Nyerere, good leadership is one of the important conditions for development. Examine the qualities of a good leader.
Respect for public resources; honesty and freedom from corruption; respect for others' opinions; following a code of ethics; stability; accepting criticism; encouraging participation.
Section C: answer three of items 5 to 10 (20 marks each). Any six of the ten given.
With the aid of examples, analyse the relationship between poverty and environmental degradation.
Overpopulation from poor family planning; overstocking and shifting cultivation; low education on environmental effects; cutting trees for energy; bush fires to clear land.
Section C: answer three of items 5 to 10. Solutions give five; the question asks for analysis with examples.
Despite efforts by government and activists, women are still lagging behind. Examine strategies which can be used to liberate women in Tanzania.
Special parliamentary seats; women's associations and institutions; a ministry for women and children; equal access to resources; empowerment for economic activity; discouraging harmful traditions.
Section C: answer three of items 5 to 10.
Identify and explain the measures taken by African governments to improve the weaknesses of the inherited colonial educational system so that it suits African culture.
Reviewing curriculum and syllabuses; promoting African culture in the curriculum; training African teachers; promoting Kiswahili and African languages.
Section C: answer three of items 5 to 10. The question asks for measures without a number; four are given in the answer sheet.
'Privatisation is both an asset and a disaster to Tanzanians.' Justify this contention with vivid examples.
Asset: reduces bureaucracy; improves efficiency and competition; more choice for clients. Disaster: unemployment of indigenous people; decline of agriculture; rural poverty.
Section C: answer three of items 5 to 10. Answer sheet gives four asset points and three disaster points; any six with examples.
Account for the main functions of Parliament in Tanzania.
Make laws; ask the government for clarification; discuss the annual budget; examine ministries' performance; amend laws; ratify international conventions.
Section C: answer three of items 5 to 10. The answer sheet says 'rectify'; the correct term is 'ratify'.
One of the following is NOT among the factors affecting national sovereignty:
E — Pressure groups
Civil wars, poverty, calamities and conflicts all weaken sovereignty. Pressure groups do not.
The following are responsibilities of the President of Tanzania as prescribed by the constitution, EXCEPT:
B — Head of the ruling political party
The constitution makes the President head of state, government and armed forces. Leadership of a party is not a constitutional duty. Solutions key gives D (commander-in-chief), which is a constitutional role; corrected to B.
Key corrected from solutions (D) to B. Flagged for booklet check.
External sources of government revenue which are non-repayable include:
D — Grants from donor countries
Grants do not have to be repaid. Loans from the World Bank, IMF and domestic borrowing must be repaid. Solutions key gives B; corrected to D.
Key corrected from solutions (B) to D.
The organ of the state which interprets the laws is the:
D — Judiciary
The judiciary interprets and applies the law.
A type of dictatorship where a few persons form and control the government is called:
A — Aristocracy
Solutions key gives A (aristocracy). Rule by a few is sometimes called oligarchy; aristocracy is accepted here as the key.
Solutions key accepted; 'aristocracy' is not strictly a dictatorship. Flagged as contestable.
One condition for naturalisation in Tanzania is to:
B — Show and ensure that one would be a suitable citizen of Tanzania
Applicants must show they would be suitable citizens.
Which of the following is NOT among the national symbols?
C — The High Court of Tanzania
The flag, coat of arms and Uhuru torch are national symbols. The High Court is an institution.
Which is NOT true about the characteristics of culture?
A — Static
Culture is adaptive, learned, symbolic and dynamic; it is not static.
According to the Constitution of the United Republic of Tanzania, Parliament consists of two parts:
B — The President and the National Assembly
Article 64 of the constitution makes Parliament the President and the National Assembly.
A true definition of general election is:
A — Parliamentary and presidential elections held country-wide
A general election covers presidential and parliamentary elections across the country.
Match the items in List A (i–x) with the correct responses in List B (A–T).
(i) L Method of collecting information about a problem; (ii) D Implies working together and being part of the activity; (iii) M Feeling of confidence in oneself that one is a good and useful person; (iv) Q A belief in one's ability to do something and succeed; (v) N Improper behaviour; (vi) T Knowledge and ability to work and cope with other people and environment; (vii) R Stand up for one's rights while respecting others'; (viii) J Knowing and understanding one's potential, feelings, emotions, strengths and weaknesses; (ix) O Legal physical or mental activity directed at producing something; (x) S Used to solve problems with psychological effects
Matched from the solutions key.
Suggest a suitable title for this passage.
The agricultural sector in Tanzania.
According to the passage, why is agriculture said to be the backbone of Tanzania's economy?
It employs about 80 per cent of the population, contributes over 45 per cent of GDP and generates over 40 per cent of export earnings.
What should be done to attract investors in agriculture?
Improve infrastructure; enact a land law that encourages investment; provide water and electricity in rural areas.
Any three.
From the passage, identify the agricultural potential of the country.
More than 44 million hectares of arable land; large water resources; a wide variety of agro-ecological zones and climates.
In your view, what can be done to improve the agricultural sector?
Subsidise farmers; establish processing industries; find world markets for products.
Any three.
Briefly explain how you would advise your community on measures to avoid road accidents.
Strict traffic police; vehicle inspection; licences to qualified people only; punish corrupt police and drivers; clear road signs and no drunk driving; help the disabled, children and elderly; regular servicing.
Any five or more.
Write a concise explanation on the importance of courtship.
Time to consider marriage; self-discipline; learning each other's feelings and expectations; planning the future family; acquiring basic requirements; learning life skills.
Among financial institutions, the banking sector is growing very fast. Assess the strengths and weaknesses of banks in providing financial services in the country.
Strengths: growth and reach, products and services, savings and loans. Weaknesses: high interest rates, collateral requirements, few rural branches, limited access for the poor. NOTE: drafted, not from the answer sheet.
NOT IN THE ANSWER SHEET. Points drafted by the author of this bank and unverified. Check against the marking scheme before use.
Analyse the importance of industries to least developed countries like Tanzania.
Source of income; higher value for raw materials; diversification; foreign exchange; higher agricultural production; infrastructure development; economic growth.
Section C: answer three of items 5 to 10 (20 marks each). Any six.
'Some traditions and customs in our culture may lead to the spread of HIV/AIDS.' Justify this statement.
Widow or bride inheritance; female genital mutilation with unsterilised blades; early marriage; polygamy.
Section C: answer three of items 5 to 10.
For any election to be democratic it must be free and fair. Identify and explain the main conditions for a free and fair election.
Universal suffrage; periodic elections; multiparty participation; secret ballot; election campaigns.
Section C: answer three of items 5 to 10.
Taking Tanzania as an example, account for the increased poverty and backwardness in many sub-Saharan countries.
Over-population; corrupt and irresponsible governments; poor policies; personal irresponsibility; market economy and de-industrialisation; rural–urban migration.
Section C: answer three of items 5 to 10.
By using the knowledge you have obtained in Civics, assess the benefits of being identified as a citizen of a particular country.
Right to protection; right to vote and take part in governance; justice; citizen services; right to economic activity; free movement; passport and travel.
Section C: answer three of items 5 to 10.
Formulations of rules and behaviour enforced by a special authority are:
B — Laws
Laws are rules enforced by a special authority.
Presidential and parliamentary democracy are forms of:
D — Representative democracy
Citizens elect representatives who govern on their behalf.
A father, his wives and children make up a family known as a:
D — Compound family
A compound (polygamous) family has one man with several wives and children. Solutions key gives C (nuclear family), which is one couple and children. Corrected to D.
Key corrected from solutions (C) to D.
A method which looks at the present situation or the groups of people in which the problem lies is:
C — Observation
Observation studies the situation and people involved directly.
Problem-solving techniques help to:
C — Get the best possible solution
Problem solving aims at the best solution.
Rights not officially included in the law and not claimable in court are:
C — Moral rights
Moral rights are not enforceable in court. Solutions key gives E (economic, social and cultural rights), which are legal rights recognised in treaties. Corrected to C.
Key corrected from solutions (E) to C.
Before marriage a man and a woman pass through a period called:
E — Courtship
Courtship is the period of friendship before marriage.
The yellow traffic light tells the driver to:
D — Get ready to go
Yellow means prepare to stop or prepare to go.
The Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW) was formed in:
D — 1982
CEDAW was adopted in 1979 and entered into force in 1981, so none of the options is exact. Solutions key gives D (1982). Flagged: check the booklet and marking scheme.
Key from solutions; the option set does not contain the 1979 adoption year. Flagged.
A feature of globalisation is:
C — Movement of people
Movement of people across borders is a feature of globalisation.
Match the items in List A (i–x) with the responses in List B (A–T).
(i) D Inequality in job accessibility; (ii) O Develops from changes within a society; (iii) I Important objects existing for a long time; (iv) S False stories parents tell as oral tradition; (v) E Absence of inequality between men and women; (vi) B No known cure; (vii) G True stories and beliefs used to guide society; (viii) F Non-material culture; (ix) N Stabilisation of personal relationships; (x) L Material cultural product
Matched from the solutions key.
(iv) Myths: A (widely believed but false) also fits; S chosen as in the key.
Write the most suitable title of the passage.
The educated for the uneducated.
Identify four means of removing the gap between the educated and the non-educated.
Educated people shedding selfishness; students doing physical work like others; close contact with the outside world, such as teaching adults; ex-students using skills to help the less educated.
Any four.
According to the passage, what is meant by the statement 'Education is a debt'?
Education is paid for by other people (parents, sponsors, the community), so students owe society and must serve it in return.
In your own opinion, outline how you will socialise students with the outside world.
Community service such as cleaning the environment; participating in community socio-economic activities.
Any two.
How should the superiority mentality of the educated few be checked?
By making them realise that education is meant to benefit the society around them.
Write a short note on the effects of inheritance of spouses.
Spread of STDs and AIDS; children losing family care; psychological torture; physical torture; denial of the widow's inheritance rights.
Any four or more.
Write a short note on the importance of road traffic signs.
Guide road users; warn of corners, construction and crossings; prevent accidents; regulate traffic flow; control speed; ensure safe driving.
Any four or more.
Outline the traditions and customs of Tanzanians which must be eradicated.
Female genital mutilation; widow inheritance; gender inequality; early and forced marriage.
Section C: answer three of items 5 to 10 (20 marks each). Four traditions given; the question does not state a number.
Explain the different steps to be followed in the whole process of problem solving.
Problem identification; analysis and clarification; reviewing alternative solutions (brainstorming); choosing a solution; implementing; evaluation.
Section C: answer three of items 5 to 10.
Some members of your society do not know their responsibilities. Inform them of the responsibilities of good citizens.
Respect others' rights; prevent and report crime; respect the law; pay taxes; do lawful productive work; take part in community development; watch and comment on government; register and vote.
Section C: answer three of items 5 to 10.
Globalisation has affected Tanzanian culture. Show how this process has affected Tanzanian culture.
Promotion of foreign languages; religious division; decline of local industry; moral decline; violence through mass media.
Section C: answer three of items 5 to 10. Five points given; the question does not state a number.
Why is it essential for Tanzania to have lessons on culture in schools?
Language transfers knowledge across generations; culture gives national identity; it binds people in unity; it promotes good morals; sports and crafts; initiation prepares youth for adult responsibility.
Section C: answer three of items 5 to 10.
Outline the effects of poverty in third world countries like Tanzania.
Poor social services; famine and hunger; dependent economy; political unrest; corruption; conflicts over resources; weakened sovereignty.
Section C: answer three of items 5 to 10. Seven effects given; any six.
A type of dictatorship where a few persons form and control the government is called:
A — Aristocracy
Accepted from the solutions key. Rule by a few is sometimes called oligarchy; aristocracy is contestable.
Solutions key accepted; same item appears in 2009. Flagged as contestable.
The nationalist party formed by the oppressed class in Zanzibar was:
B — Afro-Shirazi Party
The Afro-Shirazi Party (ASP) was the party of the oppressed African majority in Zanzibar.
African Child Day is celebrated on 16 June every year in memory of the:
D — Soweto Massacre
16 June 1976 in Soweto, South Africa, commemorated as the Day of the African Child.
The 1999 Lusaka Agreement is an international pact for peace in:
A — The Democratic Republic of Congo
The Lusaka Ceasefire Agreement of 1999 concerned the war in the DRC.
Liberal concepts such as human rights, freedom, equality and democracy percolated into colonial Africa through a movement called:
A — African nationalism
African nationalism carried liberal ideas into colonial Africa.
Solutions key accepted. Contestable: Pan-Africanism (B) is also plausible.
While Tanzania's government is a republic, Morocco is a typical example of:
D — A constitutional monarchy
Morocco is a constitutional monarchy with a monarch and a constitution.
One of the following customs perpetuates gender inequality among African societies:
B — Early marriage
Early marriage denies girls education and autonomy.
Solutions key accepted. Polygamy (E) and bride price (D) are also gender-related; B is the key.
One objective of the New International Economic Order (NIEO) is to:
D — Adjust the imbalances in the distribution of resources between rich and poor nations
NIEO sought a fairer distribution of resources between rich and poor nations.
In the court system of Tanzania, cases of economic sabotage are heard at the:
B — High Court
Economic sabotage cases are heard in the High Court.
AIDS is currently classified as a ____________ disease.
B — Pandemic
AIDS is a pandemic because it spans the world.
Match the items in List A (i–x) with the responses in List B (A–O).
(i) D The first legislative council in Tanganyika; (ii) G Person who institutes criminal proceedings on behalf of the state; (iii) K Freedom from foreign influence and domination; (iv) H Organisation of African Unity; (v) N Beginning of British rule in Zanzibar; (vi) L Government expenditure on development projects; (vii) C Violation of the law or constitution; (viii) O Economic system in which individual liberties are supreme; (ix) B Source of government revenue; (x) A Used to facilitate a state-centred economy
Matched from the solutions key.
Identify the title of this passage.
The basis of development.
According to the passage, outline the bases of development.
Leadership through education; democracy in decision making.
Show the qualities of good leadership.
Talking and discussing with people; explaining and persuading; making constructive suggestions; working with people by example; being one of the people and recognising equality.
Any four or more.
What behaviours should leaders avoid?
Shouting at people; abusing individuals or groups; ordering people about.
Any two or more.
In the context of this passage, outline two problems which hinder development in your society.
Poor leadership; lack of democracy in decision making.
Any two.
Distinguish between a state-centred economy and a free market economy.
State-centred economy: central government controls the economy. Free market: people are free to engage in any economic activity they are able and financed to pursue.
How does participatory democracy differ from representative democracy?
Participatory democracy: people take part directly in decision making. Representative democracy: elected people decide on behalf of others.
Highlight the major problems associated with drug abuse.
Addiction and dependence; sickness and death; poor academic performance; loss of workforce; family conflict; suicide; irresponsible sexual behaviour and HIV/AIDS; lawlessness; child mortality.
Section C: answer three of items 5 to 10 (20 marks each).
With an example from different ethnic groups in Tanzania, discuss the social and cultural practices which affect women and their reproductive health.
Early marriage (Barbaig, Maasai, Gogo, Kulya); inheritance of widows (Luo); food taboos in pregnancy (Chagga); female circumcision (Maasai).
Section C: answer three of items 5 to 10. Any four with examples.
Examine the importance of introducing various taxes in Tanzania.
Taxes are the chief source of government revenue; direct taxes (income, property, airport, game park fees); indirect taxes (customs, VAT); local fees and fines fund local projects.
Section C: answer three of items 5 to 10.
Clearly analyse the structure and mandatory functions of local governments in Tanzania.
NOT IN THE ANSWER SHEET. The solutions file gives only a 'bottom-up' diagram. Drafted: structure from village or street up to district, town, municipal and city councils; functions such as maintaining law and order, providing social services, collecting local revenue and planning development.
NOT IN THE ANSWER SHEET. Points drafted by the author of this bank and unverified. Check against the marking scheme before use.
Outline the objectives of ECOWAS and describe the main problems facing this regional organisation.
Objectives: customs union, free movement, industrial co-ordination, agricultural harmonisation. Problems: trade dependence on outside markets, late contributions, smuggling, the Francophone split, Nigerian dominance, political instability.
Section C: answer three of items 5 to 10. The question asks for objectives and problems; both are given in full.
Discuss the factors leading to our economic crisis, and fundamentally the domestic ones.
Lack of technology; nepotism; high illiteracy; corruption; natural hazards; privatisation to foreigners; poor government planning.
Section C: answer three of items 5 to 10. Seven factors given; any six. Inflation and world price fluctuations are external factors and are not keyed as domestic.
A group of people living in a particular area sharing common customs, traditions and race is called a:
D — Tribe
A tribe shares customs, traditions and descent within an area.
Solutions key accepted. 'Community' (E) is also plausible.
Local governments are important institutions for facilitating:
E — Participatory democracy
Local governments bring people into decisions on local affairs.
The major defect of indirect rule introduced by British colonial rule was that it:
A — Encouraged tribalism and ethnicity
Indirect rule worked through chiefs and tribal structures, reinforcing ethnic divisions.
In Tanzania, the following are responsible for promoting human rights EXCEPT:
E — The constitution
The constitution is the legal framework, not an institution promoting rights. The other options are organisations or institutions.
The United Nations peacekeeping mission in the Democratic Republic of Congo is called:
D — MONUC
MONUC (later MONUSCO) is the UN mission in the DRC.
Military institutions formed by the big powers as a result of the Cold War were:
C — NATO and the Warsaw Pact
NATO and the Warsaw Pact were Cold War military alliances.
The term used to explain the struggle against foreign domination is:
C — Nationalism
Nationalism is the struggle against foreign domination and for independence. Solutions key accepted; liberation (A) is also close.
Solutions key accepted. Contestable: A (liberation).
One of the following is NOT a ministry under the Union Government of Tanzania:
E — Education and Culture
Education is not a Union matter; it is handled separately. Solutions key accepted.
Solutions key accepted. Flagged for checking: education is a non-Union matter in the Union constitution.
One of the following is NOT true about the cultural defects of colonial education:
A — It inculcated self-reliance attitudes
Colonial education did not instil self-reliance; it promoted dependence and inferiority.
One major impact of Structural Adjustment Programmes (SAP) on most African countries was:
C — Reduction of the work force
SAPs cut public employment and spending on social services, reducing the workforce.
Match the items in List A (i–x) with the responses in List B (A–O).
(i) D The ruling party in Namibia; (ii) A Release of a person held in custody awaiting trial, on bail; (iii) F A person applying for relief in a suit; (iv) H Mkwawa saved; (v) I An anti-corruption bureau in Tanzania; (vi) J Laws should be enforced equally and fairly; (vii) M Autonomous associations; (viii) L UN's agency for human rights; (ix) O Legalisation of multiparty system in Tanzania; (x) N Boutros Boutros-Ghali
Matched from the solutions key, except as noted.
(iv) 1898: the solutions key gives H (Mkwawa saved). Mkwawa died in 1898, so the correct option may be missing from the list. Flagged. (viii): key gives L; (iv) 'Mkwawa saved' is an odd distractor. Flagged for checking against the booklet.
Propose a title for this passage.
Conflict resolution mechanisms.
Mention two ways that the passage advocates for settling disputes.
Mediation and arbitration by third parties; international tribunals and treaties for arbitration.
Any two.
How did 17th-century European sovereign states achieve their foreign goals?
By the use of force; international law regarded force as a legitimate instrument of state policy.
From your experience, mention two conflicts which are currently being mediated in Africa.
Zimbabwe power-sharing mediation (2009); DRC government against Laurent Nkunda (2009); Somali government against Al-Shabaab. Note: the key reflects 2009 events.
Any two. The solutions file gives these examples. Note: the time reference is dated; check against current events when marking.
Is there any international tribunal formed for settling disputes in Africa? Mention it.
Yes: the International Criminal Tribunal for Rwanda (ICTR), based in Arusha, Tanzania.
Distinguish between a state-centred economy and a free-market economy.
State-centred: central government controls the economy. Free market: people engage freely in economic activity given ability and capital. NOTE: the solutions file answers a different question (parliamentary democracy); this key is written from the question as printed, and matches the 2007 paper.
Solutions file answers a different question for 4(a). Key written from the question.
How does participatory democracy differ from representative democracy?
Participatory: people take part directly in decisions. Representative: elected people decide on behalf of others. NOTE: solutions file answers a different question (women's empowerment); key written from the question.
Solutions file answers a different question for 4(b). Key written from the question.
'The rise of nationalism by 1945 was inevitable.' Why?
The formation of the UN and its anti-colonial stance; decline of European imperial powers after the Second World War; the USSR and socialist ideology; Pan-Africanism; the USA pressing for decolonisation.
Section C: answer three of items 5 to 10 (20 marks each).
What are the factors for land degradation in many parts of Tanzania? Show how these problems can be solved.
Improper farming; overgrazing; over-cultivation; bush fires; harmful chemicals; mining; urbanisation. Solutions: NOT IN ANSWER SHEET for the remedies. Drafted: terracing and crop rotation, controlled grazing and destocking, fire control, afforestation, safe chemical use, rehabilitation after mining, planned settlement.
Section C: answer three of items 5 to 10. The remedies are not in the answer sheet and are drafted here; flagged.
Outline the structure of the Security Council of the UN. What problems has it faced in maintaining peace and security?
Structure: five permanent members with veto power and ten non-permanent members. NOTE: structure not in the answer sheet; drafted. Problems: passivity in peacekeeping; US domination; failure to stop wars (e.g. Iraq); nuclear weapons proliferation.
Section C: answer three of items 5 to 10. Structure points drafted (not in answer sheet); problems from the answer sheet.
Explain the roles of the government in the promotion of economic development in Tanzania.
Encourage production; promote investment; support citizens with soft loans; economic education; social services; invite foreign aid; sustainable use of natural resources; develop tourism, mining and agriculture.
Section C: answer three of items 5 to 10. Any six.
Discuss the problems that hinder effective African economic co-operation.
Complementarity and import substitution; revenue loss from trade liberalisation; compensation and unequal conditions; loss of sovereignty and weak commitment; overlapping membership; weak private sector participation.
Section C: answer three of items 5 to 10.
Examine the merits of family planning in Tanzania.
Fewer street children; control of population growth; resources for children; mother's health; family economic activity; reduced maternal and child deaths.
Section C: answer three of items 5 to 10.
The government of Tanzania decided to privatise public enterprises in order to:
A — Improve efficiency and productivity
Privatisation aims at efficiency and productivity.
Direct democracy is applied in:
C — Village governments
Village assemblies are a direct form of democracy.
Which is NOT among the harmful socio-economic factors influencing women's development in Tanzania?
C — Foreign influence
Customary laws, limited education, bride price and poor economic base are the listed harmful factors.
What do you understand by the term antiquities?
D — Objects of very long time ago
Antiquities are objects from long ago.
The idea of the Non-Aligned Movement (NAM) was introduced by:
C — Jawaharlal Nehru
Nehru is credited with the non-alignment idea. Solutions key gives D (Ahmed Sukarno); corrected to C, which is the standard attribution.
Key corrected from solutions (D) to C. Sukarno was a co-founder, not the originator.
One of the following is NOT a feature of environmental degradation:
D — Ecosystem protection
Protection of ecosystems is the opposite of degradation.
The following are symbols of national sovereignty EXCEPT:
D — Public holidays
Flag, coat of arms, currency and constitution are symbols of sovereignty.
The importance of paying taxes on time is that it enables the government to:
C — Provide basic social services to citizens
Taxes fund social services.
Civil rights NOT entitled to prisoners in Tanzania include the right to:
A — Participate in governance
Prisoners lose the right to take part in governance while in custody.
One of the institutions responsible for promoting culture in Tanzania is:
C — UNESCO
UNESCO promotes culture; solutions key accepted.
Contestable: the national culture bodies are the local answer. Solutions key accepted.
Match List B responses with List A words and phrases.
(i) D Surety; (ii) N Transparency; (iii) G Diffusion; (iv) I Jacob Zuma (printed 'Xuma'); (v) F Globalisation; (vi) K Depletion of ozone layer; (vii) P Democratic government; (viii) M Family; (ix) O 1984 Act; (x) L Jean-Jacques Rousseau
Matched from the solutions key.
Printed as 'Jacob Xuma'; the intended person is Jacob Zuma, mediator of the Burundi conflict (I). Solutions key used.
Suggest a suitable title for the passage.
Impoverishing foreign aid.
Solutions heading.
Why does the author say that external aid has little effect on poverty?
Most aid goes to heavy capital infrastructure (highways, railways, bridges) which helps the poor only indirectly, not through health, education or credit.
In what ways could external aid have a direct effect on people?
Better health and education services; village roads; credit to help farmers improve agriculture.
Any two or more.
Why do some donors give money only for large-scale projects?
Large projects are easier to measure, administer and show in reports to taxpayers; small projects are hard to measure.
From the passage, why does external aid seem to have no justification?
The gap between rich and poor is still widening, despite steady increases in aid.
Define development.
Improvement in the quality of life: health, education, housing, nutrition and income.
List five conditions for development.
Improved technology; manpower; good management; capital; objects of labour (raw materials).
Any five.
Justify the contention that many political parties are a necessary element for a democratic state.
Government of, by and for the people; freedom of expression; accountability and limits on corruption; civil rights.
Section C: answer three of items 5 to 10 (20 marks each).
Assess the environmental implications of rapidly growing population in a developing country like Tanzania.
Water pollution; soil degradation; deforestation; loss of biodiversity; spread of waste; destruction of catchments; unemployment.
Section C: answer three of items 5 to 10. Answers file repeats two points; duplicates removed.
What economic benefits will Tanzania gain from the current East African Community?
Investment and industrial development; monetary stability; infrastructure; human resources; agriculture and natural resources.
Section C: answer three of items 5 to 10.
Verify the statement that corruption is a social problem in Tanzania.
Poor service delivery; hinders development; bad governance; widens rich–poor gap; drains economy; unqualified staff; law-breaking.
Section C: answer three of items 5 to 10.
Identify and explain the major sources of national income in Tanzania.
Direct taxes; indirect taxes (customs and excise); domestic borrowing; grants; service charges; licences; parastatal profits.
Section C: answer three of items 5 to 10.
Examine the factors responsible for persistent food shortage in many sub-Saharan African countries.
Lack of capital; poor technology; civil unrest and wars; HIV/AIDS; climate and drought; pests; poor government management.
Section C: answer three of items 5 to 10.
A social group of people related by blood, marriage or adoption is called a:
C — Family
A family is a kin group linked by blood, marriage or adoption.
International organisations dealing with human rights EXCEPT the:
A — Universal Declaration of Human Rights
The UDHR is a declaration, not an organisation. The others are organisations.
Before dividing Zanzibar into administrative regions, the President of the United Republic must consult the:
D — President of Zanzibar
Solutions key. Contestable: the constitutional provision on regional division should be checked.
Solutions key accepted. Contestable; flagged for booklet check.
In a democratic state:
D — All people are equal before the law
Equality before the law is a core democratic principle.
An economic system in which individuals are free to own the means of production is:
A — Liberal economy
A liberal (market) economy allows private ownership of the means of production.
In arriving at decisions on local development plans, local governments use:
B — Representative democracy
Solutions key gives B. Contestable: participatory democracy (E) also fits local planning.
Solutions key accepted. Contestable (E also plausible); flagged.
The essence of an independent judiciary in a democratic society is:
B — To ensure rule of law
An independent judiciary ensures the rule of law.
In most pre-colonial African societies, formal education was offered to youth:
E — During initiation ceremonies
Initiation was the main educational institution for youth.
Which is NOT true about the objectives of the new East African Community?
C — To promote federalism
Solutions key gives D (enhancing private sector and civil society participation), but that is a stated EAC objective. The item most likely intended is C; corrected to C. Flagged.
Key corrected from solutions (D) to C. Flagged: check against the 1999 EAC Treaty before use.
One of the social demerits of globalisation in poor countries like Tanzania is:
D — Accelerated drug abuse
Drug abuse spreads through global trade and media. The other options are benefits or economic effects.
Match List A with List B.
(i) D Children belong to the mother's family; (ii) I Commitment to bring the released person back to custody at the right time and place; (iii) Q Independence of Tanganyika; (iv) C NEPAD; (v) M Institution with authority over a political and administrative area; (vi) P Ministers appointed from among MPs; (vii) K Institution that coordinates privatisation; (viii) O Duties of every person to a country; (ix) A Institution preserving traditions and works of art; (x) F UN monitoring group in the DRC
Matched from the solutions key.
Identify the suitable title for this passage.
Nuclear inequality.
Solutions heading.
Why does Tanzania oppose the treaty against the spread of nuclear weapons?
The treaty is unequal: it restricts non-nuclear states but does not restrain nuclear powers.
From the passage, outline the weaknesses of the treaty.
It does not stop nuclear powers making more weapons or destroy existing ones; it does not bind nuclear states not to use or threaten to use nuclear weapons; it denies non-nuclear states the right to develop nuclear technology for peaceful purposes.
Any two or more.
Why is the author puzzled with the results of man's development in science and technology?
Because a major discovery has become the monopoly of a few.
According to the passage, how can non-nuclear states get and use nuclear technology?
By buying it from the nuclear powers.
Point out the ways of acquiring citizenship in Tanzania.
By birth; by registration or naturalisation; by descent.
State five responsibilities of a good citizen.
Respect others' rights; prevent and report crime; obey the law; pay taxes; do lawful work; take part in community development; vote; watch and comment on government.
Any five.
Discuss how rapid urbanisation is a threat to the environment.
Soil erosion; deforestation; water pollution; scattered waste; noise pollution; air pollution.
Section C: answer THREE of items 5 to 10 (20 marks each).
With reference to Tanzania, comment on the statement that 'African culture is stagnant'.
Foreign dress; foreign languages in schools; foreign music; foreign religions; foreign drugs; foreign crafts.
Section C: answer three of items 5 to 10.
Explain the role of local governments in speeding up social, economic and political development of Tanzania.
Promotion of democracy; linking communities with central government; collecting and using revenue; social and economic development; making by-laws.
Section C: answer three of items 5 to 10.
How can civil societies control the abuse of power in government institutions?
Civic education; increasing accountability; diluting power; fighting corruption; exposing corrupt leaders.
Section C: answer three of items 5 to 10.
'Despite its success in economic reformation, the UNO has failed to maintain world peace.' Discuss.
Interstate conflicts and civil wars (Israel–Palestine, DRC, Somalia); terrorism; failure against AIDS and malaria; piracy off the Horn of Africa; no action against states that fund coups.
Section C: answer three of items 5 to 10. The answer sheet uses the (iii)–(v) numbering; points are restated here.
Assess the problems which threaten the future prosperity of the newly formed African Union.
Shortage of funds; no common language; no executive to enforce decisions; political conflict; food insecurity; disease; environmental problems; selfishness of leaders.
Section C: answer three of items 5 to 10. Eight problems given; any six.
One of the defining features of the parliamentary system of democracy is:
B — The legislature is the source of authority for the executive
In a parliamentary system the executive is drawn from and answers to parliament. Solutions key gives A (separation of powers), which is a feature of presidential systems. Corrected to B.
Key corrected from solutions (A) to B.
Which is NOT true about factors which weaken national sovereignty?
C — Elections
Elections do not weaken sovereignty; ethnicity, civil wars, foreign debt and dependency do.
The difference between the British and Moroccan monarchies is that:
D — Morocco is an absolute monarchy and Britain is a constitutional monarchy
Britain is a constitutional monarchy; Morocco's monarch held absolute power in 2002 (key accepted).
Solutions key accepted. Morocco's status has since changed; the key reflects 2002.
The government of Tanzania derives all its power and authority from the people through:
C — Election
Power comes from the people through elections.
One of the following is NOT true about the essential features of the rule of law:
C — All people participate in law making
Participation in law making is not an essential feature of the rule of law. The others are.
The Tanzania Peoples Defence Force (TPDF) was formulated:
A — Immediately after independence
Solutions key gives A. Contestable: the TPDF was formed in 1964 from the King's African Rifles (C). Flagged.
Solutions key accepted. Contestable (C also fits).
Among the factors which have contributed to strong national integrity in Tanzania are:
C — Social interaction and multipartism
Solutions key gives C. Contestable: multipartism came in 1992, so its role in 2002 integrity is debatable. Flagged.
Solutions key accepted. Contestable; flagged.
Women are considered to be among the underprivileged groups in society because:
C — Social division of labour differentiates them from men
Social division of labour assigns women unequal roles and status.
Fundamental human rights entitled to every person for being human are known as:
B — Civil rights
Solutions key gives B. Contestable: these inherent rights are better described as moral or natural rights (D). Flagged.
Solutions key accepted. Contestable (D moral rights); flagged.
One of the following is NOT true about nationalism in Tanzania:
D — The British colonial rule favoured minority Arabs in Zanzibar
Solutions key gives D. Historically the British did favour the Arab minority in Zanzibar, so this statement is arguably true; the key is contestable. Flagged.
Solutions key accepted. Contestable; flagged for checking against the booklet.
Match List A with List B.
(i) E Free market economy; (ii) J Consul; (iii) Q Multipartism outlawed in Tanzania (1965); (iv) L Privatised public companies (parastatals); (v) N Non-Alignment Movement (Belgrade 1961); (vi) I Property used to produce more wealth (capital); (vii) M Rome-based UN specialised agency (FAO); (viii) G Permanent Constitution formulated (1977); (ix) D Universal Declaration of Human Rights; (x) F Executive branch of government (Cabinet)
Corrected. Solutions key gives (i) C, (ii) I, (iii) H, (vi) I (duplicate), (vii) R, (viii) B, (x) S. These pairings are wrong: supply and demand = free market (E); consul = J; FAO = M; 1977 = G; Cabinet = F.
Solutions key differs from this key on several items. Flagged. Check the scanned paper before use.
Suggest an appropriate title for this passage.
Science and technology.
Solutions heading.
How have science and technology changed the way of life in developed countries?
They give a high standard of living: comfortable homes, travel by car or bus, enough food and clothes.
What are the side effects of science and technology according to this passage?
Pollution of the air, water and soil; harm to the health of the earth's plants and animals.
Any two or more.
What suggestion does the author give to deal with problems caused by science and technology?
Change some of the ways we use science and technology, and everyone should understand science and its use.
How does science relate to technology?
Technology is the use of scientific knowledge to solve problems.
List five steps taken by Tanzania in protecting the rights of children.
Answer sheet gives three measures (UN committee recommendations): assistance and protection for children at risk of sexual exploitation; promotion of zero tolerance of violence in schools; access to child-protection centres.
The question asks for five; the answer sheet gives three. Two further steps are not in the sheet and must be added from the scheme. Flagged.
Define multilateral co-operation.
Co-operation among several countries in which they agree to share rules, markets and labour, such as free movement of labour in return for market access.
State two examples of multilateral organisations.
United Nations (UN); World Trade Organization (WTO).
Any two.
To the underdeveloped economies of Africa, foreign investors are inevitable. Discuss.
Africa's large young population and economic potential; political reform and trade agreements; natural resources; educated workforce; competition in domestic markets.
Section C: answer THREE of items 5 to 10 (20 marks each). Five points given; a sixth may be added (e.g. capital and technology transfer).
Elections are important in ensuring popular participation in the governance process. Justify.
Choose officials; peaceful change of leadership; acceptable government; popular representatives in power; referendums on issues; continuous accountability.
Section C: answer three of items 5 to 10.
With examples, discuss how the call for South–South co-operation has achieved its goals.
Goals of SSC as stated by the UN: self-reliance; collective self-reliance; capacity to analyse problems; technology transfer; communication; support for least developed countries; participation in international economy. NOTE: the answer sheet lists goals, not achievements. Examples of achievement are not given and need checking.
Section C: answer three of items 5 to 10. The answer sheet describes goals; the 'achievement' examples the question asks for are not in the sheet. Flagged.
With reference to Tanzania, show how the constitution guarantees democracy.
Protects individual rights; ensures fair and just government; establishes the organs of state; describes the form of government; resolves disputes between organs; limits the power of leaders; sets how leaders are chosen.
Section C: answer three of items 5 to 10. Seven points given in the answer sheet; any six.
Suggest strategies to eliminate poverty in Tanzanian rural areas.
Good governance; co-ordination of policies; participation; economic growth; raising income; developing agriculture, industry, mining, co-operatives and infrastructure; safety nets; good jobs; minimum wage.
Section C: answer three of items 5 to 10. Answer sheet also lists a minimum wage (any six).
Why is it necessary for a country to maintain its own culture?
Social and economic benefits; improved learning, health and tolerance; enhanced quality of life; identity and belonging; social networks and shared values; protection from projecting our values onto others.
Section C: answer three of items 5 to 10. Five reasons in the answer sheet.
During colonial rule, welfare associations were formed by Africans in order to oppose:
B — Racial segregation
Welfare associations challenged racial discrimination and segregation. Solutions key accepted.
Solutions key accepted. Contestable: forced labour (A) and low wages (C) were also grievances.
The unchangeable experiences of the past in any society are called:
C — Traditions
Traditions are inherited practices handed down from the past.
In Tanzania's legal system, bail may not be granted for serious crimes such as:
D — Drug trafficking
Serious offences such as drug trafficking are typically excluded from bail. Solutions key accepted.
One statement is NOT true about the main features of a market economy:
E — Equal distribution of the products of labour
Market economies distribute output by the market, not equally. The other options are features.
In a constitutional monarchy the head of the winning political party during an election becomes a:
B — Prime minister
In a constitutional monarchy the leader of the majority party becomes prime minister. Solutions key gives A (president), which is not the case in a monarchy. Corrected to B.
Key corrected from solutions (A) to B. Flagged.
Tanzania's democracy is known as parliamentary democracy because the:
E — Basis of government authority is the parliament
In a parliamentary system government authority rests on the parliament.
Tanganyika was separated from German East Africa after the:
D — First World War
After WWI the League of Nations placed Tanganyika under British mandate, separating it from German East Africa.
The Lomé Conventions embody comprehensive:
C — Political and economic agreements between the EU and ACP countries
The Lomé Conventions were political and economic agreements between the EU and ACP states.
The major aim of the International Criminal Tribunal for Rwanda is to:
A — Punish genocide suspects in Rwanda
The ICTR was set up to prosecute those responsible for the 1994 genocide. Solutions key gives D (promote peace and reconciliation); corrected to A as the tribunal's main purpose.
Key corrected from solutions (D) to A. Flagged.
One of the following institutions is NOT directly responsible for human rights:
A — Magna Carta
The Magna Carta is a historic charter, not an institution. The others work on human rights.
Match the items in List A with List B.
(i) H Partition of East Africa (Heligoland Treaty); (ii) E Britain and USA (bicameral legislature); (iii) B Defendant; (iv) N TPDF; (v) C Gender; (vi) O Central and local governments both supreme on certain issues (federalism); (vii) J A list of rights and freedoms in the constitution (bill of rights); (viii) M Direct democracy (YES/NO voting); (ix) K Legal member of a state (citizen); (x) F ACP and European Community (Lomé)
Corrected on (ii) and (vi), which the solutions key swaps: (ii) bicameral legislature = Britain and USA (E); (vi) federalism = O.
Solutions key: (ii) O, (vi) E (swapped). Flagged. Item (iv) '1 September 1994' -> N (TPDF) is also unverified; the solutions key gives it, and no date is confirmed in the sheet.
What is the passage about?
Democracy.
What is the definition of democracy according to the passage?
Democracy is a set of concerns which gives citizens the capacity to control their destiny, not just the right to vote or legal provisions.
How do interest groups differ from political parties?
Interest groups represent particular interests and press for change; political parties are organised groups that contest political power.
Solutions answer is poorly written; key written from the passage.
Besides political parties, name other institutions for effecting democracy.
Interest groups; civil society and NGOs; the media; trade unions.
Any two or more. Answer sheet gives political parties only.
In your view, how do political parties effect democracy in societies? Give two ways only.
They coordinate candidates to compete in elections; they promote ideologies and policy goals; they aggregate interests; they hold government accountable.
Any two.
Mention five steps taken by Tanzania in promoting human rights.
Recognising rights in the constitution; respecting international obligations; signing international agreements; setting up the Commission for Human Rights and Good Governance. Answer sheet gives four.
Four steps in the answer sheet; the fifth must be supplied from the scheme. Flagged.
'Tanzania is a United Republic.' What do you understand by this contention?
Tanzania was formed in 1964 by the union of the previously sovereign Tanganyika (mainland) and Zanzibar.
Describe the efforts made by the government of Tanzania to empower women.
NOT IN THE ANSWER SHEET. The answer sheet describes NGOs (TGNP, TAWLA, TAMWA, TAHUDE), not government efforts. Drafted: special parliamentary seats; a ministry for women and children; education and scholarships for girls; equal employment opportunities; land-law reform.
Section C: answer three of items 5 to 10 (20 marks each). NOT IN THE ANSWER SHEET except the last point. Drafted and unverified.
Despite successful periodic elections, Tanzania was not certified as a democratic state until 1992. Why?
Weak public services; limited accountability; corruption and inefficiency; weak checks and balances; limited citizen participation; limited economic freedom. NOTE: the answer sheet reasons are generic and anachronistic in places; check before use.
Section C: answer three of items 5 to 10. Flagged: the answer sheet reasons are generic; check against the marking scheme.
In what ways can economic liberalisation promote economic development in Tanzania?
Removal of barriers to foreign investment; free flow of capital; reduced protectionism; reduced political risk; diversification for investors.
Section C: answer three of items 5 to 10.
Examine the factors that influenced the development of nationalism in Tanzania.
Answer sheet gives generic factors (education, social and cultural background, organisations, parents, religion). Historical factors also drafted: colonial oppression, education, religious and welfare groups, TANU, WWII and Pan-Africanism.
Section C: answer three of items 5 to 10. The answer sheet's factors (social media, parental work) are weak for the 1950s; historical factors are drafted. Flagged.
Highlight the roles of a responsible citizen of Tanzania.
Personal responsibility; political responsibility; social responsibility; economic responsibility.
Section C: answer three of items 5 to 10.
Using concrete examples, discuss how the UN helps African states to solve their socio-political problems.
Peacekeeping and security; peacemaking and mediation (Sierra Leone, Liberia, Burundi, Sudan); peacebuilding; counter-terrorism; development; women's well-being (UN Women).
Section C: answer three of items 5 to 10.
Productive forces and relations of production together form a:
B — Mode of production
The forces and relations of production together make up a mode of production.
The socio-economic formation in which man's survival depended on ready products of nature is:
B — Primitive communalism
Early humans depended on products of nature under primitive communalism. Solutions key gives D (feudalism), which is a later formation. Corrected to B.
Key corrected from solutions (D) to B.
Under a constitutional monarchy the King or Queen reigns but does not govern. This means the monarch:
A — Heads the state but has no executive powers
Solutions key gives B (supreme authority), which is the opposite of a constitutional monarch. Corrected to A.
Key corrected from solutions (B) to A.
A constituency is:
B — A voting area sending one member to the National Assembly
A constituency is a voting area that elects one member of parliament. Solutions key gives C (an elected member), which is the MP, not the area. Corrected to B.
Key corrected from solutions (C) to B.
The Chief Justice:
A — Heads the judiciary
The Chief Justice is head of the judiciary.
The Parliament of Britain is bicameral. This means that it:
A — Has two houses of Parliament
Bicameral means two chambers.
In 1977 TANU and the Afro-Shirazi Party merged to form the:
B — Chama Cha Mapinduzi (CCM)
CCM was formed in 1977 by the merger of TANU and ASP.
The secretariat for reviving the old economic ties of the defunct East African Community was set up in:
D — 1995
Solutions key gives D (1995). Contestable: the East African Co-operation secretariat was set up in 1996 (A). Flagged.
Solutions key accepted. Contestable; flagged for checking.
NOT true about the techniques of liberation:
D — Mediation
Mediation is a conflict-resolution method, not a liberation technique. The others were used.
African countries face the problem of refugees, which is a result of:
A — Civil wars
Civil wars are the main cause of refugee flows in Africa.
After the Second World War a new international organisation for maintaining peace was formed. This was:
B — The United Nations Organisation
The UN replaced the League of Nations in 1945.
The non-permanent members of the UN Security Council are elected after every:
D — Two years
Non-permanent members serve two-year terms. Solutions key gives A (five years); corrected to D.
Key corrected from solutions (A) to D.
Since its formation, the UN has been headed by:
D — Seven secretaries-general
Up to 2000 the UN had seven Secretaries-General. Solutions key gives A (five diplomats); corrected to D.
Key corrected from solutions (A) to D.
The first OAU Secretary-General, Diallo Telli, was from:
B — Guinea
Diallo Telli was a Guinean diplomat.
In 1994 a new economic policy of liberalisation was introduced under the banner of the Zanzibar Declaration. Its aim was:
C — To promote the economic and political relationship between Tanzania mainland and Zanzibar
Solutions key gives C. Contestable; flagged.
Solutions key accepted. Contestable; flagged.
NOT true about the motives of neo-colonialism:
C — To adjust the economic development of third world countries
Neo-colonialism aims to perpetuate dependence, continue exploitation and extend capitalist influence. The others are its motives.
The following is NOT a negative effect of colonial education:
A — Nationalist movements born and led by the educated
Educated Africans led nationalist movements, which was a positive result of colonial education.
An official order for a territory to be placed under the control or protection of a country is called a:
D — Mandate
A mandate is an official order placing a territory under another country's control, e.g. under the League of Nations. Solutions key gives B (coup d'état); corrected to D.
Key corrected from solutions (B) to D.
COMESA was established on:
B — 6th November 1993
The COMESA Treaty was signed on 5 November 1993 and the organisation was launched in 1994. Solutions key gives A (12 November 1993). Contestable; flagged.
Solutions key A replaced with B. Flagged: check the date against the COMESA Treaty.
Tanzania became a Republic:
B — Only a year after independence
Tanganyika became a republic in 1962, a year after independence in 1961. Solutions key gives D (after the union in 1964); corrected to B.
Key corrected from solutions (D) to B.
One reason for reinstating local governments is to promote democracy. (True or False)
T — True
Local government brings democracy closer to people.
Democratic elections are unlimited. (True or False)
F — False (solutions say T)
Elections in a democracy are limited by law: fixed terms, eligibility and rules. Solutions key gives T; corrected to F.
Key corrected from solutions (T) to F. Flagged.
There are two types of constitution: flexible and non-flexible. (True or False)
T — True (solutions say F)
Constitutions are classed as flexible or rigid. Solutions key gives F; corrected to T. Flagged.
Key corrected from solutions (F) to T. Flagged.
The interim constitution was formed soon after the merging of TANU and the Afro-Shirazi Party in 1964. (True or False)
F — False (solutions say T)
The merger of TANU and ASP was in 1977, not 1964. The interim constitution of the union dates from 1964 but is not linked to a TANU–ASP merger. Solutions key gives T; corrected to F.
Key corrected from solutions (T) to F. Flagged.
The Union Electoral Commission is chaired by a judge of the High Court. (True or False)
F — False
The Union Electoral Commission is not chaired by a High Court judge. Solutions key agrees.
Every person has the right to choose where to live as long as this does not interfere with other people's rights. (True or False)
T — True
Freedom of movement and residence is limited only where it violates others' rights.
The judiciary is a branch which consists of elected and appointed law makers, e.g. judges and magistrates. (True or False)
F — False (solutions say T)
Judges and magistrates interpret law; they are not law makers. Solutions key gives T; corrected to F.
Key corrected from solutions (T) to F. Flagged.
The objective of independence of the judiciary is to dispense justice without fear or pressure from the other branches. (True or False)
T — True
Judicial independence protects justice from political pressure.
The office of a minister or deputy minister becomes vacant when he or she is elected Speaker. (True or False)
T — True
A minister elected Speaker must vacate ministerial office.
The election of the Speaker is held at any time during the first meeting of a new parliament. (True or False)
T — True
The Speaker is elected at the first meeting of a new parliament.
Suggest the title of the passage.
Development.
According to the passage, who are to be blamed if no development is achieved in Tanzania?
The government and the ruling party.
The writer discourages striking and pressuring people. Which alternative does he suggest?
Education and leadership.
How is development achieved?
Through education and leadership, with decisions made by the people themselves and carried out by them.
According to the passage, what is the basis of the proverb 'You can drive a donkey to water, but you cannot make it drink'?
Development cannot be forced on people; it must come from their own understanding and decisions.
Account for the current problems that hinder rapid economic growth in Tanzania.
High population growth; illiteracy; poor infrastructure; human capital gaps; foreign-currency gap and capital flight; unsafe water; poor housing; ethnic and religious conflict; corruption; poor health services; primary production.
Section B: answer THREE of questions 3 to 10 (each 20 marks; paper sheet says 40 marks for section B total). Any six.
What are the merits and demerits of multiparty politics in Tanzania?
Merits: democracy and choice; electoral transparency; representation of opinions; development competition; discourages power-mongering. Demerits: instability; slow decisions; hostility; corruption; enmity among politicians.
Section B: answer three of questions 3 to 10. Any six of ten.
Point out the main features of a centralised economy.
Government makes economic decisions; controls production; decides distribution of resources; sets prices.
Section B: answer three of questions 3 to 10.
Discuss the problems facing agriculture in Tanzania.
Population growth; climate change; HIV/AIDS; lack of technology; limited access to resources; weak community participation; poor infrastructure; weak institutions; low public spending.
Section B: answer three of questions 3 to 10. Any six of nine.
Explain the meaning and advantages of a written constitution.
A written constitution sets out basic principles in a legal document, used as a standard of reference. Advantages: rule by the people's will; basis for other laws; separation of powers; provision for elections; protection of freedoms; redress through the courts.
Section B: answer three of questions 3 to 10.
Account for the problems which hinder the growth of the tourist sector in Tanzania.
Poor transport and communication; poor marketing; human encroachment; limited capital; poor co-ordination; crime; poaching.
Section B: answer three of questions 3 to 10. Any six of seven.
Why was peasant production predominant in Uganda than in Kenya and Tanzania during the colonial period?
NOT IN THE ANSWER SHEET. The answer sheet text is on peasant farming in general, cotton wealth in Uganda and medieval peasants, and does not answer the question. Drafted: colonial policy encouraged smallholder cotton in Uganda, while Kenya's highlands were given to white settlers and Tanzania had German and British plantations.
Section B: answer three of questions 3 to 10. NOT IN THE ANSWER SHEET except the cotton point. Drafted and unverified.
What are the demands of third world countries in the North–South dialogue for a New International Economic Order (NIEO)?
NOT IN THE ANSWER SHEET. The answer sheet has no text for this question. Drafted: fair prices for commodities; debt relief; technology transfer; control over multinational companies; more aid; reform of decision making in international institutions.
Section B: answer three of questions 3 to 10. NOT IN THE ANSWER SHEET. Drafted and unverified.
Slavery is distinguished from the feudal mode of production in that:
E — Under slavery, slaves were owned as property
Slaves were the property of their owners; serfs were tied to land. Keyed by hand.
Keyed by hand. No solutions file.
One of the problems which faced nationalist struggles in Tanzania was:
C — Racism, racialism and religious differences
These divisions weakened nationalist unity. Keyed by hand.
Keyed by hand.
The parties which opposed the Afro-Shirazi Party in the struggle for independence in Zanzibar were:
B — ZPPP and ZNP
The Zanzibar Nationalist Party (ZNP) and Zanzibar and Pemba People's Party (ZPPP) opposed ASP. Keyed by hand.
Keyed by hand.
Tanzania nationalised land in 1962 in order to:
C — Remove land alienation
Nationalisation returned land from colonial and private alienation to the state. Keyed by hand.
Keyed by hand. Contestable: A (participation of the majority) is also plausible.
The public instrument which shows the distribution of public power and its limits is the:
D — Constitution
The constitution distributes and limits power.
Keyed by hand.
Multi-party system is important to democracy because it:
C — Provides electors with a wide range of choice during elections
Multi-party politics gives voters choice between parties and candidates. Keyed by hand.
Keyed by hand.
Which statement is NOT true about the OAU?
B — South Africa was expelled from the OAU in 1961
South Africa left the Commonwealth in 1961; it was excluded from OAU participation later. Keyed by hand; contestable.
Keyed by hand. UNVERIFIED: check the historical date.
The UNO was founded as the successor to the League of Nations on:
A — 24th October 1945
The UN Charter came into force on 24 October 1945. Keyed by hand.
Keyed by hand.
The IMF is the UNO's agency dealing with:
B — Provision of short-term financial loans
The IMF gives short-term balance-of-payments loans. Keyed by hand.
Keyed by hand.
The Tanzanian Minister of Science, Technology and Higher Education is:
A — Dr. Pius Ng'wandu
UNVERIFIED: name not confirmed from a source. Keyed by hand, do not rely on this item.
UNVERIFIED: minister's name not confirmed. Check before use.
The Prime Minister of Britain is:
B — Mr. Tony Blair
Tony Blair was British Prime Minister in 1999. Keyed by hand.
Keyed by hand.
The first British Governor of Tanganyika was:
A — Horace Byatt
Sir Horace Byatt was the first British Governor of Tanganyika (1920). Keyed by hand.
Keyed by hand.
The African Association and Shirazi Association merged to form the Afro-Shirazi Party in:
A — 1957
The merger that formed the Afro-Shirazi Party took place in 1957. Keyed by hand.
Keyed by hand. UNVERIFIED date.
Colonialism was motivated by:
C — Economic, political and social motives of the colonial powers
Colonialism combined economic, political and social motives. Keyed by hand.
Keyed by hand.
The newly elected President of Liberia is:
B — Charles Taylor
Charles Taylor was elected President of Liberia in 1997. Keyed by hand.
Keyed by hand.
The Registrar of Political Parties in Tanzania is:
C — Judge Mark Bomani
Judge Mark Bomani held the post of Registrar of Political Parties. Keyed by hand.
Keyed by hand. UNVERIFIED: confirm name.
A polling station is a place where:
C — Voting takes place
A polling station is where voters cast their ballots.
Tanzania became a multi-party state by an Act of Parliament on:
B — 1st July 1992
The Constitution (Eighth Amendment) Act of 1992 came into effect on 1 July 1992. Keyed by hand.
Keyed by hand.
The Judiciary is the branch of government which:
C — Interprets laws and punishes those who break the law
The judiciary interprets law and adjudicates.
A bill sent to the National Assembly shall become law only if:
B — It is approved by the National Assembly and assented to by the President
A bill becomes law after parliamentary approval and presidential assent.
Match List A (i–x) with List B (A–N). Matched by hand.
(i) C Bilateral co-operation (COMESA); (ii) M DRC (Laurent Kabila); (iii) G The Common Man's Charter (Nyerere); (iv) H International Court for Rwanda (Arusha); (v) UNVERIFIED (TAMOFA not identified); (vi) B Bandung Conference (NAM); (vii) L Human rights (Amnesty International); (viii) E IMF and World Bank (1944 Bretton Woods); (ix) UNVERIFIED (Milton Obote, Uganda); (x) D UNHCR (Sadako Ogata)
Keyed by hand. Items (i), (v), (ix) are weak or unverified.
Keyed by hand. Items (i), (v), (ix) are UNVERIFIED. Check against the marking scheme.
Write the title of the passage.
Choice of technology (technology choice is a social and economic question).
Keyed by hand.
According to the author, why is capital-intensive technology appropriate in developed countries?
Labour is relatively expensive and machines relatively cheap in the West.
Keyed by hand.
Give two reasons why capital-intensive technology is not appropriate to a country like Tanzania.
Labour is plentiful and cheap; imported technology is expensive and uses scarce foreign exchange; it has unpredictable social effects.
Any two.
In your opinion, what is capital-intensive technology?
Technology that relies mainly on machines and capital rather than labour (e.g. heavy plant and computerised systems).
Keyed by hand.
What proposal does the author make for developing countries in relation to technical approaches?
Use technologies that minimise imported materials and maximise local materials, skills and labour, with local people involved in planning.
Keyed by hand.
The Maji-Maji war of resistance was unavoidable. Discuss.
Causes: forced cotton growing, taxation, forced labour, German brutality, religious leadership of Kinjikitile. Discussion: weighing whether the revolt was unavoidable or could have been avoided by different policies.
Section B: answer any three of 3 to 10. Keyed by hand, not from an answer sheet.
Describe the main problems which hinder the flow of foreign investment in Tanzania.
Political and policy instability; poor infrastructure; corruption and bureaucracy; shortage of skilled labour; legal uncertainty; small domestic market.
Section B. Keyed by hand.
To what extent is Tanzania a democratic state?
Evidence for: multi-party elections since 1992, periodic elections, human rights provisions. Against: dominance of the ruling party, limits on the press and opposition, weak checks on the executive.
Section B. Keyed by hand.
Explain the causes of the 1964 Zanzibar Revolution.
Racial inequality and Arab minority dominance; disputed 1963 elections; economic inequality and land; the ASP's grievances; the British role.
Section B. Keyed by hand.
Name and describe any FIVE principles of the OAU. To what extent have member states implemented them?
Sovereign equality; non-interference in internal affairs; peaceful settlement of disputes; respect for borders; liberation of Africa; non-alignment. Implementation: mixed; for example, border disputes and interference persisted.
Section B. Keyed by hand.
Examine FIVE functions of the Security Council of the UN Organisation.
Maintaining peace and security; investigating disputes; recommending settlement methods; imposing sanctions; authorising force; recommending admission of members and the Secretary-General.
Section B. Keyed by hand.
Show the extent to which the Commonwealth is common.
Shared language, history and institutions; voluntary membership; some shared values; limited unity on issues such as South Africa and Rhodesia.
Section B. Keyed by hand.
Discuss the reasons which made Tanzania mainland receive independence earlier than neighbouring countries.
TANU's organisation and leadership; the peaceful, non-violent struggle; the absence of a large settler population; British policy and timing; Nyerere's leadership.
Section B. Keyed by hand.
Philosophers of scientific socialism were:
C — V.I. Lenin, F. Engels, K. Marx
Marx and Engels founded scientific socialism; Lenin developed it. Solutions key accepted.
Currently the standing committees of Parliament are:
C — Twelve
Solutions key accepted. UNVERIFIED: the number of standing committees changes over time.
Solutions key accepted. UNVERIFIED for the 1998 count.
The Parliament of the United Republic of Tanzania is unicameral. This means that it:
B — Has one house of Parliament
Unicameral means one chamber.
The 1992 Earth Summit was held in:
C — Rio de Janeiro
The UN Conference on Environment and Development (Earth Summit) was held in Rio in 1992.
The headquarters of the OAU Liberation Committee used to be in:
E — Dar es Salaam
The Liberation Committee was based in Dar es Salaam.
The Afro-Shirazi Party (ASP) was formed on:
A — 5th February 1957
Solutions key accepted: ASP was formed in February 1957.
Solutions key accepted.
The party which had the support of the colonial government during the struggle for independence in Tanganyika was:
B — UTP (United Tanganyika Party)
The UTP was supported by the colonial authorities as a rival to TANU.
The headquarters of the International Court of Justice is:
D — The Hague
The ICJ sits at the Peace Palace in The Hague.
The first United Nations agency to be based in a developing country is:
C — UNEP
UNEP (1972) is based in Nairobi, Kenya. Solutions key gives E (UNDP), which is based in New York. Corrected to C.
Key corrected from solutions (E) to C. Flagged.
The first exploitative mode of production is:
E — Slavery
Slavery was the first mode of production based on exploitation. Solutions key gives A (primitive communalism), which was not exploitative. Corrected to E.
Key corrected from solutions (A) to E.
Which statement is NOT true about primitive communalism?
C — Existence of classes
Primitive communalism had no classes. Solutions key gives B (absence of exploitation), which is true of it. Corrected to C.
Key corrected from solutions (B) to C.
The first UN Secretary-General was:
A — Trygve Lie
Trygve Lie of Norway was the first UN Secretary-General.
ECOWAS was formed on:
A — 28th May 1975
The ECOWAS Treaty was signed on 28 May 1975. Solutions key gives C (12 January 1964), which is not the ECOWAS date. Corrected to A.
Key corrected from solutions (C) to A.
The non-permanent members of the UN Security Council are elected for a:
D — Two-year term
Non-permanent members serve two-year terms. Solutions key gives C (three years); corrected to D.
Key corrected from solutions (C) to D.
Which statement is NOT true about capitalism?
D — Major means of production are under the control of capitalists and workers
Under capitalism the means of production are controlled by capitalists, not workers. Solutions key gives E (contradictions between labour and capital), which is a true Marxist claim. Corrected to D.
Key corrected from solutions (E) to D.
The chairman of the National Electoral Commission is appointed by the President from amongst:
B — Judges of the High Court or Court of Appeal
The NEC chair is appointed from senior judges.
Britain is:
E — A constitutional monarchy
Britain is a constitutional monarchy. Solutions key gives B (absolute monarchy); corrected to E.
Key corrected from solutions (B) to E.
A proposal for a new law is called:
A — A bill
A bill is a proposed law before parliament.
The chairman of the South Commission is:
C — Julius Nyerere
Julius Nyerere chaired the South Commission. Solutions key gives D (Mandela); corrected to C.
Key corrected from solutions (D) to C.
The activities of UN specialised agencies are co-ordinated by:
A — The Economic and Social Council (ECOSOC)
ECOSOC co-ordinates the UN specialised agencies.
Kofi Annan is the first diplomat from Africa to head the UNO. (True or False)
F — False
Boutros Boutros-Ghali (Egypt) was the first African Secretary-General (1992). Solutions key gives T; corrected to F.
Key corrected from solutions (T) to F. Flagged.
The transfer of Sultan Seyyid Said's capital from Oman to Zanzibar marked the beginning of trade contacts between East Africa and the Far East. (True or False)
T — True
Seyyid Said moved his capital to Zanzibar in 1840, boosting trade.
The Prime Minister is the leader of government business in Parliament. (True or False)
T — True
The Prime Minister leads government business in Parliament.
The World Bank is a group of four institutions. (True or False)
F — False (solutions say T)
The World Bank Group comprises five institutions (IBRD, IDA, IFC, MIGA, ICSID). Solutions key gives T; corrected to F. Flagged.
Key corrected from solutions (T) to F. Flagged.
The WTO replaced GATT in 1995. (True or False)
T — True
The WTO replaced GATT on 1 January 1995.
The Attorney-General is an ex-officio member of Parliament in Tanzania. (True or False)
T — True
The Attorney-General is ex officio a member of parliament.
Political parties are not different from other organisations such as TFTU. (True or False)
F — False
Political parties differ from other organisations because they compete for political power. Solutions agree.
Abeid Amani Karume was the first President of Zanzibar after the 1964 revolution. (True or False)
T — True
Karume led Zanzibar after the 1964 revolution.
Tanzania introduced the multi-party system in 1992. (True or False)
T — True
The Eighth Amendment of 1992 restored multi-party politics.
Pre-colonial education in Tanzania produced well-rounded personalities to fit into society. (True or False)
T — True
Pre-colonial education prepared people for social roles.
Supply the title of the passage.
National freedom.
Why does our national freedom exist on paper only?
Because the country is so poor and weak relative to other nations that it cannot play its rightful part, and decisions affecting it are made without reference to it.
According to the passage, what freedom does a subsistence farmer need?
Freedom from poverty and exploitation, so that political freedoms become meaningful.
Sheet gives the poverty point; exploitation is from the passage.
Mention two problems associated with poverty at national level.
Unemployment; lack of better social services.
Any two.
What is the basis of national freedom?
Political and social stability.
Sheet answer. The passage also stresses economic well-being.
Describe how the internal forces contributed to the growth of nationalism in Tanzania Mainland after the Second World War.
Economic factors (land alienation, forced labour, low wages, taxation); political factors (denial of representation, destruction of chiefdoms); social factors (discrimination in education, health and services); cultural factors (denouncing African customs); education producing nationalist leaders.
Section B: answer any three of 3 to 10.
Explain the advantages of economic liberalisation in Tanzania.
Growth of the informal sector; reduced burden of public enterprises; free flow of capital; stimulus to agriculture; more foreign investment and reserves; efficiency through competition.
Section B. Any four or more.
Outline the immediate measures undertaken by the Revolutionary Government of Zanzibar in 1964 to bring about equality for all.
NOT IN THE ANSWER SHEET. Drafted: land redistribution; abolition of racial discrimination in education and jobs; equal rights for all citizens; abolition of the Sultan's courts and privileges.
Section B. NOT IN THE ANSWER SHEET. Drafted and unverified.
Explain the principles of Tanzania's foreign policy.
Safeguarding sovereignty and territorial integrity; defence of freedom, justice, human rights and democracy; good neighbourliness; African unity; economic co-operation; non-alignment and South–South co-operation; support for the UN.
Section B. Any six.
Describe the structure and functions of the Tanzanian Parliament.
Functions from the answer sheet: making laws; approving the budget; authorising plans; ratifying treaties; overseeing government; training leaders. STRUCTURE NOT IN THE ANSWER SHEET: drafted as the President and the National Assembly, with the Speaker and committees.
Section B. Structure drafted and unverified.
What are the measures that African countries can undertake to liberate themselves from neo-colonialism?
Avoid conditional loans and borrow from citizens; reject foreign political interference; build self-belief through education; revise the education system to suit modern needs; strong central government with free elections; reduce export dependence; make their own economic decisions.
Section B. Any six or more.
To what extent does the structural adjustment programme undermine the advancement of human rights in Africa?
Cuts to health spending reduce services for children and mothers; cost-sharing excludes the poor; export promotion causes deforestation and pollution; SAP accelerated rural poverty; local industries destroyed by open markets.
Section B. Answer sheet points; any six.
Why did colonialists distort African culture?
The answer sheet discusses the impacts of colonialism on African development (disarticulation of economy, education, markets, premature integration into world trade) rather than why culture was distorted. Points below answer the question in part; the 'why' (domination and exploitation) is drafted.
Section B. Mismatch: the answer sheet does not directly answer 'why'. Flagged.
The Commander-in-Chief of Tanzania's armed forces is:
D — The President of the United Republic
The President is constitutionally Commander-in-Chief. Keyed by hand.
Keyed by hand.
The 1961 independence constitution of Tanganyika was based on:
B — Westminster Model
The independence constitution followed the British parliamentary (Westminster) model. Keyed by hand.
Keyed by hand.
The Tanzania Peoples Defence Forces (TPDF) came into being:
D — In 1964
The TPDF was formed in 1964 after the army mutiny and the Union. Keyed by hand; contestable (A is also widely cited).
Keyed by hand. Contestable.
Constitutional monarchy is a political system in which the monarchy:
E — Is a ceremonial head of state
In a constitutional monarchy the monarch is ceremonial head of state. Keyed by hand.
Keyed by hand.
One essential feature of the rule of law is that:
D — There exists independence of the judiciary
Judicial independence is central to the rule of law. Keyed by hand.
Keyed by hand.
In a democracy changes of the state's leadership are made through:
C — General election
Democratic leadership changes through elections. Keyed by hand.
Keyed by hand.
Which statement is NOT true about the functions of the National Electoral Commission?
C — To register new political parties
Registration of political parties is the Registrar's function, not the NEC's. Keyed by hand; contestable.
Keyed by hand. Contestable: check against the Election Act.
The Zanzibar revolution occurred on:
A — 12th January 1964
The Zanzibar revolution was on 12 January 1964. Keyed by hand.
Keyed by hand.
In the absence of the Speaker and Deputy Speaker, meetings of Parliament are chaired by:
B — Two MPs elected from among the chairpersons of the standing committees
Parliament's standing orders provide for this. Keyed by hand.
Keyed by hand.
Sultan Seyyid Said shifted his capital from Oman to Zanzibar in:
A — 1840
Seyyid Said moved his capital to Zanzibar in 1840. Keyed by hand.
Keyed by hand.
Karl Marx and Friedrich Engels were philosophers of:
B — Scientific socialism
Marx and Engels founded scientific socialism. Keyed by hand.
Keyed by hand.
The following political parties constitute the official opposition in the Tanzanian Parliament:
A — CUF and NCCR
After the 1995 elections CUF and NCCR-Mageuzi held the main opposition seats. Keyed by hand; contestable.
Keyed by hand. UNVERIFIED for the 1997 position.
The colonial government in Tanganyika preferred migrant labour because it was:
C — Cheap and safe
Migrant labour was cheap and could be controlled and sent back. Keyed by hand; contestable.
Keyed by hand. Contestable.
Which statement is true about the slave mode of production?
D — Slaves belonged to their master in the same way as cattle
Slaves were property of the master, like cattle. Keyed by hand.
Keyed by hand.
SILABU was:
A — A trade union during the colonial period in Tanganyika
SILABU was the sisal labour union of Tanganyika. Keyed by hand; contestable.
Keyed by hand. Contestable.
The Maji Maji resistance was different from other early anti-colonial struggles because it:
B — Was a popular uprising against the establishment of a colonial economy
Maji Maji was a mass uprising across many peoples against colonial economic demands. Keyed by hand.
Keyed by hand.
The current Secretary-General of the UNO (1997) is:
D — Kofi Annan
Kofi Annan took office on 1 January 1997. Keyed by hand.
Keyed by hand.
The Chief Justice in Tanzania is appointed by the:
C — President
The President appoints the Chief Justice. Keyed by hand.
Keyed by hand.
Capitalism passed through the following stages in its development:
A — Mercantile capitalism, industrial capitalism and monopoly capitalism
These are the standard stages. Keyed by hand.
Keyed by hand.
Colonialists established infrastructure such as railways and roads in order to:
B — Facilitate exploitation
Infrastructure served to extract resources and move goods to ports. Keyed by hand.
Keyed by hand.
The 1886 Anglo-German agreement is sometimes known as the Heligoland Treaty. (True or False)
F — False
The Heligoland Treaty was signed in 1890, not 1886. Keyed by hand.
Keyed by hand.
The Attorney-General may attend Cabinet meetings by virtue of his position. (True or False)
T — True
The Attorney-General attends cabinet by virtue of office. Keyed by hand; contestable.
Keyed by hand. Contestable.
The Secretary-General of the OAU is elected by the Council of Ministers. (True or False)
F — False
The Secretary-General is appointed by the Assembly of Heads of State on the recommendation of the Council of Ministers. Keyed by hand.
Keyed by hand.
The Lomé Convention is a trade and aid agreement between the European Union and African countries. (True or False)
T — True
The Lomé Conventions are trade and aid agreements between the EU and ACP states.
Keyed by hand.
The Speaker is the leader of government business in Parliament. (True or False)
F — False
The Prime Minister (or Leader of Government Business) leads government business. Keyed by hand.
Keyed by hand.
The IMF and the World Bank are sometimes referred to as the Bretton Woods institutions. (True or False)
T — True
Both were founded at Bretton Woods in 1944.
Keyed by hand.
One aspect of pre-colonial education in some African societies was the initiation ceremony. (True or False)
T — True
Initiation was a key part of pre-colonial education.
Keyed by hand.
The Prime Minister is chairman of the Parliamentary Committee for Security and Defence by virtue of his position. (True or False)
F — False
Committees are chaired by MPs elected to chair them, not by virtue of the PM's office. Keyed by hand.
Keyed by hand.
There is a relationship between human rights and democracy. (True or False)
T — True
Democracy protects and depends on human rights.
Keyed by hand.
One of the tactics used to establish colonial rule in Africa was diplomacy. (True or False)
T — True
Treaties and diplomacy were used alongside force. Keyed by hand; contestable (force was the main tactic).
Keyed by hand. Contestable.
Write the title of the passage.
Effects of pesticides on the environment.
Keyed by hand.
Is the author totally against the use of pesticides? Explain.
No. The author is against misuse and ignorance, not pesticides themselves, which protect plants.
Keyed by hand.
According to the author, in what forms can the effects of pesticides be seen?
Explosions; contamination of water sources; contamination of plants eaten by humans and animals; imbalance between animals and plants.
Keyed by hand.
What is an ecosystem?
A community of living things (plants, animals and people) interacting with each other and with their non-living environment.
Keyed by hand.
What suggestions would you give to avoid the misuse and mishandling of pesticides?
Education and training on safe use; proper documentation; safe disposal; technical extension services; clear policy and regulation.
Keyed by hand. Any suggestions with reasons.
Assess the role of Civics as a discipline of study in shaping the character of youth.
Civics teaches rights and responsibilities; builds patriotism and national identity; promotes democratic values; builds moral and ethical character; prepares youth for participation.
Section B: answer any three of 3 to 10. Keyed by hand.
Discuss the meaning and importance of a national constitution.
Meaning: the supreme law setting out the basic principles of a state. Importance: protects rights; limits power; sets up organs of state; provides for elections; ensures rule of law.
Section B. Keyed by hand.
Multi-party government is more democratic than mono-party government. Discuss.
For: choice of leaders, competition, accountability, representation. Against: instability, division, costs; a single party can also be democratic in principle.
Section B. Keyed by hand.
Account for the current problems facing Co-operative Unions in Tanzania.
Poor management and corruption; lack of capital; unfair marketing and low prices; government interference; weak membership participation.
Section B. Keyed by hand.
Show the merits of liberalisation of financial institutions in Tanzania.
Greater competition and efficiency; access to credit; foreign investment; new banking services; reduced government control.
Section B. Keyed by hand.
Discuss the role of the press in enhancing the practice of democracy.
Informs citizens; exposes abuse and corruption; provides a forum for debate; holds government accountable; educates voters.
Section B. Keyed by hand.
Briefly discuss the methods and techniques used by the Europeans to establish colonial culture in Tanzania.
Imposing European education and language; Christian missionary work; suppression of African customs; use of chiefs and administration; propaganda and European dress and music.
Section B. Keyed by hand.
Describe the features of colonial education.
Literary rather than technical; not rooted in African culture; served colonial needs for clerks and labourers; segregated by race; taught obedience.
Section B. Keyed by hand.
The colonial state created various power structures such as the army, the police and prisons in order to:
C — Create colonial order and fear among Africans
The coercive apparatus was used to maintain colonial control. Keyed by hand.
Keyed by hand. Contestable: D (force Africans to work) is also plausible.
The objective behind adoption of multiparty system in Tanzania was to:
E — Strengthen and extend democracy
Multi-party politics was adopted in 1992 to strengthen and extend democracy. Keyed by hand.
Keyed by hand.
The constitutional amendments of 1965 in Tanzania basically aimed at introducing:
D — One party system
The 1965 amendments established the one-party system. Keyed by hand.
Keyed by hand. UNVERIFIED: A (party supremacy) is also defensible.
The parliament is also known as the legislature because it:
A — Has the power to make laws
The legislature is the law-making organ. Keyed by hand.
According to the constitution the President of the United Republic of Tanzania can be removed from power through the following methods EXCEPT:
A — Parliamentary vote of no confidence
The President is not removable by a parliamentary no-confidence vote under the constitution. The other options are constitutional or non-constitutional routes; B, C, D and E are not removal methods in the same sense. Keyed by hand.
Keyed by hand. CONTESTABLE: D (coup) and E (expulsion from party) are also not constitutional removal methods. Check against the marking scheme.
Which of the following statements is true about the United Nations Organisation?
B — Kurt Waldheim, U Thant and Perez de Cuellar were Secretaries-General of the UNO
These were UN Secretaries-General. A is wrong (the UN was formed on 24 October 1945); C is wrong (the General Assembly is the largest organ); D is wrong (15 members, 5 permanent); E is wrong (appointed by the General Assembly on Security Council recommendation). Keyed by hand.
Keyed by hand. Option B spells 'Perez de Quella' as 'de Cuellar'.
The Non-Alignment Movement was founded by:
B — Egypt, Indonesia and Yugoslavia
These were among the founders of the Non-Aligned Movement (Bandung/Belgrade). Keyed by hand.
Keyed by hand.
Which of the following parties did not oppose TANU and ASP in their independence struggles?
B — A.N.C.
The UTP and ZPPP/ZNP opposed TANU and ASP respectively. The ANC option is the one not presented as an opponent. Keyed by hand.
Keyed by hand. CONTESTABLE: the identity of the 'A.N.C.' option is not confirmed. Check against the marking scheme.
One of the following statements is NOT true about the weakness of colonial education:
A — It inculcated collective and self-reliance attitudes
Colonial education was criticised for encouraging individualism, racism and alienation, not collective self-reliance. Keyed by hand.
Tanzanians struggled for their independence because they wanted to:
C — Restore their humanity and dignity
The nationalist struggle sought to restore African dignity and humanity. Keyed by hand.
The League of Nations:
B — Failed in its responsibilities
The League failed to prevent the Second World War. Keyed by hand.
Keyed by hand.
The agency for World Health is the:
D — WHO
The World Health Organisation is the UN agency for health.
Which set of agencies is not administered by the UNO?
B — IBRD and NATO
NATO is a military alliance outside the UN system. Keyed by hand.
Keyed by hand. The IBRD (World Bank) is a UN specialised agency; NATO is not.
The first Secretary General of the O.A.U. was:
B — Diallo Telli
Diallo Telli of Guinea was the first OAU Secretary-General (1964). Keyed by hand.
Keyed by hand.
The Headquarters of the International Labour Organization (ILO) is:
B — Geneva
The ILO is headquartered in Geneva.
The headquarters of the Organization of African Unity (OAU) is:
A — Addis Ababa
The OAU headquarters was in Addis Ababa.
The current Secretary General of the Commonwealth is:
D — Chief Anyaoku
Chief Emeka Anyaoku was Commonwealth Secretary-General (1989–1999). Keyed by hand.
Keyed by hand. UNVERIFIED: 'current' depends on the date of the paper (Nov 1996); Anyaoku held the post then.
Countries outside Europe which are members of NATO are:
A — Canada and United States of America
Canada and the USA are the non-European NATO members. Keyed by hand.
The following group of countries are members of the SADC:
C — Botswana, Mozambique, Zimbabwe
All three are SADC members. Uganda, Kenya, Rwanda, Zaire and Burundi were not SADC members in 1996. Keyed by hand.
Keyed by hand.
The ruling party in South Africa is:
A — ANC
The African National Congress was the ruling party in South Africa from 1994.
OAU was formed in Addis Ababa in May 1963.
T
The OAU Charter was signed in Addis Ababa in May 1963.
T/F. Keyed by hand.
Nyerere, Obote and late Kenyatta were founders of the East African Community.
T
The three presidents were the principal founders of the EAC (1967). Keyed by hand.
T/F. Keyed by hand.
The Berlin conference was held in Berlin in Germany from December 1883 to January 1884.
F
The Berlin Conference ran from November 1884 to February 1885. Keyed by hand.
T/F. Keyed by hand. Dates per standard historical record.
In the 1995 General Election all 13 registered Political Parties participated in elections at all levels.
F
Not all registered parties contested at all levels in 1995. Keyed by hand.
T/F. CONTESTABLE: the participation figures are not confirmed from the sheet. Check against the marking scheme.
Mwalimu Julius Nyerere was once the Chairman of OAU.
T
Nyerere was OAU Chairman in 1964–65. Keyed by hand.
T/F. Keyed by hand.
Africans in Zanzibar constituted the lowest class in all aspects of economy and politics during the colonial rule.
T
Under the Zanzibar colonial hierarchy Africans were at the bottom in economic and political terms. Keyed by hand.
T/F. Keyed by hand.
The Paris Club is one of the most successful regional integration groupings in Europe.
F
The Paris Club is a group of creditor governments, not a regional integration grouping. Keyed by hand.
T/F. Keyed by hand.
With the collapse of apartheid system in South Africa, Tanzania's foreign policy is no longer important.
F
The collapse of apartheid did not make Tanzania's foreign policy unimportant. Keyed by hand.
T/F. Keyed by hand.
National economic survival plan was Tanzania's locally initiated economic recovery programme in the early 1980s.
T
The National Economic Survival Programme (1981) was locally initiated. Keyed by hand.
T/F. Keyed by hand.
All the G7 countries are permanent members of the UNO's Security Council.
F
Only some G7 members (US, UK, France) are permanent members of the Security Council; Canada, Italy, Germany and Japan are not. Keyed by hand.
T/F. Keyed by hand.
Suggest a suitable title for the passage.
Unity between Tanganyika and Zanzibar (the need for African unity).
Keyed by hand.
According to the author, what factors necessitate the union between Tanganyika and Zanzibar?
Geographical closeness; shared history under one government; common language, custom and culture; political ties between TANU and ASP; the wider African desire for unity.
Any suitable factors from the passage.
The author says 'It was an accident of history that Tanganyika and Zanzibar did not continue to be one country'. What accident does he refer to?
The partition of East Africa by the colonial powers, which placed Zanzibar under the British and the mainland under the Germans, with the division maintained after the First World War.
Keyed by hand.
What is the importance of the said union to Africa?
It would show that a single government in Africa is possible and not an impossible dream, justifying the hopes of the continent; it may encourage others to unite.
Keyed by hand.
In your view, why do you think Africa has not realised the desire of one government until today? (Give two reasons.)
Talk without concrete action; colonial divisions and boundaries; competing national interests; lack of political will.
Any two reasons.
Show the impact of the slave trade on the cultural development of Tanzania.
Depopulation and insecurity disrupted traditional societies; traditional institutions and social structures were weakened; Arab and Islamic culture spread along the coast; Swahili language and new cultural mixing developed.
Section B: answer any three of 3 to 9. Keyed by hand.
Discuss the significance of TAA in the struggle for independence in Tanganyika.
TAA (Tanganyika African Association, 1929) gave Africans a platform to voice grievances; it organised and mobilised people; it prepared the ground for TANU (1954) and for leadership under Nyerere.
Section B. Keyed by hand.
Briefly explain the functions of the following organs in Tanzania. (a) Permanent Commission of Enquiry (b) National Electoral Commission (c) Parliament of the United Republic (d) Revolutionary Council of Zanzibar
Each organ has specified functions: the commission of enquiry investigates maladministration; the electoral commission conducts elections; Parliament makes laws and oversees government; the Revolutionary Council exercises executive and legislative functions in Zanzibar.
Section B. Keyed by hand. Brief explanation of each of the four organs.
With particular reference to Tanzania, discuss the advantages of freedom of the press.
A free press informs the public, exposes corruption and maladministration, promotes debate and accountability, educates citizens and protects democracy.
Section B. Keyed by hand.
Briefly discuss the achievements of the union between Tanganyika and Zanzibar since 1964.
The union created the United Republic and a common government for foreign affairs, defence and currency; it has maintained peace and political stability; it has promoted economic and social co-operation.
Section B. Keyed by hand.
Point out any five principles of the Commonwealth of Nations.
Voluntary association; equality of members; consultation and co-operation; promotion of democracy, human rights and the rule of law; common values and development.
Section B. Any five. Keyed by hand.
Discuss the importance of small scale industries to a developing economy like Tanzania.
They create employment, use local resources and skills, reduce dependence on imports, spread income and development, and support larger industries.
Section B. Keyed by hand.
Before the coming of foreigners in Tanzania our forefathers were largely practising:
(ii) Primitive communalism
Pre-colonial societies were organised under primitive communalism. Solutions key.
Solutions key accepted.
We fought for independence in order to:
(iv) Regain our lost freedom and sovereignty
The independence struggle aimed to regain freedom and sovereignty. CORRECTED: solutions key gives (iii) 'bring about development', which is a consequence of independence, not its aim. Flagged.
CORRECTED from solutions (iii) to (iv). Flagged. Check against the marking scheme.
The following is a true set of political parties which existed during the struggle for independence in Tanganyika:
(ii) AMNUT, TANU, UTP, TFL
AMNUT, TANU, UTP and TFL were parties in Tanganyika during the struggle. Solutions key accepted.
Solutions key accepted.
The correct sequence of foreign invasions in Tanzania is as follows:
(i) Arabs, Portuguese, Germans, British
Arab, then Portuguese, then German, then British rule. Solutions key accepted.
Solutions key accepted.
Tanzania became a Republic:
(ii) One year after independence
Independence was 9 December 1961; the Republic was declared on 9 December 1962. Solutions key accepted.
Solutions key accepted.
Tanganyika and Zanzibar united in 1964 in order to:
(iii) Consolidate the historical unity of the two peoples
The union sought to consolidate the historical unity of the two peoples. Solutions key accepted.
Solutions key accepted.
The three arms of the State authority are:
(iv) Executive, Judiciary, Parliament
The three arms of state are the executive, judiciary and legislature (Parliament). Solutions key accepted.
Solutions key accepted.
The following is NOT a true set of United Nations institutions:
(iii) FAO, UNIP, UNESCO, WHO
UNIP is not a UN institution; the others are. Solutions key accepted.
Solutions key accepted.
Currently the government is privatising public enterprises in order to:
(i) Improve efficiency and productivity
Privatisation is aimed at improving efficiency and productivity. Solutions key accepted.
Solutions key accepted.
The Secretary General of the OAU is chosen by:
(iii) The Heads of States of OAU Members
The OAU Secretary-General was elected by the Assembly of Heads of State and Government. Solutions key accepted.
Solutions key accepted.
The independence day in Tanzania was preceded by the Republic Day.
F
Independence (9 December 1961) came before the Republic (9 December 1962). Solutions key accepted.
T/F. Solutions key accepted.
The headquarters of the Non-aligned Movement are in Belgrade.
T
Solutions key gives T. CONTESTABLE: NAM has no fixed headquarters; Belgrade hosted the founding conference (1961). Check against the marking scheme.
T/F. Solutions key T. CONTESTABLE.
The Speaker of Parliament is elected by the Parliament amongst its members.
T
The Speaker is elected from among the members of Parliament. Solutions key accepted.
T/F. Solutions key accepted.
The Security Council of the United Nations is composed of five permanent members.
T
The Security Council has five permanent members with veto power. Solutions key accepted.
T/F. Solutions key accepted.
Tanzania became a legally one party state after 1967.
T
Solutions key gives T. CONTESTABLE: the legal one-party state was established by the 1965 constitutional amendments, with the Arusha Declaration (1967) confirming it. Check against the marking scheme.
T/F. Solutions key T. CONTESTABLE.
Write the title of the above passage.
Unemployment and Development Challenges.
Solutions key accepted. Titles are not fixed; accept any close equivalent.
According to the author, which factors have led to unemployment?
Trade union wage policies unrelated to productivity; incentive systems copied from capital-rich economies; rapid population growth; rural-urban migration; government emphasis on urban development.
Solutions key accepted. Any factors from the passage.
Which step is the author talking about as a measure to combat population growth?
Family planning education (family planning programmes).
Solutions key accepted.
Account for the rural-urban migration discussed by the author.
Rural areas lack housing, water, power, schools and health services and market facilities, so people move to towns seeking better opportunities.
Solutions key accepted.
What proposal does the author make for trade unions in relation to increase in wages and productivity as means to overcome problems of balance of payments?
Link wage increases to gains in productivity; think of national welfare; promote workers' housing co-operatives and credit unions.
Solutions key accepted.
Neo-colonialism is colonialism in an independent state. What are the motives of the neo-colonialists?
Economic exploitation of resources and markets; control through loans, aid and multinational investment; political influence through allied governments; cultural domination; maintenance of dependence on former colonial powers.
NOT IN ANSWER SHEET for printed Q3. The sheet's Q3 answer (primitive communalism vs socialism) is a different question. Drafted and unverified. Section B: answer any three of 3-10.
What are the consequences of colonial invasion on the indigenous culture in Tanzania?
Decline of traditional values, languages and institutions; spread of Christianity and Islam and of Western education; introduction of foreign lifestyles; division of communities; loss of cultural identity.
NOT IN ANSWER SHEET for printed Q4. The sheet's Q4 answer (colonial economy) is a different question. Drafted and unverified.
Examine the major pillars of Tanzania's Constitution.
Sovereignty of the people; separation of powers; rule of law and an independent judiciary; bill of rights; multi-party democracy and elections; union structure and national unity.
NOT IN ANSWER SHEET for printed Q5. The sheet's Q5 answer (Zanzibar Revolution) is a different question. Drafted and unverified.
Show the impact of colonial economy on the African societies particularly in Tanzania.
NOT IN ANSWER SHEET for printed Q6 (printed Q6 asks about the colonial economy's impact; sheet answers 'what is democracy').
NOT IN ANSWER SHEET for printed Q6. Drafted from the question as printed. Sheet answers a different question.
Why did the East African Community collapse in 1977?
NOT IN ANSWER SHEET for printed Q7 (sheet answers 'OAU has largely failed'). Reasons drafted from the question as printed; sheet's EAC remark (ideological and leadership conflicts; unequal benefits) is used.
NOT IN ANSWER SHEET for printed Q7. Drafted and unverified.
With examples explain the foreign policy of Tanzania.
NOT IN ANSWER SHEET for printed Q8 (sheet answers liberalisation and culture).
NOT IN ANSWER SHEET for printed Q8. Drafted and unverified.
'Non-alignment Movement is no longer necessary under the current economic and political changes.' Discuss.
NOT IN ANSWER SHEET for printed Q9 (sheet answers regional economic co-operation).
NOT IN ANSWER SHEET for printed Q9. Drafted and unverified.
Explain the major problems which hinder effective regional co-operation.
NOT IN ANSWER SHEET for printed Q10 (sheet answers the parastatals question).
NOT IN ANSWER SHEET for printed Q10. Drafted and unverified.
The introduction of multipartism in Tanzania on 1st July 1992 aimed at:
C — Expanding and strengthening democracy in the country
Multi-party politics was introduced to expand and strengthen democracy. Keyed by hand.
Keyed by hand. Printed paper item (ii).
One of the principles of democracy is:
C — People's participation in law making through their representatives
Representative participation in law-making is a democratic principle. Keyed by hand.
Keyed by hand.
The Organisation of African Unity was established by:
B — Thirty independent African countries
The OAU was founded by African independent states (the charter was signed by heads of state of about thirty countries). Keyed by hand.
Keyed by hand. The option wording is from the printed paper.
What is NOT true about a dependent country like Tanzania?
C — High population
A dependent economy is marked by no heavy industry, low production, shortage of social services and political problems, not by high population. Keyed by hand.
Keyed by hand. CONTESTABLE: population size is not a standard dependency marker, but check the marking scheme.
Majority rule in South Africa took a long time to achieve. Which is NOT responsible for this state of affairs?
D — Cowardice of African leaders
Apartheid, disunity, lack of funds for liberation movements and state killings were causes; cowardice of leaders is not an accepted structural cause. Keyed by hand.
Keyed by hand. CONTESTABLE: the intended answer is most likely D; B (apartheid opposing majority rule) is a cause, not a non-cause. Check the marking scheme.
Which of the following factors is NOT responsible for some people becoming refugees?
E — Dependent economy
Civil war, political problems, hunger and interstate war all produce refugees; a dependent economy is not a direct cause. Keyed by hand.
Keyed by hand.
Tanzanians struggled for their independence because they wanted to:
C — Restore their humanity and dignity
The independence struggle sought to restore African dignity. Keyed by hand.
Keyed by hand.
Which is true about the founder members of PAFMESCA?
B — Tanganyika and Zanzibar, Kenya, Uganda, Malawi and Zambia
PAFMESCA (Pan African Freedom Movement of East, Central and Southern Africa) was founded by the East, Central and Southern African territories listed. Keyed by hand.
Keyed by hand. CONTESTABLE: the exact founding list should be checked.
Which of the following sets is NOT true about the membership of SADCC?
C — Tanzania, Zambia, Lesotho, Swaziland, Zimbabwe, Zaire and Togo
Zaire and Togo were not SADCC members. Keyed by hand.
Keyed by hand. CONTESTABLE: A, D and E also contain non-members (Zanzibar; Ghana). Check the marking scheme.
Which is NOT a negative effect of colonial education?
E — Detention of African leaders
Detention of leaders was a colonial political act, not an effect of education. The others are effects of colonial education. Keyed by hand.
Keyed by hand.
Match List A (i)-(v) with List B (A-J).
(i) D Sworn in on 10 May 1994 as President of South Africa (Nelson Mandela); (ii) H Chairman of the South-South Commission (J.K. Nyerere); (iii) E President of Malawi (Bakili Muluzi); (iv) G Genocide due to civil war (Rwanda); (v) B The group of big industrial nations (G7)
Each pair is a matched fact of 1994. Keyed by hand.
Keyed by hand. Answer sheet's 1(b) list is a different matching exercise.
Write the heading of the passage.
Freedom and Development.
Answer sheet accepted.
What do we mean by the concept freedom?
Freedom is the ability of citizens to determine their own future and govern themselves without foreign interference; freedom from hunger, disease and poverty; and personal freedoms such as speech, equality and freedom from arbitrary arrest.
Answer sheet accepted.
According to the author, when do you think a nation loses its freedom and development?
When its people remain poor, illiterate and weak, so that it can be endangered by more powerful foreign powers.
Answer sheet accepted.
The author says that it is possible to eradicate hunger, diseases and poverty. How can this be done?
Through economic and social development: increasing the wealth and knowledge available to the community.
Answer sheet accepted.
What do you understand by the phrase 'freedom and development are as completely linked together as are chickens and eggs'?
Freedom and development depend on each other: without freedom there is no development, and without development freedom is lost.
Answer sheet accepted.
To what extent can primitive communalism be compared to socialism?
Both emphasise collective ownership, sharing and equality, and discourage exploitation; primitive communalism was subsistence-based, while socialism is a structured modern ideology.
Section B: answer any three of 3-10. Answer sheet accepted.
Discuss the main characteristics of the colonial economy in both Tanganyika and Zanzibar.
Export-oriented cash-crop production; forced labour; land alienation; dependence on foreign markets; exploitation for colonial benefit.
Answer sheet accepted.
The Zanzibar Revolution was an inevitable development given the history of the islands of Zanzibar and Pemba. Discuss.
Arab minority dominance in land and politics; marginalisation of the African majority; economic inequality on clove plantations; denial of political rights in elections; ASP mobilisation; historical divisions.
Section B. Answer sheet accepted.
What is democracy?
A system in which people elect leaders and take part in decision-making directly or through representatives, ensuring equality, freedom of speech, rule of law and human rights.
Section B 6(a). Answer sheet accepted. Count as part of question 6 (not a separate essay).
Distinguish between a democratic government and an autocratic one. Give examples.
Democratic government: leaders are chosen in free elections and are accountable; autocratic government: power is concentrated in one person or a small group and citizens have little participation; examples Tanzania and Idi Amin's Uganda.
Section B 6(b). Answer sheet accepted. Counts as part of question 6.
The O.A.U. have largely failed to achieve its objectives. Do you agree with this assertion?
Agree: failure to end neo-colonialism, resolve conflicts, achieve African unity or promote economic independence; slow decisions and lack of enforcement; dictatorship and corruption. Some achievements (liberation support) noted.
Section B. Answer sheet accepted. A balanced answer would note the liberation-support achievement.
The current political and economic liberalisation policies are likely to affect the culture of our country negatively. Do you agree? Give reasons.
Agree: exposure to foreign culture through trade and media; individualism and consumerism; ethnic and religious divisions; decline of local industries and practices; neglect of cultural preservation; loss of traditions among young people.
Section B. Answer sheet accepted. Balanced answer may note cultural exchange benefits.
Discuss the advantages and problems of Regional Economic Co-operation. Give examples to support your points.
Advantages: trade, larger markets, pooled resources for joint projects (EAC infrastructure), political stability, bargaining power. Problems: unequal development, instability in member states, border disputes and mistrust, corruption.
Section B. Answer sheet accepted.
Why are most parastatal enterprises not performing well?
Mismanagement and corruption; political interference; overstaffing; lack of innovation and modern technology; inadequate funding.
Section B 10(a). Answer sheet accepted. Count as part of question 10.
What should be done to improve their performance?
Professional management; less political interference; accountability and transparency; modernisation; restructuring to reduce overstaffing; public-private partnerships; monitoring and evaluation.
Section B 10(b). Answer sheet accepted. Counts as part of question 10.
The Portuguese invaded the coastal towns of East Africa and overthrew many Sultanate rules in order to:
C — Establish trading posts
Sheet answer: C. Kuanzisha vituo vya biashara (establish trading centres). Answer sheet accepted.
Kiswahili paper; answer sheet key accepted (translated).
25 May 1963 is an important day in the history of Africa because:
D — The Organisation of African Unity (OAU) was founded
Sheet answer: D. The OAU was founded on 25 May 1963. Answer sheet accepted.
Answer sheet accepted.
The last Sultan of Zanzibar was called:
D — Jamshid
Sheet answer: D (Jamshid, last Sultan). Answer sheet accepted.
Answer sheet accepted.
The basic principles of the Constitution of the United Republic of Tanzania of 1977 are:
A — Freedom, justice and peace
Sheet answer: A (uhuru, haki na amani). Answer sheet accepted.
Answer sheet accepted.
The colonialists set up social and economic services such as schools, hospitals, railways, ports and banks in order to:
D — Strengthen their administration and culture
Sheet answer: D (kuimarisha utawala na utamaduni wao). Answer sheet accepted.
Answer sheet accepted. CONTESTABLE: the intended answer may be C (increase production and service delivery); check the marking scheme.
Which of the following is NOT true about the parties that opposed TANU and ASP?
C — T.F.L.
Sheet answer: C (T.F.L. did not oppose TANU and ASP in the required sense). Answer sheet accepted.
Answer sheet accepted.
Which is NOT true about the Security Council of the UNO?
B — All members of the Council have equal rights
Sheet answer: B. Permanent members have veto power, so members do not have equal rights. Answer sheet accepted.
Answer sheet accepted.
Which is NOT true about the effects of world changes?
D — Economic strengthening of African countries
Sheet answer: D. Africa's economies did not strengthen as a result of these changes. Answer sheet accepted.
Answer sheet accepted.
The power to make laws in Zanzibar on all matters not concerning the Union rests with:
E — The House of Representatives of Zanzibar (Baraza la Wawakilishi)
Sheet answer: E. Answer sheet accepted.
Answer sheet accepted.
The purpose of traditional education was:
B — To prepare young people for real life in society and pass culture from one generation to the next
Sheet answer: B. Answer sheet accepted.
Answer sheet accepted.
Match List A (A-E) with List B (1-10).
1-D (Universal Declaration of Human Rights = UN General Assembly); 2-D (strongest UN organ); 3-E (SADC); 4-A (Egyptian Foreign Minister = Boutros Boutros-Ghali); 5-B (I.P.C.); 6-E (SADC); 7-C (NAM); 8-B (I.P.C.); 9-none (no correct answer in List A); 10-A (Boutros-Ghali as UN Secretary-General)
Answer sheet accepted for most pairs. Note: the answer sheet gives 'D' for 2 (strongest organ), which is normally the Security Council; the sheet gives 6-E (SADC) although 6 names an East African and Southern African community (COMESA-type). Flagged.
CONTESTABLE: items 2 and 6 and the 'I.P.C.' items (5, 8). Check against the marking scheme.
Write the title of the passage.
History of co-operation between Kenya, Tanganyika and Uganda and the establishment of the East African Community.
Answer sheet accepted (translated).
What were the differences between the co-operation of Kenya, Tanganyika and Uganda set up by the colonialists in 1947 and the one of 1967?
1947: set up by colonialists for the exploitation of resources and the colonial interest. 1967: formed by independent states to promote African solidarity, develop their economies and be self-reliant without colonial control.
Answer sheet accepted (translated).
In your view, and with the help of the author's views, what were the functions of the common market of the East African Community?
To facilitate free trade among member states without customs duties, increase incomes, improve the supply of goods, strengthen economic solidarity, create jobs and reduce prices.
Answer sheet accepted (translated).
What successes did the East African countries obtain from the co-operation set up in 1967?
Common infrastructure such as railways and ports; regional economic institutions; easier trade among members; political and economic solidarity; higher national income from free regional trade.
Answer sheet accepted (translated).
Why did Tanzania wholeheartedly support the East African Community?
It saw large economic benefits: wider markets for its goods, political and social solidarity with its neighbours, and a shared struggle against colonialism and poverty.
Answer sheet accepted (translated).
Briefly define 'uchumi tegemezi' (dependent economy).
An economy that depends mainly on aid, technology or goods from other countries instead of developing through its own resources.
Section B 3(a). Answer sheet accepted (translated). Count as part of question 3.
Briefly define 'siasa' (politics).
The process of leadership and decision-making involving the distribution of power, management of resources, and relations between leaders and citizens.
Section B 3(b). Answer sheet accepted (translated).
Briefly define 'elimu ya siasa' (political education).
Teaching and understanding of matters of leadership, rights and duties, and how to take part in democratic decision-making.
Section B 3(c). Answer sheet accepted (translated).
Briefly define 'siasa uchumi' (political economy).
The study of the relationship between politics and economics, in which political power and decisions shape the production, distribution and use of wealth.
Section B 3(d). The answer sheet defines 'deni la uchumi' (economic debt), which is NOT the printed item. Key drafted for the printed term. Flagged.
Briefly define 'ukiritimba' (monopoly).
A situation in which one person or one company controls a trade or service without competition from others.
Section B 3(e). Answer sheet accepted (translated).
The British policy on education strengthened social classes. Discuss this statement, with reference to the relationship between education and the growth of classes in Zanzibar during colonial rule.
Colonial education was unequal and favoured the children of leaders and the rich, widening class gaps. Good schools were in towns where settlers lived; those who reached higher education got colonial jobs, creating a small educated elite.
Section B 4. Answer sheet accepted (translated).
Explain the steps Tanzania took to correct its (economic/political) course between 1961 and 1967.
After independence Tanzania adopted socialism and self-reliance; it nationalised companies owned by colonialists; it introduced free universal primary education; it renegotiated colonial treaties and aid with harsh conditions; and it strengthened diplomatic relations.
Section B 5. FLAGGED: the printed question says 'kurekebisha utamaduni wake' (correct its culture), but the answer sheet answers economic and political measures. Key drafted from the sheet. Check the marking scheme.
Why was the political liberation struggle in Zanzibar more difficult than in mainland Tanganyika?
Long Arab domination and a network of colonial and Arab interests with strong political and economic power; a deep-rooted sultanate supported by Britain; the importance of the slave and clove trades to the colonialists; few educated leaders; social and ethnic divisions between Arabs, Africans and Indians.
Section B 6. Answer sheet accepted (translated).
Discuss the causes and results of neo-colonialism in the African continent.
Causes: economic dependence on aid and loans; colonial structures kept by leaders; reliance on exporting raw materials and importing goods. Results: debt, weak industry, dependence on foreign technology and experts, and continued poverty.
Section B 7. Answer sheet accepted (translated).
Explain the purpose of the establishment of the Organisation of African Unity and to what extent these purposes have been implemented.
Purposes: political solidarity and unity against colonialism and racial discrimination; help for countries still under colonial rule; economic, political and social co-operation; protection of member states' independence and borders. Implementation: partial, with liberation achieved and apartheid ended, but limited economic and social progress and continued conflicts.
Section B 8. Answer sheet accepted (translated). A balanced answer will note the AU's successor role (2002) if written in full.
Civics · 862 questions · 141 flagged for checking
Research, population, settlements, environment and maps
Suppose the local time at Greenwich Meridian (0) is 11:00 am on Wednesday, what will be the time and day at longitude 180°E? A. 11:00 pm, Wednesday B. 12:30 pm, Tuesday C. 11:00 am, Thursday D. 11:00 pm, Thursday
A — 11:00 pm, Wednesday
Longitude 180°E is 12 hours ahead of Greenwich: 11:00 am Wednesday plus 12 hours is 11:00 pm Wednesday. The solutions' own reasoning gives this, not 11:00 am Thursday.
CORRECTED: key C (11:00 am, Thursday) to A (11:00 pm, Wednesday); the key's arithmetic does not reach 11:00 am Thursday. Verify against paper.
Halisafi prefers to use environmentally friendly energy resources for cooking in his restaurant. Which type of energy resource is Halisafi using? A. Fuel wood B. Petroleum C. Natural gas D. Nuclear
C — Natural gas
Natural gas is cleaner and more environmentally friendly compared to fuel wood and petroleum, which cause pollution and deforestation.
CHECK: paper text lists Coal as C and Natural gas as D (OCR); solutions omit Coal. Verify letter against scan.
Form Four students were observing a photograph of an extensive land in Australia where Merino sheep are cared for production of wool. How is that type of livestock keeping called? A. Transhumance B. Nomadism C. Ranch D. Sedentary
C — Ranch
Ranching involves keeping livestock on large areas of land, common in Australia for sheep rearing.
CHECK: paper text (OCR) shows Pastoralism as C and Ranch as D. Verify letter against scan.
Asha was travelling by air across the Sahara Desert and observed crescent shaped features in groups developed by obstruction such as rocks. What could be the features she observed? A. Seif dunes B. Barchans C. Loess D. Zeugens
B — Barchans
Barchans are crescent shaped sand dunes formed in deserts where wind direction is constant and there is an obstacle.
CHECK: paper text (OCR) shows Barchans as D and Ripples as E. Verify letter against scan.
Areas along the equator receive more rainfall than areas away from it. What is the main cause of that rainfall? A. High atmospheric pressure B. High humidity C. Low temperature D. High evaporation
B — High humidity
The equatorial region experiences intense heating leading to high humidity and convectional rainfall.
Which one among the following is not the cause of environmental degradation in Tanzania? A. Deforestation B. Use of inorganic fertilizers C. Disposal of industrial chemicals D. Afforestation
D — Afforestation
Afforestation involves planting trees which helps conserve the environment rather than degrading it.
CHECK: paper text (OCR) lists Overgrazing as D and Afforestation as E. Verify options and letter against scan.
Masalamengi is a farmer in Shinyanga and travelled to Mikumi National Park for leisure. Who is Masalamengi in Mikumi National Park? A. Farmer B. Researcher C. Tourist D. Geographer
C — Tourist
A person visiting a national park for leisure is regarded as a tourist.
CHECK: paper text (OCR) shows Tourist as B and different distractors. Verify letter against scan.
Mr. Kazi is an entrepreneur in Umoja village. He decided to invest in small scale paper bag manufacturing industry. The following will be the basic requirements for the location of his industry except: A. Availability of power supply B. Availability of market C. Availability of skilled labour D. Presence of religious centres
D — Presence of religious centres
Religious centres are not a factor for industrial location.
The rocks that are folded with one side of the limb being steeper than the other side depending on the intensity of force involved are called: A. Simple fold B. Over fold C. Asymmetrical fold D. Overthrust fold
C — Asymmetrical fold
Asymmetrical folds have limbs that are unequal in steepness due to unequal compressional forces.
CHECK: paper text (OCR) shows Asymmetrical fold as E. Verify letter against scan.
Mama Huruma has given birth to twelve children. The ability of Mama Huruma to give birth is referred to as: A. Mortality B. Fertility C. Population D. Migration
B — Fertility
Fertility refers to the ability to give birth to children.
CHECK: paper text (OCR) reads option D as Demography. Verify option wording against scan.
Match the description of time zone in List A with its respective name in List B, writing the letter of the corresponding response beside the item number. List A: (i) Time recorded along the same longitude. (ii) Geographical area where the standard time is normally used. (iii) Different stretches of land take their time from agreed meridians. (iv) The line where date is changed when crossing it. (v) The local time at Longitude 0 across the globe. (vi) The line which divides the Earth into East and West. List B: A. Greenwich Mean Time; B. International Date Line; C. Latitude and Longitude; D. Standard time; E. Local time; F. Time zone; G. Great circles; H. Prime Meridian
(i) E — Local time; (ii) D — Standard time; (iii) F — Time zone; (iv) B — International Date Line; (v) A — Greenwich Mean Time; (vi) H — Prime Meridian
Each description is matched to the name it defines: local time for the same longitude, time zone for land taking time from agreed meridians, and the Prime Meridian as the line dividing East and West.
CORRECTED: solutions key (i) C, (iii) E, (vi) F do not match the definitions; changed to (i) E, (iii) F, (vi) H. Verify.
Carefully study the map extract of Kazikazi (Sheet 140/1). Name four physical features found on the given map.
Rivers, hills, valleys, forests
UNVERIFIED: map extract is not in the text; answer from solutions only.
Calculate the area covered by the map in km².
100 km²
UNVERIFIED: map extract is not in the text; answer from solutions only.
What is the general direction of flow of the river from grid reference 215785 to 267720?
North East to South West
UNVERIFIED: map extract is not in the text; answer from solutions only.
What is the main possible factor that controls the direction of the river in (c)?
Relief or slope of the land
UNVERIFIED: map extract is not in the text; answer from solutions only.
Describe the concept of research.
A systematic process of collecting, analysing and interpreting data to discover new facts or improve existing knowledge
Using eight points, explain the importance of research.
Eight importance points of research
Describe how fold mountains are formed.
Two tectonic plates collide; rock layers are compressed, bent and folded upwards
CORRECTED: solutions label formation as (b) and diagram as (a); relabelled to paper's (a) and (b). Content unchanged.
Using a well labelled diagram, illustrate fold mountains.
Labelled diagram of fold mountains showing anticlines and synclines formed by compressional forces
CHECK: diagram cannot be checked from text; solutions give a written description only. Relabelled from key (a).
Give three importance of fold mountains to societies.
Source of minerals, tourist attraction, source of rivers
Study the photograph carefully. Describe the type of photograph.
Oblique ground photograph
UNVERIFIED: photograph is not in the text; answer from solutions only.
Study the photograph carefully. Propose the climate of that area.
Semi-arid climate
UNVERIFIED: photograph is not in the text; answer from solutions only.
Study the photograph carefully. Mention three environmental impacts of the activity taking place in the foreground.
Deforestation, soil erosion, loss of biodiversity
UNVERIFIED: photograph is not in the text; answer from solutions only.
Mention four alternative sources of energy which can be used by those people.
Solar, wind, biogas and hydroelectric power
Mr. Nguvumali learned about average atmospheric conditions observed and recorded over a short and long period of time. Mention the atmospheric conditions learnt by him.
Weather and climate
Differentiate the atmospheric conditions mentioned in (a).
Weather is short-term atmospheric conditions; climate is average atmospheric conditions over a long period
CHECK: paper asks to briefly give three points; solutions give two.
Using four points, explain the importance of predicting the condition observed and recorded over a short period of time.
Four importance points of predicting weather
Scores of Form Four students in a Geography midterm test were: 82, 74, 35, 54, 42, 63, 33, 65, 52, 58, 60, 71, 35, 62, 58, 47, 51, 72, 56, 58, 64, 42, 59, 61, 31. Prepare a frequency distribution table with class intervals 30-39, 40-49, 50-59, 60-69, 70-79 and 80-89.
Frequencies: 30–39: 4; 40–49: 3; 50–59: 8; 60–69: 6; 70–79: 3; 80–89: 1 (total 25)
CORRECTED: key gave 50–59 as 7 and 70–79 as 4; recounted from the 25 scores (total unchanged).
Give the modal class by using the frequency distribution table prepared in (a).
50 to 59
CHECK: depends on the corrected table in 8(a); modal class is unchanged.
Explain two disadvantages of the value given in (b).
Modal class may not represent all data accurately; it ignores extreme values
Amani measured distances, angles, directions and elevation in order to position his livestock sheds and a storage building. Describe five objectives of the activity.
Five objectives of surveying
Suppose you have enough capital and you want to invest in large scale mining in Tanzania. Describe six necessary factors to be considered before starting the project.
Six factors for large scale mining
Suppose you are invited to the National Environmental Meeting to explain on man influence on global climate change. Explain three causes of the problem and suggest four possible measures to be applied.
Three causes and four measures of man-made global climate change
CORRECTED: solutions label this question 10; paper numbers it 11.
During the night, Mayoo saw a bright object lighting crossing the sky at high speed. Identify the object seen by Mayoo. A. Meteors B. Satellites C. Planets D. Asteroids E. Comets
A — Meteors
Meteors are space rocks that enter the Earth's atmosphere and burn up, creating a bright streak of light in the sky.
Abel keeps records of linear measurements, heights and angles on the earth's surface during surveying. Who is Abel? A. Cartographer B. Booker C. Leader D. Chain man E. Follower
D — Chain man
A chain man assists in taking linear measurements on the ground during land surveying.
A businessman wants to transport bulky goods from Dar es Salaam to Kigoma. Suggest the best mode of transport that he can use. A. Air B. Railway C. Water D. Pipeline E. Cable
B — Railway
Railways are ideal for transporting bulky goods over long distances due to their capacity and cost-efficiency.
Gold deposits which are near to the surface have been discovered at Mtakuja village. What could be the suitable method in extracting them? A. Shaft mining B. Underground mining C. Open cast mining D. Alluvial mining E. Placer mining
C — Open cast mining
Open cast mining is used when mineral deposits are located near the surface of the earth.
Jaka is living in Dar es Salaam city where houses are clustered together. What could be the main environmental problem in the area? A. Loss of biodiversity B. Deforestation C. Soil erosion D. Desertification E. Pollution
E — Pollution
Densely populated urban areas face high levels of pollution due to industrial activities, vehicles, and waste generation.
What is the local time in Burundi, which is located at 29°E, when it is 06:00 am in Brazzaville, which is located at 14°E? A. 11:00 pm B. 01:00 am C. 07:00 am D. 10:00 am E. 11:00 am
C — 07:00 am
The difference in longitude is 15°, which equals one hour. Burundi is 1 hour ahead of Brazzaville.
Miss Shengo uses energy generated from the sun for cooking. Identify the type of energy she is using. A. Nuclear energy B. Wind energy C. Geothermal energy D. Solar energy E. Biogas energy
D — Solar energy
Solar energy comes directly from the sun and can be used for cooking, lighting, and heating.
Which is the main characteristic of the Earth's crust? A. It is the thickest layer of the Earth B. It is the outer layer of the Earth C. It is the middle layer of the Earth D. It is the molten layer of the Earth E. It is the hottest layer of the Earth
B — It is the outer layer of the Earth
The Earth's crust forms the outermost solid shell of the planet.
Pita was asked by his teacher to identify components of soil in a farm. Which among the following components will be identified? A. Organic matter, inorganic matter, water and air B. Inorganic matter, minerals, trees and earthworms C. Water, air, living organisms and plants D. Parental rocks, climate, water and organisms E. Rocks, minerals, water and gases
A — Organic matter, inorganic matter, water and air
These are the basic physical and chemical components of soil.
Mr. Kanjubai established a school bags industry near Kanjubai Primary and Secondary schools. Identify the main factor for locating that industry in the area. A. Capital B. Labour force C. Power supply D. Market E. Raw material
D — Market
The schools provide a ready market for the school bags produced, which influences the location of the industry.
Match the climatic region in List A with its corresponding area in the world in List B, writing the letter of the correct response beside the item number. List A: (i) Equatorial climate; (ii) Monsoon climate; (iii) Savanna climate; (iv) Desert climate; (v) Mediterranean climate; (vi) Polar climate. List B: A. India and Thailand; B. Amazon and Congo basin; C. Namibia and Atacama; D. Spain and Cape Province; E. Iceland and Greenland; F. West Africa and North Australia; G. East Africa and Greenland; H. Rockies and Himalayas
(i) B — Amazon and Congo basin; (ii) A — India and Thailand; (iii) F — West Africa and North Australia; (iv) C — Namibia and Atacama; (v) D — Spain and Cape Province; (vi) E — Iceland and Greenland
Each climate type is matched to the region where it occurs: equatorial to Amazon and Congo, monsoon to India and Thailand, savanna to West Africa and North Australia, desert to Namibia and Atacama, Mediterranean to Spain and Cape Province, polar to Iceland and Greenland.
Study the map extract of Kinamalu (sheet 182/1). A hunter standing at Tindiga school compound (grid reference 907406) saw an antelope at grid reference 870380. Locate the position of the antelope by using bearing.
Draw a line from the school to the antelope, then measure the clockwise angle from north with a protractor centred on the school
UNVERIFIED: map not in text. CHECK: solutions give the method only, no bearing value.
Identify the stage of development reached by the main river in the map.
Mature stage
UNVERIFIED: map not in text; answer from solutions only.
Briefly describe the distribution of vegetation in the mapped area. Give two points.
Scattered vegetation, dense near water bodies and highlands; cleared areas show settlement or farming
UNVERIFIED: map not in text; answer from solutions only.
Classify three settlement patterns of the mapped area.
Linear, nucleated and scattered settlement
UNVERIFIED: map not in text; answer from solutions only.
The Ministry of Home Affairs distributed patrol cars to the Police Force: Arusha 20, Dar es Salaam 25, Dodoma 18, Kigoma 15 and Mtwara 12. Tabulate the given information.
Table of regions and number of patrol cars: Arusha 20; Dar es Salaam 25; Dodoma 18; Kigoma 15; Mtwara 12 (total 90)
Use the information tabulated in (a) to draw a pie chart.
Pie chart with sectors of 80°, 100°, 72°, 60° and 48° (total 360°)
Outline two advantages of using the pie chart in presenting the given information.
Clear visual comparison of proportions; easy to interpret at a glance
You are living in a village affected by land degradation caused by human activities. Mention five human activities which caused that problem.
Deforestation, overgrazing, poor farming practices, excessive agrochemical use, uncontrolled settlement on fertile land
Describe four farming methods that can be used to improve agricultural products in the village.
Crop rotation, agroforestry, terracing, and use of organic manure
Study the photograph and, giving two reasons, name the type of photograph.
Ground photograph
UNVERIFIED: photograph not in text; answer from solutions only.
Mention four characteristics of the activity taking place in the photograph.
Livestock kept in a fenced shelter in a rural setting, using traditional materials and needing space
UNVERIFIED: photograph not in text; answer from solutions only.
What are the four advantages of the activity taking place in the photograph?
Provides meat, milk and manure; income; improves food security; uses local resources
UNVERIFIED: photograph not in text; answer from solutions only.
Students of Mlima Secondary School observed a powerful river diverting the course of a nearby weak river into its main course. Mention a feature formed after the weak river was diverted.
River capture (pirate stream)
Draw a well-labelled diagram of the feature mentioned in (a).
Labelled diagram of river capture showing captor stream, captured stream, wind gap and elbow of capture
NOT IN ANSWER SHEET: solutions give no diagram; labels drafted from the key in 7(c). CHECK.
Briefly describe the parts labelled in the diagram drawn in (b).
Captor stream, captured stream, wind gap and elbow of capture
Briefly describe the term weather.
Atmospheric conditions of a particular place at a specific time
Briefly describe the term weather forecast.
Scientific prediction of future atmospheric conditions for a specific area
Describe seven elements of weather.
Temperature, rainfall, humidity, wind, sunshine, air pressure and cloud cover
Bomana villagers changed a stagnant water area into productive land. Describe five aims of performing that activity.
Five aims of reclaiming stagnant water for productive use
Formation of features on the Earth's surface is a result of forces that originate within or on the Earth's surface. Describe five forces responsible for the formation of those features.
Tectonic, volcanic, erosional, depositional forces and earthquakes
CONTESTABLE: earthquakes listed as a force; marking scheme may use other forces.
Population distribution in Tanzania is uneven. In six points, analyse the physical factors influencing the situation.
Six physical factors: relief, climate, soil fertility, water availability, vegetation cover and natural hazards
What will happen when the orbit of heavenly body is nearest to the Sun? A. Perihelion B. Aphelion C. Sunrise D. Equinox E. Sunset
A — Perihelion
Perihelion is the point in the orbit of a planet where it is closest to the Sun.
At the road construction site, John saw a layer of land with finest soil particles and more humus. Identify the layer observed by him. A. B horizon B. E horizon C. D horizon D. A horizon E. C horizon
D — A horizon
The A horizon is the topsoil layer, rich in humus and fine soil particles, ideal for plant growth.
Keino wants to transport his car from Japan to Tanzania. Which mode of transport would be best to use? A. Water B. Pipeline C. Cable D. Animal E. Road
A — Water
Water transport is suitable and economical for moving heavy and bulky items like vehicles over long distances between countries.
Songoro prefers to cultivate vegetables, maize and beans in his farm. What type of farming is he practicing? A. Mixed farming B. Bush fallowing C. Large scale farming D. Crop rotation E. Shifting cultivation
A — Mixed farming
Mixed farming involves the cultivation of crops and rearing of animals or different types of crops in one farm.
Sometimes people living in the Central part of Tanzania experience sudden vibrations of the Earth's surface caused by movement of the molten rocks below or within the crust. Identify the instrument to be used to measure the magnitude of such vibrations. A. Hygrometer B. Thermometer C. Wind vane D. Richter Scale E. Barometer
D — Richter Scale
The Richter Scale measures the magnitude of earthquakes or earth vibrations.
Coastal areas do not maintain their shape due to erosional and depositional processes. Which factors influence those processes? (i) The strength of the wind that blows over the sea (ii) Weather condition in the area (iii) The depth of the sea water along the coast (iv) The nature of the rocks on the coast A. (i), (ii) and (iv) B. (i), (ii), (iii) C. (i), (iii) and (iv) D. (ii), (iii) and (iv) E. (ii) and (iv)
C — (i), (iii) and (iv)
These physical factors directly influence erosion and deposition on coastal areas.
CHECK: paper OCR appears to read (i), (iii) and (iv) as D and (ii), (iii) and (iv) as C. Verify letter against scan.
It is noon in Adis Ababa (39°E). What will be the time in Dar es Salaam, which is located along the same longitude? A. 12:00 pm B. 12:00 am C. 06:00 pm D. 11:00 am E. 06:00 am
A — 12:00 pm
Both cities are along the same longitude, so local time remains the same.
Which factors cause Tanzania's population structure to be dynamic? A. Fertility, mortality and migration B. Fertility, fecundity and migration C. Mortality, fertility and fecundity D. Migration, mortality and fecundity E. Mortality, emigration and fecundity
A — Fertility, mortality and migration
These three factors influence the size, age structure and distribution of population.
What could be the appropriate method for extracting gold deposits which are near to the surface? A. Shaft mining B. Underground mining C. Open cast mining D. Alluvial mining E. Placer mining
C — Open cast mining
Open cast mining is used for extracting minerals found near the Earth's surface.
Why are Japanese ship building industries located along the coast? A. Government policy B. Presence of skilled labour C. Availability of capital D. Good supply of power E. Presence of natural harbours
E — Presence of natural harbours
Shipbuilding industries are established near harbours for easy launching and transport.
Match the description of environmental issues in List A with their environmental concepts in List B, writing the letter of the corresponding response beside the item number. List A: (i) A state in which an area experiences prolonged dry period. (ii) Addition of unwanted substances into the environment. (iii) Deterioration of the quality of the land through loss of soil fertility. (iv) Gradual changes of rainfall and temperature in a place. (v) Processes that lead to the perish of plant and animal species in an area. (vi) Process through which fertile land become dry, waterless and without vegetation. List B: A. Desertification; B. Deforestation; C. Loss of biodiversity; D. Drought; E. Soil erosion; F. Land degradation; G. Climate change; H. Pollution
(i) D — Drought; (ii) H — Pollution; (iii) F — Land degradation; (iv) G — Climate change; (v) C — Loss of biodiversity; (vi) A — Desertification
Each description is matched to the environmental concept it defines.
Carefully study the map extract of Liwale (sheet 280/4). Giving a reason, identify the dominant type of rock in the mapped area.
Granite, because the area shows tors and dome-shaped hills typical of granite landscapes
UNVERIFIED: map not in text; answer from solutions only.
Describe three characteristics of the rock mentioned in (a).
Hard and resistant; forms exfoliation domes and inselbergs; coarse grains of quartz, feldspar and mica
Briefly describe two possible reasons for the growth of Liwale town.
Transport routes such as roads; social services such as schools, hospitals and administrative offices
UNVERIFIED: map not in text; answer from solutions only.
By using RF scale, measure the distance of a road in kilometres from grid reference 814218 to 809165.
Measure on the map in cm, multiply by the RF, then convert to kilometres (no distance value given in the solutions)
NOT IN ANSWER SHEET: solutions give the method only, no distance value. UNVERIFIED: map not in text.
The school head prefect was assigned to select representatives for a research on waste management in their school. How is the process used to select the representatives called?
Sampling
Identify two techniques that will be used to select the representatives named in (a).
Random sampling and systematic sampling
Explain three advantages of the process named in (a).
Saves time and cost; provides reliable results if the sample is well chosen
You have been assigned to measure a linear distance between lines of traverse in measuring a new plot for a school playing ground. Suggest a suitable survey method for the activity.
Chain survey
Mention the first and the last steps that you will use to accomplish the activity.
First: reconnaissance survey; last: recording and plotting data on a map or field book
Briefly explain three survey equipments you will use in the field.
Chain or tape, arrows, ranging poles
Study carefully the given photograph. With two reasons, suggest the type of photograph.
Oblique ground photograph
UNVERIFIED: photograph not in text; answer from solutions only.
Mention the depositional, erosional and man-made features seen on the photograph. Give two features for each.
Depositional: beach, sandbars; erosional: cliffs, wave-cut platforms; man-made: huts, walking paths or footbridges
UNVERIFIED: photograph not in text; answer from solutions only.
Describe three stages of formation of the main marine erosion feature seen at the South Eastern part of the foreground.
Notch, then cave, then arch which collapses to leave a sea stack
UNVERIFIED: photograph not in text; answer from solutions only.
The Form Four students watched a video showing a landscape of Switzerland with features developed by ice action. Briefly describe four highland erosional features observed by the students.
Cirque, arete, pyramidal peak and glacial trough
Draw a well labelled diagram showing the features described in (a).
Labelled diagram of cirque, arete, pyramidal peak and glacial trough
NOT IN ANSWER SHEET: solutions give no diagram; labels drafted from the features in 7(a).
How does vegetation adapt to the environment in desert areas? Give five points.
Taproots, water storage, spiny leaves, wide spacing and dormancy
Explain four characteristics of vegetation found in desert areas.
Short with wide-spreading roots; thick waxy surfaces; spiny or hairy surfaces; perennial but inactive for long periods
Juma was travelling from Iringa to Dar es Salaam. On his way he experienced a gradual increase in temperature. In six points, analyse the causes of such a situation.
Altitude, coastal influence, reduced vegetation, urbanisation, cloud cover and air pressure and winds
CHECK: cloud cover and air pressure or wind points are weakly supported in the solutions; verify before use.
Environmental degradation is a serious problem caused by human activities. Examine six measures to be taken to prevent the situation.
Six measures: afforestation, renewable energy, waste management, education, law enforcement and sustainable farming
Describe six sources of renewable energy found in Tanzania.
Solar, wind, hydropower, biomass, geothermal and tidal energy
CHECK: site examples and the tidal energy claim are not verified from text.
Which set of elements of weather are mainly used to classify climate of an area? A. Humidity and precipitation B. Temperature and rainfall C. Temperature and humidity D. Temperature and sunshine E. Wind and temperature
B — Temperature and rainfall
These are the key elements used in climate classification systems like Koppen's.
The local time at Greenwich Meridian is 10:30 am on Thursday. What will be the time at longitude 180°E? A. 10:30 pm on Thursday B. 10:30 am on Wednesday C. 12:30 am on Wednesday D. 11:00 am on Friday E. 12:00 pm on Thursday
A — 10:30 pm on Thursday
180°E is 12 hours ahead of Greenwich: 10:30 am plus 12 hours is 10:30 pm on the same day. No date change occurs when moving east to 180°E.
CORRECTED: key D (11:00 am on Friday) changed to A (10:30 pm on Thursday). The key's own reason (+12 h) gives 10:30 pm, not 11:00 am Friday.
Which one is a major environmental problem facing most of African cities? A. Loss of biodiversity B. Soil erosion C. Air pollution D. Deforestation E. Overgrazing
C — Air pollution
Urban centres in Africa experience high levels of air pollution from vehicles, industries, and waste burning.
Suppose you were walking along river Rufiji and had a chance to observe the drainage pattern with uniform rock structure and rock resistance. Suggest the name of that drainage pattern. A. Dendritic B. Trellis C. Radial D. Parallel E. Centripetal
A — Dendritic
Dendritic patterns resemble tree branches and form on uniform rock surfaces.
Suppose you are living in an urban centre and you are interested in keeping livestock. What type of livestock keeping would be suitable for you? A. Sedentary B. Transhumance C. Ranching D. Pastoralism E. Nomadism
A — Sedentary
Sedentary livestock keeping involves small-scale, permanent rearing near homesteads, suitable for urban areas.
Which earth crust processes caused the formation of Uluguru mountains? A. Prolonged denudation B. Wrinkling of the earth's crust C. Sinking of the earth's crust D. Outflow and spread of lava E. Faulting of the earth's crust
E — Faulting of the earth's crust
Uluguru mountains are part of the Eastern Arc Mountains formed through block faulting.
Study the diagram of the earth, the sun and the orbit of the moon (positions U, V, W and X). At which position of the moon is a lunar eclipse likely to occur? A. V B. W C. U and V D. U E. X
D — U
A lunar eclipse occurs when the Earth is between the Sun and the Moon, and U is directly in Earth's shadow.
CHECK: diagram not in text. With the Sun drawn on the right, the Moon would sit opposite the Sun across the Earth (possibly W). Verify against the diagram.
Husna and his young brother Hamid like to play with wet soil around their home. They enjoy observing quick percolation of water in the soil. What type of soil were they playing with? A. Clay B. Silt C. Loam D. Sand E. Silt and clay
D — Sand
Sand has large particles and spaces, allowing water to pass through quickly.
Earthquakes and volcanoes have a clearly identifiable pattern over the earth's surface. Which area is not prone to earthquakes and volcanoes? A. Coast of Alaska B. East African rift valley C. Andes mountain D. Himalayan belt E. Sahara desert
E — Sahara desert
The Sahara lies away from tectonic plate boundaries and lacks significant seismic activity.
Which location of mineral occurrence is best for the shaft method of mining? A. Horizontal to the earth's surface B. Very close to the earth's surface C. In a river valley D. On the earth's surface E. Lay deep into the earth's surface
E — Lay deep into the earth's surface
Shaft mining is used to access deep underground mineral deposits.
Match the type of climate in List A with its corresponding latitudes North and South of the Equator in List B, writing the letter beside the item number. List A: (i) Mediterranean climate; (ii) Tropical climate; (iii) Polar climate; (iv) Equatorial climate; (v) Hot desert climate. List B: A. 45° and 90°; B. 10° and 30°; C. 30° and 50°; D. 0° and 5°; E. 20° and 05°; F. 30° and 45°; G. 05° and 20°; H. 20° and 30°
(i) C — 30° and 50°; (ii) G — 05° and 20°; (iii) A — 45° and 90°; (iv) D — 0° and 5°; (v) H — 20° and 30°
Each climate type is matched to its latitude band: polar 45° to 90°, tropical 5° to 20°, equatorial 0° to 5°, hot desert 20° to 30°.
CHECK: Mediterranean is usually 30° to 45°; key C (30° and 50°), and List B also has F (30° and 45°). Paper OCR letters differ (F 05 and 20, G 20 and 30). Verify.
Study carefully the map extract of Ilonga (Sheet 265/2). Citing evidence from the map, suggest three possible economic activities carried out in the mapped area.
Farming, fishing and trading
UNVERIFIED: map not in text. CHECK: solutions cite Nyange Pond; OCR of the map reads like Namiiong Pond.
Describe the vegetation distribution of the area.
Dense forest in the western and central parts; swamp and grassland vegetation near rivers and ponds, especially the south-east
UNVERIFIED: map not in text; answer from solutions only.
Describe the drainage pattern found in the map.
Dendritic drainage pattern
UNVERIFIED: map not in text; answer from solutions only.
Give the name of the water course found in the South Eastern part of the mapped area.
Mnyera River
UNVERIFIED: map not in text; answer from solutions only.
Give the name of the main man-made linear physical feature found in the map.
All-weather trunk road
UNVERIFIED: map not in text; answer from solutions only.
Calculate the area of the whole map in km².
100 km²
UNVERIFIED: map not in text; answer from solutions only.
Giving four points, explain the importance of using a divergent bar graph.
Compares two opposing data sets; shows differences clearly; simplifies data; suits attitudinal data
What are the two challenges to be noted when using a divergent bar graph?
Hard to interpret when ranges are very large or unequal; needs precision to balance the centre axis
Explain the functions of the following survey tools: (i) arrow; (ii) pegs; (iii) ranging rod; (iv) beacon.
Arrow marks the end of a chained line; pegs mark stations and traverse ends; ranging rod aligns lines; beacon marks a permanent point
Outline three survey measuring tools.
Measuring tape or chain; prism or optical square; clinometer
Students sat at a high steep rock face along the Indian Ocean coast and observed ocean waves thrown up the beach and returned under gravity. What are the two wave processes the students observed?
Swash and backwash
Mention four erosion processes involved in that ocean wave.
Hydraulic action, abrasion, attrition and solution
Identify three factors that affect wave erosion.
Nature and structure of the rock; strength and frequency of waves; coastal slope
Draw a well labelled diagram to show the following features resulting from wave erosion: (i) blow hole; (ii) cave.
Labelled diagram showing cliff, cave opening, vertical shaft of the blow hole and sea level
CHECK: solutions describe the diagram only; drawing cannot be checked from text.
Study the photograph carefully. With two evidences, name the type of photograph.
Ground photograph
UNVERIFIED: photograph not in text; answer from solutions only.
With evidence, suggest the time when the photograph was taken.
Daytime, late morning or afternoon
CHECK: key cites short shadows, which point to around midday rather than late morning or afternoon. UNVERIFIED: photograph not in text.
Giving evidence, suggest two possible economic activities which take place in the area.
Fishing and trading
UNVERIFIED: photograph not in text; answer from solutions only.
What are the two natural features seen in the photograph?
Beach and ocean or sea
UNVERIFIED: photograph not in text; answer from solutions only.
Suppose you have been asked to conduct research on poor performance of students in Mathematics at your school. Explain ten stages you would follow.
Ten stages of a research process, from identifying the problem to drawing conclusions and recommendations
CHECK: question asks for ten stages, so all ten are listed as points.
Mr. Tumble wants to establish a plastic processing industry in Visitu town. Analyse six factors he should consider before locating the industry.
Six factors for locating a plastic processing industry
Justify the quotation that improving transport is inevitable for sustainable socio-economic development, by giving seven points.
Seven points on how transport improvement supports development
The solar system is made up of the sun, planets and other heavenly bodies that revolve around the sun. Which planet has the shortest orbit? (A) Pluto (B) Mercury (C) Mars (D) Earth (E) Venus
B — Mercury
Mercury is the closest planet to the sun and therefore completes its orbit in the shortest time (88 days).
Asha observed the uniform removal of a thin top layer of soil by running water on a rainy day. What type of soil removal was she observing? (A) Splash erosion (B) Gully erosion (C) Sheet erosion (D) Rill erosion (E) Wind erosion
C — Sheet erosion
Sheet erosion is characterised by uniform removal of a thin topsoil layer over a large surface area due to runoff.
Tanzanian population structure is concave in shape. What is the implication of this shape? (A) Birth rate is high, low life expectancy and high death rate (B) Low birth rate, high life expectancy and stable growth rate (C) Birth rate is high, high infant mortality and high death rate (D) Birth rate is low, low infant mortality and high death rate (E) Birth rate is high, high life expectancy and stable growth rate
E — Birth rate is high, high life expectancy and stable growth rate
A concave shape suggests improved health services and reduced mortality, resulting in balanced population growth.
CHECK: key E kept, but the printed reason does not match the usual reading that a concave pyramid indicates a low birth rate.
Form One students watched a television programme on human activities in Maisha village. Which observed activity is NOT a cause of environmental destruction? (A) Afforestation (B) Charcoal burning (C) Lumbering (D) Fire wood cutting (E) Construction activities
A — Afforestation
Afforestation helps environmental conservation by planting trees, not destruction.
Maneno's village has rainfall throughout the year and is surrounded by dense forest. Which type of forest could be found in his village? (A) Mangrove forest (B) Coniferous forest (C) Tropical forest (D) Temperate forest (E) Semi-arid forest
C — Tropical forest
High rainfall and dense vegetation are characteristics of tropical rainforests.
What is the main cause of time variation between Lamu (40°E) and Tunis (10°E)? (A) Rotation of the earth (B) Differences in longitudes (C) Revolution of the earth (D) Rotation and revolution (E) Differences in latitudes
B — Differences in longitudes
Time varies with longitude, by 4 minutes for every degree east or west.
Form Three students were taught that the Southern Tourist Circuit in Tanzania promotes ecotourism. Which of the following is NOT encouraged in promoting ecotourism in the area? (A) Afforestation (B) Protecting endangered species (C) Coastal attraction (D) Environmental conservation (E) Discouraging forest fire
C — Coastal attraction
Coastal attraction is part of mass tourism, not necessarily aligned with the principles of ecotourism.
Which one is a factor that affects temperature between Tanzania and the Netherlands? (A) Altitude (B) Solar system (C) The sun (D) Solar energy (E) Heavenly bodies
A — Altitude
Tanzania has varying altitudes and highlands are cooler. The Netherlands is largely lowland, contributing to temperature differences.
CONTESTABLE: latitude is not offered, and altitude is a weak answer for this pair.
Mineral exhaustion in Kahama district has made production very minimal. Which is the best alternative economic activity for the people to improve their standard of living? (A) Improving methods of extraction (B) Reducing population (C) Reclaiming the affected areas for agriculture (D) Developing other sources of energy (E) Establishing industries
C — Reclaiming the affected areas for agriculture
This allows sustainable use of land and provides an alternative livelihood to mining.
CONTESTABLE: establishing industries (E) is also defensible.
The owner of a plastic industry ordered management to use environmentally friendly energy sources in production. Which energy source could be used? (A) Petroleum (B) Nuclear (C) Fuel wood (D) Coal (E) Solar
E — Solar
Solar energy is renewable, clean and environmentally friendly.
Match the intrusive volcanic feature 'Horizontal intrusion between rock layers' with its name. List B: (A) Laccolith (B) Batholith (C) Vent (D) Dyke (E) Magma (F) Sill (G) Volcano
F — Sill
Solutions give the key only, with no reason printed.
Match the intrusive volcanic feature 'Dome-shaped underground intrusion' with its name. List B: (A) Laccolith (B) Batholith (C) Vent (D) Dyke (E) Magma (F) Sill (G) Volcano
A — Laccolith
Solutions give the key only, with no reason printed.
Match the intrusive volcanic feature 'Large underground magma chamber' with its name. List B: (A) Laccolith (B) Batholith (C) Vent (D) Dyke (E) Magma (F) Sill (G) Volcano
B — Batholith
Solutions give the key only, with no reason printed.
Match the intrusive volcanic feature 'Vertical intrusion cutting across layers' with its name. List B: (A) Laccolith (B) Batholith (C) Vent (D) Dyke (E) Magma (F) Sill (G) Volcano
D — Dyke
Solutions give the key only, with no reason printed.
Match the intrusive volcanic feature 'Magma escaping to the surface' with its name. List B: (A) Laccolith (B) Batholith (C) Vent (D) Dyke (E) Magma (F) Sill (G) Volcano
C — Vent
Solutions give the key only, with no reason printed.
Study the map extract of Mbeya (Sheet 244/4). With supporting evidence from the map, describe two methods used to represent relief on the mapped area.
Contour lines and spot heights.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Study the map extract of Mbeya (Sheet 244/4). By giving evidence from the map, name four social and economic activities carried out in the area.
Farming, trading, transportation and communication.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Study the map extract of Mbeya (Sheet 244/4). Calculate the area covered by the forest using the square method. Give your answer in km².
4 km² (about 4 full grid squares of 1 km² each).
UNVERIFIED: the answer assumes 4 full squares; the map is not in the source text. Key is drafted from the bracketed solutions text.
Study the map extract of Mbeya (Sheet 244/4). By giving evidence from the map, describe three main types of transport found in the mapped area.
Road, railway and air transport.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Form One students visited Hale Hydroelectric Power Station and observed falling water in a river course with a steep gradient. Name the feature with a steep gradient that the students observed.
A waterfall.
Describe the feature named in 4(a).
A sudden vertical or near-vertical drop of a river over a cliff or steep slope.
With the aid of a diagram, describe how the waterfall can be formed where a layer of resistant rock lies horizontally across a river channel.
Softer rock beneath resistant rock erodes faster, undercutting the hard layer until it collapses and the fall retreats upstream.
CHECK: diagram is not reproduced in the source; points are from the bracketed solutions text.
Juma researched the performance of students in his school using a few students to represent the others. How is the process he used called?
Sampling.
Briefly describe the process named in 5(a).
Selecting a small group from a larger population to represent the whole group in a study.
Explain two main types of sampling.
Random sampling and systematic sampling.
Mention four categories of one type of sampling explained in 5(c).
For random sampling: simple random, stratified random, cluster and multi-stage sampling.
As a chain survey expert measuring the distance of a river from point A to point B in a village, which seven steps will you follow?
Reconnaissance, clearing the line, ranging, chaining, arrows, recording and checking.
How would you ensure the correctness of the measurement as you carry out the task?
Use standard tools, align with ranging rods, handle slopes, repeat measurements and keep the chain taut.
Study the photograph carefully. State the position of the photographer when taking the photograph.
An elevated or high-ground position, giving an oblique ground-level view.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Describe the settlement pattern in the middle ground of the photograph.
Nucleated settlement.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
With evidence, give three functions of the area in the foreground.
Trading, transport and residential.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Giving four points, describe the functions of the vegetation shown in the area.
Soil protection, shade, timber and fuelwood, and air quality.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Suggest two types of economic activities taking place in the area.
Retail trade and transport services.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Form Four students visited the National Bureau of Statistics, where the statistician explained the concepts of statistics and their benefits to users. Describe five benefits of statistics.
Planning, budgeting, monitoring, reliable information for research and policy, and guidance for investors.
Mdariani is a village surrounded by different types of rock. Villagers invited you to educate them about sedimentary rocks. What six features would you give them as a guide?
Sedimentary rocks are formed from accumulated and compacted sediments, layered, sometimes fossiliferous, softer, formed in water, and include sandstone, limestone and shale.
'River basin development project is essential to the economic development of various countries.' In six points, explain the importance of the project to the economy of Tanzania.
Irrigation, hydroelectric power, water supply, fisheries, tourism and infrastructure.
Why does the sun appear larger than other stars seen at night? (A) Starlight bends as it passes planets (B) The sun is closer to the earth than other stars (C) The earth's atmosphere filters out light from other stars (D) Daylight brightens the sun making it appear larger (E) The capacity of our eyes does not view far during the night
B — The sun is closer to the earth than other stars
The sun is the nearest star to the Earth, unlike other stars which are much farther away.
Which layer of the earth forms the ocean floor? (A) Mantle (B) Sial (C) Sima (D) Core (E) Crust
C — Sima
The oceanic crust is mainly composed of sima, which is rich in magnesium and silicon and forms the ocean floor.
Students were told that soil has biological, chemical and physical characteristics. What is the general term for these characteristics? (A) Soil profile (B) Soil particles (C) Soil properties (D) Soil fertility (E) Soil formation
C — Soil properties
The combined biological, chemical and physical features of soil are collectively called soil properties.
A girl dropped her school bag in a river and watched it being pulled by the water towards the river mouth. What does this movement show about river action? (A) River erosion (B) River transportation (C) River load (D) River meander (E) River bed
B — River transportation
The movement of the bag along the river shows the process of river transportation.
Which of the following is NOT a cause of desertification in Tanzania? (A) Deforestation (B) Urban growth (C) Shifting cultivation (D) Over fishing (E) Bush fire
D — Over fishing
Desertification is caused by activities that degrade land, such as deforestation. Overfishing affects aquatic ecosystems, not land degradation.
You want to develop energy from the remains of living things. What will be the best raw material for your project? (A) Running water (B) Petroleum (C) Solar energy (D) Coal (E) Natural gas
D — Coal
Coal is formed from remains of ancient plant matter and is a fossil fuel used for energy production.
CONTESTABLE: petroleum and natural gas also form from the remains of living things.
The Amazon and Congo basins share the same geographical background in human activities, climate, vegetation and relief. What is the general term for such regions? (A) Natural region (B) Natural resources (C) Natural vegetation (D) Natural landscape (E) Natural climate
A — Natural region
A natural region is defined by similarities in vegetation, relief, climate and human activity.
Select three non-metallic minerals from the following alternatives. (A) Coal, gold and copper (B) Natural gas, silver and diamond (C) Oil, diamond and coal (D) Copper, silver and oil (E) Gold, natural gas and diamond
C — Oil, diamond and coal
Oil, coal and diamond are non-metallic minerals.
Tourists found Zanzibar at 32°C at sea level. They then travelled to Manyara, which is 1500 m above sea level. What temperature will they experience in Manyara? (A) 23°C (B) 9°C (C) 19°C (D) 0.6°C (E) 17°C
A — 23°C
Using the standard rate of 0.6°C per 100 m, the drop over 1500 m is 9°C, so 32 − 9 = 23°C.
CORRECTED: key changed from E 17°C to A 23°C. The printed working (6.5°C/km gives 22.25°C, then an unsupported 15°C/km) is inconsistent with its own answer.
Which event occurs when the moon's shadow is cast over the earth? (A) Solar eclipse (B) Lunar eclipse (C) Aphelion (D) Summer solstice (E) Equinoxes
A — Solar eclipse
A solar eclipse occurs when the moon passes between the sun and the Earth, casting a shadow on Earth.
Match the agriculture description 'Crop cultivation practised on a small plot of land' with its type. List B: (A) Agriculture (B) Large scale agriculture (C) Subsistence agriculture (D) Sedentary agriculture (E) Shifting cultivation (F) Monoculture (G) Bush fallowing (H) Dairy farming
C — Subsistence agriculture
Solutions give the key only, with no reason printed.
Match the agriculture description 'Land is cultivated and left for some years to improve its fertility' with its type. List B: (A) Agriculture (B) Large scale agriculture (C) Subsistence agriculture (D) Sedentary agriculture (E) Shifting cultivation (F) Monoculture (G) Bush fallowing (H) Dairy farming
G — Bush fallowing
Solutions give the key only, with no reason printed.
Match the agriculture description 'Traditional cultivation where farmers move to new land when yields are low' with its type. List B: (A) Agriculture (B) Large scale agriculture (C) Subsistence agriculture (D) Sedentary agriculture (E) Shifting cultivation (F) Monoculture (G) Bush fallowing (H) Dairy farming
E — Shifting cultivation
Solutions give the key only, with no reason printed.
Match the agriculture description 'Activity of growing crops and rearing livestock' with its type. List B: (A) Agriculture (B) Large scale agriculture (C) Subsistence agriculture (D) Sedentary agriculture (E) Shifting cultivation (F) Monoculture (G) Bush fallowing (H) Dairy farming
A — Agriculture
Solutions give the key only, with no reason printed.
CONTESTABLE: mixed farming is the closest term but is not listed; A is the generic fallback.
Match the agriculture description 'Farms owned by Government, Co-operatives and Private Companies' with its type. List B: (A) Agriculture (B) Large scale agriculture (C) Subsistence agriculture (D) Sedentary agriculture (E) Shifting cultivation (F) Monoculture (G) Bush fallowing (H) Dairy farming
B — Large scale agriculture
Solutions give the key only, with no reason printed.
Study the map extract of Sikonge (Sheet 137/2). Calculate the total distance in km if a car travelled from Sikonge town (732787) to Iyombakuzoca church (755765) and turned back to Sikonge town. Use the scale 1:50,000.
About 63.6 km (round trip).
CONTESTABLE: the key uses straight-line distance; the road distance would be longer.
Study the map extract of Sikonge (Sheet 137/2). With evidence from the map, describe the nature of relief in the mapped area.
Generally gently undulating with moderate slopes, with a few steep areas in the northwest.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Study the map extract of Sikonge (Sheet 137/2). Calculate the gradient from grid reference 835846 to 782876.
1:265.
CHECK: horizontal distance uses the easting difference only. The straight-line distance (about 60.9 km) gives about 1:305. Contour values not verifiable from the source.
Study the map extract of Sikonge (Sheet 137/2). Find the highest point on the map and give its grid reference and direction.
Highest point 1374 m, grid reference approx. 803873, direction north.
UNVERIFIED: the map is not in the source text. CHECK: 'direction' is not clearly defined by the question.
Study the map extract of Sikonge (Sheet 137/2). State the general direction of slope of the land in the mapped area.
From north to south.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Monthly temperatures (°C) for a station in Australia, January to December: 28.3, 27.5, 28.5, 29, 26.7, 24.6, 25.4, 26.7, 27.6, 28.4, 28.9, 28.7. Calculate the annual mean temperature.
27.5°C.
Monthly rainfall (mm) for the same station, January to December: 380, 330, 240, 175, 170, 5.2, 2.5, 2.2, 17, 20, 210, 230. Determine the rainfall range.
377.8 mm.
Using the monthly temperatures in 4(a), find the temperature mode and median.
Mode = 26.7°C; median = 27.95°C.
CORRECTED: key said there is no mode; 26.7°C appears twice in the data, so the mode is 26.7°C. Median unchanged.
Comment on the relationship between temperature and rainfall for the station.
A positive relationship: rainfall and temperature are both high in the warm months and both low in June to August.
CHECK: temperature peaks in April (29.0°C), not in December to February, so the key's wording is loose.
Giving two examples, show how the data can be applied in daily life.
Planning planting seasons and scheduling construction in the dry months.
A study on maize production in your district from 2008 to 2018 will consult farmers involved in production and visit the District Agriculture Officer. What is the best research approach?
Historical research approach.
Name the main source of data for the study described in 5(a).
Primary source (farmers) and secondary source (District Agriculture Office records).
Identify two individuals who will be respondents for the study described in 5(a).
Experienced farmers who grew maize in 2008 to 2018, and agricultural extension officers.
Mention six other possible sources of research problems for a similar study.
Field observation, previous reports, agricultural statistics, farmers' suggestions, government policies and academic literature.
Using well-labelled diagrams, show two stages of rift valley formation by tensional forces.
Stage 1: faults form in the crust under tension. Stage 2: the block between the faults subsides to form the rift valley.
CHECK: diagrams are not reproduced in the source; points are from the bracketed solutions text.
Explain four benefits of rift valleys to societies in Tanzania.
Fertile soils for agriculture, lakes for fishing and irrigation, tourism, and minerals and geothermal energy.
Study the photograph carefully. Name the type of rock seen in the photograph.
Sedimentary rock.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Giving two evidences, briefly explain the type of photograph.
A ground-level photograph taken at eye level.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
With two evidences, suggest the scale of production for the activity taking place.
Small-scale production.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
What is the main economic activity carried out in the area?
Mining or quarrying.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Mention three negative outcomes of the economic activity taking place to the environment.
Soil erosion, loss of vegetation, and dust and noise pollution.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
In six points, explain the lessons that the Tanzanian tourism industry can learn from Switzerland to improve in this sector.
Year-round tourism, transport infrastructure, service standards, conservation, marketing and community involvement.
Migration is caused by both pull and push factors. Using six points, justify this statement.
Push factors such as poor rural living conditions, unemployment, natural disasters and conflict; pull factors such as better services, jobs, peace and income.
CHECK: the Tanzanian examples in the key (Dodoma, Mbeya, Iringa, Dar es Salaam, Arusha, Mwanza) are not verified against the source.
Form Three students were asked to carry out a survey around the school compound. Explain eight pre-survey activities they need to consider.
Define objectives, select the area, choose the survey type, prepare tools, get permission, plan time, do reconnaissance, and design data sheets.
Which of the following layers of the earth's interior is made up of sima and sial? (A) Biosphere (B) Hydrosphere (C) Atmosphere (D) Lithosphere (E) Barysphere
D — Lithosphere
The lithosphere includes the sima and sial layers, which make up the crust and upper mantle.
Senegal National team scored a goal at 2:00 pm in Senegal (150° W, as printed in the paper). At what time at Burundi (30° E) was the goal scored? (A) 2:00 am (B) 10:00 am (C) 4:00 am (D) 10:00 pm (E) 12:00 am
A — 2:00 am
The difference is 180° (150° W to 30° E), which is 12 hours. 2:00 pm plus 12 hours is 2:00 am.
CORRECTED: key changed from C 4:00 am to A 2:00 am. Solutions print Senegal as 15° W, which gives 5:00 pm (not offered); the paper prints 150° W.
Large amounts of soil and rock materials were sliding downward towards a steep slope. What geological processes were occurring? (A) Weathering and erosion (B) Deposition and transportation (C) Weathering and denudation (D) Mass wasting and transportation (E) Erosion and transportation
D — Mass wasting and transportation
Mass wasting is the downslope movement of soil and rock due to gravity, and it can be accompanied by transportation.
Which type of forest is found in areas with low temperatures? (A) Tropical rain forest (B) Coniferous forest (C) Equatorial forest (D) Deciduous forest (E) Mediterranean forest
B — Coniferous forest
Coniferous forests are found in cold regions and are dominated by cone-bearing trees such as pine and spruce.
Herdsmen move seasonally with their cattle between lowlands and highlands in search of water and pasture. What is the general term for this movement? (A) Pastoralism (B) Transhumance (C) Nomadism (D) Semi-nomadic (E) Zero grazing
B — Transhumance
Transhumance is the seasonal movement of people with their livestock between fixed summer and winter pastures.
What is the social-economic advantage of reserved forests to societies? (A) Tourism (B) Lumbering (C) Mining (D) Forestry (E) Agriculture
A — Tourism
Reserved forests attract tourists because of their biodiversity and natural beauty, generating income and employment.
CONTESTABLE: forestry (D) is also a defensible advantage.
Which soil is best to mix with cement for building a house? (A) Sandy (B) Silt (C) Alkaline soil (D) Loam (E) Clay
E — Clay
Clay is cohesive and binds well with cement, making it suitable for brick making and building foundations.
CONTESTABLE: loam (D) is also defensible for mixing with cement.
Jane lived in Dar es Salaam since 1990 and works as a secretary in the Prime Minister's Office. In January 2019 she was transferred to a new office in Dodoma region. Identify the type of Jane's movement. (A) Migrant (B) Emigration (C) Immigrant (D) Emigrant (E) Immigration
A — Migrant
A migrant is any person who moves from one place to another for work or residence, within or outside the country.
Which components of weather are best to consider in a field study of atmospheric conditions for crops grown on a farm? (A) Rainfall and soil (B) Moisture and sunshine (C) Rainfall and cloud cover (D) Temperature and rainfall (E) Humidity and rainfall
D — Temperature and rainfall
Temperature and rainfall are the most crucial factors for crop growth, determining germination, flowering and yield.
Mr. Limfuata experienced a seasonal reversal of wind during a study tour of South-East Asia. Identify the type of climate in the area. (A) Tropical maritime (B) Tropical monsoon (C) Tropical continental (D) Equatorial monsoon (E) Equatorial
B — Tropical monsoon
Tropical monsoon climate is characterised by a seasonal reversal of winds, causing distinct wet and dry seasons.
CONTESTABLE: equatorial monsoon (D) is also defensible for South-East Asia.
Match the karst feature 'Irregular gullies on the limestone surface which separate limestone regions' with its name. List B: (A) Doline (B) Clint (C) Swallow hole (D) Polje (E) Uvala (F) Grike (G) Gorge
F — Grike
Grikes are the irregular gullies that separate blocks of limestone (clints).
Match the karst feature 'Vertical holes in limestone ground through which water may disappear underground' with its name. List B: (A) Doline (B) Clint (C) Swallow hole (D) Polje (E) Uvala (F) Grike (G) Gorge
C — Swallow hole
Swallow holes are vertical holes through which rainwater or a river may disappear into the ground.
Match the karst feature 'Round hollow on the surface of a limestone region' with its name. List B: (A) Doline (B) Clint (C) Swallow hole (D) Polje (E) Uvala (F) Grike (G) Gorge
A — Doline
A doline is a round hollow on the surface of a limestone region.
Match the karst feature 'Wide depression with a fairly flat floor in a limestone surface' with its name. List B: (A) Doline (B) Clint (C) Swallow hole (D) Polje (E) Uvala (F) Grike (G) Gorge
E — Uvala
A uvala is a wide depression with a fairly flat floor in a limestone surface.
Match the karst feature 'Largest surface depression in a limestone region, formed by solution' with its name. List B: (A) Doline (B) Clint (C) Swallow hole (D) Polje (E) Uvala (F) Grike (G) Gorge
D — Polje
A polje is the largest surface depression in a limestone region, formed by solution.
Study the map extract of Mkomazi (Sheet 109/1). Using the RF scale, measure the distance of river Pangani in km from grid reference 910771 to 910826.
About 2.2 km.
UNVERIFIED: the map is not in the source text, and the 4.4 cm reading cannot be checked. CHECK: grid references differ by 55 units in the northing.
Study the map extract of Mkomazi (Sheet 109/1). Describe the relief of the area.
Steep slopes, highlands and rugged terrain in the west, with moderate slopes and valleys elsewhere.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Study the map extract of Mkomazi (Sheet 109/1). With reasons, identify two types of rock found in the map.
Igneous rocks (volcanic highlands in the west) and sedimentary rocks (alluvial deposits in river valleys).
UNVERIFIED: the map is not in the source text. CHECK: the reasons are not map-based evidence.
Study the map extract of Mkomazi (Sheet 109/1). Name the major way used to show the height of the land in the mapped area.
Contour lines.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Study the map extract of Mkomazi (Sheet 109/1). Using a vertical scale of 1 cm to represent 50 m, draw an annotated cross-section from grid reference 960820 to 910880 and mark the Ruvu river basin and the main tracks.
Draw the profile using contour heights at equal intervals, plotted at 1 cm = 50 m, and mark the Ruvu basin and the track.
UNVERIFIED: the map is not in the source text. CHECK: the drawn profile is not reproduced; the key gives method steps only.
Josi, Losi and Kosi are discussing school bag sales. The table shows school bags received from 2001 to 2007: 2001: 90; 2002: 100; 2003: 40; 2004: 50; 2005: 20; 2006: 70; 2007: 120. Name the two simplest ways of presenting this data.
Line graph and bar graph.
Explain five advantages of presenting the data by the simple methods named in 4(a).
They are simple to construct, show trends over time, allow easy comparison, summarise data and reveal patterns.
Present the school bag data (2001 to 2007) using a simple graph.
A bar graph with years on the x-axis and bags received (0 to 130) on the y-axis.
CHECK: the graph itself is not reproduced; the key gives a description only.
Land conflict arose between villagers of Shangu and the headmaster of Shangu Secondary School. A survey team used chain/tape survey to determine the school compound boundaries. Describe five instruments they used.
Chain, arrows, tape, ranging poles and pegs.
Explain three procedures the survey team followed during the survey process.
Reconnaissance, marking boundary points, and measuring and recording distances.
Lugano is at boarding school in Kigoma, but observed farmer-pastoralist conflicts in Kilosa District and heard of a killing there. Suggest the statement of the problem for his research.
What are the causes and impacts of farmer-pastoralist conflicts in Kilosa District?
Identify two sources of that research problem.
Community members and local leaders in Kilosa; news reports and radio broadcasts.
Elaborate four possible research tools Lugano would use during data collection.
Interviews, questionnaires, focus group discussions and observation.
Explain three significances of conducting that research.
Knowledge of causes, guidance for policy and conflict resolution, and promotion of peaceful coexistence.
Study the photograph carefully. What is the name of the dominant trees?
Baobab trees.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Name two land uses that might be suitable in the area shown in the photograph.
Grazing and beekeeping.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Suggest three possible regions in Tanzania where the photograph might have been taken.
Dodoma, Singida and Tabora.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Describe the relief features shown in the photograph.
A flat foreground with sparse vegetation and a steep or rocky hill (inselberg) in the background.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Briefly explain the formation of the relief feature found in the background.
An inselberg forms when long-term erosion and weathering wear away softer rock, leaving isolated resistant rock.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Rose's grandmother believes the earth is flat like a table. Using six evidences, describe how Rose will prove that the earth is spherical.
Round shadow in lunar eclipses, ships disappearing hull first, return to the starting point, time zones, space photographs, and curvature seen from height.
'Despite the fact that hydro-electric power (HEP) is environmentally friendly, it still has damaging effects on the environment.' With six points, justify this statement.
Displacement of people, habitat loss, altered aquatic ecosystems, waterborne diseases, sedimentation, and disaster risk.
Explain six factors which hinder rapid development of manufacturing industries in Tanzania.
Shortage of capital, poor infrastructure, lack of skilled labour, limited markets, imported raw materials, and low technology.
Which instrument is used to measure the maximum and minimum temperature? (A) Barometer (B) Thermometer (C) Anemometer (D) Six's thermometer (E) Hydrometer
D — Six's thermometer
Six's thermometer records both maximum and minimum temperatures using mercury and alcohol columns.
Which among the following is an extrusive volcanic feature? (A) Crater (B) Laccolith (C) Batholith (D) Sills (E) Dykes
A — Crater
A crater forms on the surface through explosive volcanic activity, so it is classified as an extrusive feature.
One of the factors for soil formation is (A) organic matters (B) mineral matters (C) time (paper prints 'tim.') (D) water (E) air
A — Organic matters
Organic matter contributes humus to the soil, influencing its structure, fertility and microbial activity.
CONTESTABLE: mineral matter and time are also factors of soil formation.
The layer of the atmosphere nearest to the earth's surface is called (A) troposphere (B) stratosphere (C) hydrosphere (D) mesosphere (E) thermosphere
A — Troposphere
The troposphere is the lowest layer of the atmosphere and supports weather processes and life.
Which is a heavenly body that possesses and transmits its own light? (A) Moon (B) Sun (C) Earth (D) Asteroid (E) Planet
B — Sun
The Sun emits its own light through nuclear fusion, unlike planets or moons, which reflect light.
A region with thick forests, tree dwellers, and people cultivating rubber, cocoa, bananas and oil palms is known as (A) Tropical savanna (B) Tropical monsoon (C) Polar climate (D) Mediterranean (E) Equatorial
E — Equatorial
Equatorial regions have high rainfall and temperature that support dense forests and plantation crops.
An instrument used to determine magnetic north is called (A) Stevenson screen (B) Compass (C) Thermometer (D) Hygrometer (E) Barometer
B — Compass
A compass uses the earth's magnetic field to point towards magnetic north.
Which of the following is NOT a process of chemical weathering? (A) Carbonation (B) Saltation (C) Hydrolysis (D) Hydration (E) Oxidation
B — Saltation
Saltation is a mechanical process in wind erosion, not chemical weathering.
Which features are produced by wave erosion? (A) Geo, wave cut platform and stack (B) Blow hole, sea arch and levee (C) Sea arch, beach and stump (D) Beach, spit and bars (E) Tombolo, meander and cliff
A — Geo, wave cut platform and stack
Geo, wave-cut platform and stack are erosional landforms produced by sea waves acting on coastal rocks.
On a map at 1:50,000, what is the actual ground distance of a river that measures 18 cm on the map? (A) 9 km (B) 2 km (C) 4 km (D) 18 km (E) 1 km
A — 9 km
18 cm × 50 000 = 900 000 cm = 9 km.
CORRECTED: solutions print 'Correct answer: D' and then 'Correct answer: A'. The working gives 9 km, so the key is A (9 km), not D (18 km).
Match 'Rocks formed when magma solidifies deep in the crust and is exposed by agents of erosion' with its type. List B: (A) Crystalline rocks (B) Igneous rocks (C) Organic sedimentary rocks (D) Intrusive volcanic rocks (E) Extrusive volcanic rocks (F) Metamorphic rocks (G) Sedimentary rocks
D — Intrusive volcanic rocks
Solutions give the key only, with no reason printed.
Match 'Rocks formed when molten magma cools and solidifies inside or on the surface of the earth' with its type. List B: (A) Crystalline rocks (B) Igneous rocks (C) Organic sedimentary rocks (D) Intrusive volcanic rocks (E) Extrusive volcanic rocks (F) Metamorphic rocks (G) Sedimentary rocks
E — Extrusive volcanic rocks
Solutions give the key only, with no reason printed.
Match 'Rocks formed by deposition and compaction of remains of dead plants and animals' with its type. List B: (A) Crystalline rocks (B) Igneous rocks (C) Organic sedimentary rocks (D) Intrusive volcanic rocks (E) Extrusive volcanic rocks (F) Metamorphic rocks (G) Sedimentary rocks
C — Organic sedimentary rocks
Solutions give the key only, with no reason printed.
Match 'Rocks formed when existing rocks are subjected to great heat and pressure' with its type. List B: (A) Crystalline rocks (B) Igneous rocks (C) Organic sedimentary rocks (D) Intrusive volcanic rocks (E) Extrusive volcanic rocks (F) Metamorphic rocks (G) Sedimentary rocks
F — Metamorphic rocks
Solutions give the key only, with no reason printed.
Match 'Rocks formed when sediments are deposited by water, wind or ice' with its type. List B: (A) Crystalline rocks (B) Igneous rocks (C) Organic sedimentary rocks (D) Intrusive volcanic rocks (E) Extrusive volcanic rocks (F) Metamorphic rocks (G) Sedimentary rocks
G — Sedimentary rocks
Solutions give the key only, with no reason printed.
Define the term 'distributaries'.
Branches of a river that flow away from the main channel, usually in delta regions.
Define the term 'lagoon'.
A shallow body of water separated from a larger sea or ocean by sandbars, coral reefs or barrier islands.
Define the term 'levee'.
A raised embankment along the sides of a river that prevents flooding, formed naturally or artificially.
A delta is formed under different conditions. Outline three conditions necessary for its formation.
A large sediment load, a low tidal range at the river mouth, and a gentle gradient.
Study the statistical graph of coffee production in Tanzania (tonnes), 2011 to 2014. Describe the type of statistical graph used.
A bar graph.
UNVERIFIED: the graph is an image not in the source text; key taken from solutions only.
Analyse the five procedures involved in constructing such a statistical graph.
Collect and tabulate the data, choose a scale, label the horizontal axis, draw the bars, and title and label the graph.
Giving two points, comment on the differences in coffee production shown in the graph.
Production rose sharply in 2012, fell in 2013, and recovered in 2014 without reaching the 2012 peak.
UNVERIFIED: the graph values are not in the source text; key taken from solutions only.
Give three advantages of presenting data using the type of graph described in 4(a).
Easy to read, shows trends clearly, and allows comparison across years.
Give three differences between interview and observation.
An interview involves verbal interaction and needs the respondent's consent; observation records behaviour or events without needing direct interaction.
Outline four merits of library research.
Access to reliable secondary sources, saving time and cost, building critical thinking, and building on existing knowledge.
Explain five importance of survey in daily life.
Surveys collect first-hand data for decisions, identify needs, support business, evaluate programmes and raise awareness.
Study the map extract of Ilonga (Sheet 265/2). By using the square method, determine the area north-western of Luhombero river from grid reference 570963 to 644034.
About 34 km² (illustrative count: 30 full squares plus 4 from 8 half squares).
UNVERIFIED: the 34 km² figure is illustrative in the solutions, not read from the map. CHECK: the map is not in the source text.
With evidence from the map, name six symbols that have been used to interpret the given map.
Permanent buildings, seasonal swamps, rivers or streams, motorable roads, forest or woodland, and contour lines.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Give the direction of Iputi to Ilonga.
Northeast, if Iputi lies southwest of Ilonga.
UNVERIFIED: the key is conditional on Iputi lying southwest of Ilonga, which cannot be checked from the source.
Describe the settlement pattern of the mapped area.
Linear settlement along roads and rivers.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Giving evidence, mention five possible economic activities that might take place in the mapped area.
Farming, fishing, lumbering, trade and transport, and livestock keeping.
UNVERIFIED: the map is not in the source text; key taken from solutions only.
Study the photograph. Giving two reasons, name the type of photograph.
A ground photograph.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Suggest the type of settlement pattern shown and give one factor that has influenced it.
Nucleated settlement, influenced by the availability of social services and infrastructure.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Suggest two economic activities that might take place in the area shown.
Small-scale retail trade and informal employment such as domestic work or construction.
UNVERIFIED: the photograph is not in the source text; key taken from solutions only.
Provide three advantages of photographs over maps.
Photographs show real features as they are, are easier to interpret, and show temporary features.
Explain five factors which influence the distribution of natural forests in the world.
Climate, altitude, soil fertility, topography and human activities.
Analyse five ways of promoting the textile industry in Tanzania.
Better infrastructure, financial support, training, protection of local industry, and market expansion.
Describe seven problems associated with rapid urbanisation.
Housing shortage, unemployment, traffic congestion, poor sanitation, water shortage, environmental degradation, and strain on social services.
Examine seven effects of climatic change in the world.
Rising temperatures, melting ice caps, droughts, severe weather, changed farming patterns, species extinction and more disease.
The luminous body which provides energy to the solar system is A Sun B Earth C Moon D Planet E Satellite
A — Sun
The Sun is a luminous body that emits its own light and provides energy to the solar system.
The earth's layer which consists of sial and sima is called A lithosphere B hydrosphere C stratosphere D atmosphere E thermosphere
A — lithosphere
The lithosphere includes the crust, made of sial (continental crust) and sima (oceanic crust).
Which of the following is the process of wearing down the rock surface by wind where the load becomes cutting tools? A Deflation B Attrition C Abrasion D Corrasion E Hydration
C — Abrasion
Abrasion is where wind-borne particles scrape and wear away rock surfaces like sandpaper.
The renewed power of erosion of a river is called A river capture B river erosion C river rejuvenation D river meanders E river basin
C — river rejuvenation
Rejuvenation is renewed erosive energy from land uplift or a fall in sea level.
Prediction of the state of atmosphere in a region for 24 to 48 hours is known as A weather elements B weather report C weather instrument D weather station E weather forecasting
E — weather forecasting
Weather forecasting predicts atmospheric conditions over a short period such as 24 to 48 hours.
The process through which rain water enters the ground is called A Evaporation B Infiltration C Transpiration D Condensation E Percolation
B — Infiltration
Infiltration is water entering the soil surface after rainfall.
The process of changing granite to gneiss rock is known as A sedimentation B vulcanism C denudation D metamorphism E exfoliation
D — metamorphism
Metamorphism transforms rocks such as granite into gneiss through heat and pressure.
Which of the following is another name for Savanna climate in Africa A Tropical maritime B Warm temperature maritime C Tropical grassland D Warm temperature desert E Cool temperate western margin
C — Tropical grassland
The savanna climate has tropical grasslands with distinct wet and dry seasons.
The process of peeling off and falling of rock mass is called A disintegration B weathering C mass wasting D erosion E exfoliation
E — exfoliation
Exfoliation is where outer rock layers peel off due to temperature change or pressure release.
Which of the following are features of ocean floor? A Basin, Ocean deep and Cliff. B Trench, Continental shelf and Stump C Trench, Ridge and Ocean deep. D Ocean deep, Continental shelf and Drumlin. E Basin, Continental shelf and Tombolo.
C — Trench, Ridge and Ocean deep
These are real ocean-floor features formed by tectonic and volcanic activity.
Match List A with List B. Item: Removal of loose materials from the rocks by the force of moving water. List B: A Corrasion, B Plucking, C Hydraulic, D Siltation, E Deposition, F Attrition, G Exfoliation, H Abrasion, I Solution, J Suspension
C — Hydraulic
Hydraulic action is the force of moving water removing loose material from rocks.
Match List A with List B. Item: Fine and light particles moved by wind. List B: A Corrasion, B Plucking, C Hydraulic, D Siltation, E Deposition, F Attrition, G Exfoliation, H Abrasion, I Solution, J Suspension
J — Suspension
Fine, light particles are carried in the air by suspension.
Match List A with List B. Item: Dissolved soluble minerals which are found in rocks by flowing river water. List B: A Corrasion, B Plucking, C Hydraulic, D Siltation, E Deposition, F Attrition, G Exfoliation, H Abrasion, I Solution, J Suspension
I — Solution
Solution is the transport of dissolved minerals in river water.
Match List A with List B. Item: Tearing away of blocks of rocks which have become frozen into the sides or bottom of a glacier. List B: A Corrasion, B Plucking, C Hydraulic, D Siltation, E Deposition, F Attrition, G Exfoliation, H Abrasion, I Solution, J Suspension
B — Plucking
Plucking lifts rock blocks frozen into the glacier as it moves.
Match List A with List B. Item: Swash carries pebbles and other rock fragments from the shore of the ocean. List B: A Corrasion, B Plucking, C Hydraulic, D Siltation, E Deposition, F Attrition, G Exfoliation, H Abrasion, I Solution, J Suspension
H — Abrasion
Swash-carried pebbles wear the shore by abrasion.
CONTESTABLE: attrition (F) is also defensible for pebble-on-pebble wear; key H as printed.
Define the term soil.
Uppermost layer of the earth's surface made of organic matter, minerals, air and water that supports plant life.
Briefly explain four importance of soil to human life.
Soil supports food production, stores water, hosts organisms and provides construction materials.
Mention three sources of soil nutrients.
Decomposed organic matter (humus), weathering of parent rock, and fertilizers or manure.
Define compound bar graph.
A bar chart in which each bar is divided into segments showing the parts of a total.
Study the table on hypothetical cash crop production in East Africa, 2000 ('000 tonnes): Kenya coffee 2200, tea 2000, cotton 1800; Uganda 1700, 700, 800; Tanzania 1300, 1900, 2300. Draw compound bar graphs to represent the data.
One bar per country, divided into coffee, tea and cotton segments, on a common scale.
NOT IN ANSWER SHEET: solutions give no graph; points drafted from the table.
Outline four merits of using compound bar graph.
Compares several variables at once and shows each component within a group.
Describe the research term population.
The total number of people or organisms in an area at a time; in research, the whole group a sample is drawn from.
Describe the research term random sampling.
A sampling method in which every individual has an equal chance of selection, minimising bias.
Describe the research term literature review.
Collecting, analysing and summarising existing research or published information on the topic.
Define secondary data.
Information already collected, processed and published by other people or institutions.
Give four merits of secondary data.
Cheap and quick to obtain, readily available, useful for comparison, and gives background knowledge.
Describe plane table survey.
Surveying in which observation and plotting are done simultaneously in the field on a drawing board on a tripod, using an alidade.
Explain five importance of plane table survey.
Immediate accurate plotting, suitable for small areas, simple and cheap, errors detected on site, and direct visual interpretation.
Carefully study the map extract of Arusha (Sheet 55/3). Describe the relief of the mapped area.
Varied relief: hills and ridges in the highland (concentric contours), and gentle slopes and flat plains in the west.
Giving evidences, mention the major means of transport shown in the map.
Road transport, shown by motorable roads and tracks, with a railway in the south-east.
Change the scale of the map (1:50,000) into a statement scale.
1 cm on the map represents 0.5 km on the ground.
Measure the length of the road from grid reference 378314 to grid reference 480276 in kilometres.
About 10.75 km (21.5 cm x 0.5 km per cm).
UNVERIFIED: the 21.5 cm map measurement cannot be confirmed from the text.
With evidence from the map, identify three social services found in this area.
Schools, health facilities and religious institutions.
Study the photograph provided. Suggest the title of the photograph.
Timber Processing Yard.
Name the type of forest seen in the photograph.
Man-made or planted forest.
Give two characteristics of the forest named in 8(b)(i).
Trees are evenly spaced in rows, and species are usually of the same type and age group.
Outline three ways of interpreting the photograph given.
Observing physical features and objects, identifying human activity, and comparing with prior knowledge.
Identify the product in the middle ground of the photograph.
Timber or logs.
UNVERIFIED: product identified from the photograph, which is not in the text.
Give two uses of the product in the middle ground of the photograph.
Building and construction, and raw material for furniture and wood-based industries.
Explain seven ways of improving tourism industry in Tanzania.
Improve infrastructure, promote attractions, train staff, improve security, conserve attractions, reduce tourism fees, and involve local communities.
Elaborate seven ways of managing industrial pollutants to the environment.
Cleaner production, waste treatment, recycling, law enforcement, education, corporate social responsibility, and proper site selection.
Describe five uses of population data to a country.
National planning, resource allocation, policy formulation, electoral boundaries, and economic development planning.
Explain six problems associated with expansion of cities in Tanzania.
Unplanned settlements, pollution, traffic congestion, pressure on social services, unemployment, and strain on natural resources.
The speed of the earthquake waves in the earth is changed at a line called A Mohorovicic discontinuity B Gutenberg discontinuity C Tectonics D Tectonics E Isostatic
A — Mohorovicic discontinuity
The Mohorovicic discontinuity is the boundary between the crust and mantle where seismic wave velocity changes.
CHECK: options C and D are both printed as Tectonics.
Liverpool team scored a goal at 5.00 pm in England (15° W). At what time was the goal scored in Dar es Salaam (45° E)? A 1.00 p.m B 7.00 p.m C 9.45 p.m D 9.00 p.m E 6.30 a.m
D — 9.00 p.m
15° W to 45° E is 60°, which is 4 hours; Dar es Salaam is east, so add 4 hours to 5.00 pm.
The sun is overhead at the Tropic of Capricorn every year on A 22nd December B 21st March C 23rd September D 21st June E 24th March
A — 22nd December
On 22 December the sun is directly overhead at the Tropic of Capricorn, the southern summer solstice.
Day reaches its maximum length on 21st June in A Southern hemisphere B Northern Hemisphere C Arctic Circle D Polar region E Tropic of Capricorn
B — Northern Hemisphere
21 June is the northern summer solstice, when the day is longest.
Which of the following planets have small celestial bodies in orbit around them? A Mercury, Jupiter and Uranus B Pluto, Earth and Mars C Earth, Jupiter and Saturn D Mercury, Venus and Earth E Venus, Earth and Saturn
C — Earth, Jupiter and Saturn
These planets have natural satellites (moons) orbiting them.
Deposition of soil materials removed from one horizon to another is called A Convex sided B Concave sided C Gentle sided resistance D Steep sided resistant E Steep sided non resistance
B — Concave sided
Concave-sided surfaces allow deposition of materials through gravitational and erosional processes (solutions' reason).
UNVERIFIED: no option matches the stem (illuviation is the term); key B kept as printed.
The excessive strong wind blowing across an extensive ocean surface is called A Tsunami B Ocean currents C Storm surge D Hurricane E Wind
D — Hurricane
A hurricane is a violent tropical storm with strong winds blowing over the ocean.
Rainfall that occurs when the air moves towards a hill or a mountain is called A Cyclonic B Orographic C Convectional D Showers E Typhoon
B — Orographic
Moist air forced to rise over hills or mountains cools and condenses, giving orographic rainfall.
Mountains can be classified on the basis of A Their importance B Their surrounding C Their composition D Their formation E Their height
D — Their formation
Mountains are commonly classified by how they formed: block, fold, volcanic or residual.
A channel diverging from the main river and flowing into the sea or a lake by a separate mouth is called A Tributary B Stream C Distributary D River basin E Water shade
C — Distributary
A distributary branches off the main river and flows separately, usually in deltas.
Match List A with List B. Item: Water that flows out of the ground. List B: A Stalagmite, B Doline, C Water cycle, D Artesian basin, E Aquifer, F Uvula, G Spring, H Ground water, I Juvenile water, J Bore holes, K Well
G — Spring
Water that flows out of the ground is a spring.
Match List A with List B. Item: Water that seeps out of rocks and into the rock holes. List B: A Stalagmite, B Doline, C Water cycle, D Artesian basin, E Aquifer, F Uvula, G Spring, H Ground water, I Juvenile water, J Bore holes, K Well
J — Bore holes
Solutions key J (bore holes) for water entering rock holes.
CONTESTABLE: K (Well) is also plausible; key J kept as printed.
Match List A with List B. Item: Water that enters the rocks of the earth's surface. List B: A Stalagmite, B Doline, C Water cycle, D Artesian basin, E Aquifer, F Uvula, G Spring, H Ground water, I Juvenile water, J Bore holes, K Well
H — Ground water
Water that infiltrates into rocks and soil is ground water.
Match List A with List B. Item: Interaction of water vapour, precipitation, infiltration, run off, evaporation and condensation. List B: A Stalagmite, B Doline, C Water cycle, D Artesian basin, E Aquifer, F Uvula, G Spring, H Ground water, I Juvenile water, J Bore holes, K Well
C — Water cycle
The water cycle is the continuous interaction of these processes.
Match List A with List B. Item: Water that is saturated in permeable rocks. List B: A Stalagmite, B Doline, C Water cycle, D Artesian basin, E Aquifer, F Uvula, G Spring, H Ground water, I Juvenile water, J Bore holes, K Well
E — Aquifer
An aquifer is permeable rock saturated with water.
Describe discordant drainage system.
A river pattern in which rivers cross the structure of underlying rocks instead of following geological features.
Explain the process of river transport and describe four ways in which a river transports its load.
River transport is the movement of eroded material; the four ways are traction, saltation, suspension and solution.
Define simple divided circle.
A circular diagram divided into sectors, each showing a proportion of the whole (a pie chart).
Give four merits of using simple divided circle.
Easy to read, shows proportions of a whole clearly, attracts attention, and makes comparison of parts easy.
Draw the bar graph of crop production in Ujamaa village (2010, '000 tonnes) to a simple divided circle, showing all the procedures.
Convert each crop to degrees of the circle (value / total x 360), then draw and label the sectors.
NOT IN ANSWER SHEET: the bar values and graph are not in the text; points drafted.
Give two possible factors for variation of crops production in the above bar graph.
Soil fertility and the availability of rainfall or irrigation.
Point out four objectives of doing research in Tanzania.
To solve social, economic or environmental problems; to gather data for planning; to increase knowledge; to evaluate projects.
Describe case study as used in research.
A detailed examination of a specific individual, group, event or institution in its real-life context.
Describe feasibility study as used in research.
An assessment before a project starts to judge whether it is practical.
Describe participatory observation as used in research.
A data collection method where the researcher takes part in the group's daily activities while observing behaviour.
Describe research hypothesis as used in research.
A tentative, testable statement proposing a relationship between two or more variables.
Describe research problem as used in research.
The issue or challenge that a study seeks to investigate, understand or solve through scientific inquiry.
Explain two major forms of measurements in land surveying.
Linear measurement of distances and angular measurement of angles between survey lines.
Define leveling.
A survey process that determines the relative height of points on the earth's surface.
Explain four significances of leveling.
Construction, flood control and irrigation, topographic maps, and benchmarks.
Carefully study the map extract of Hanang (Sheet 84/4). Express the map scale as a statement.
1 cm on the map represents 0.5 km on the ground.
Find the bearing of grid reference 720220 to 680180.
About 225° (south-west).
Giving three evidences from the map, suggest the climate of the mapped area.
A semi-arid to seasonal-rainfall climate.
Suggest with evidence five major economic activities which might take place in the area.
Farming, livestock keeping, fishing, mining and tourism.
CONTESTABLE: the fishing and mining evidence is weak; the marking scheme may differ.
Give four supportive contents of a topographical map provided.
Grid references, contours and spot heights, legend, and scale.
Mention three factors which affected the contents of the map given.
Nature of the landscape, human activities, and availability of resources.
Study the photograph provided. Name the type of photograph.
A ground-level or horizontal photograph.
Give three characteristics of the type of photograph in 8(a).
Taken from ground level showing front and side views; foreground larger than background; clear detail from a human-eye view.
Explain four possible factors which may cause the loss of biodiversity in the photograph.
Deforestation, poaching, climate change, and settlement and agricultural encroachment.
Give two economic importance of the area shown in the photograph.
Tourism, and employment in conservation, guiding and hospitality.
In three points, describe the importance of the vegetation shown in the area.
Provides food and habitat, prevents soil erosion, and acts as a carbon sink.
Evaluate six factors that determine exploitation of minerals in a country.
Accessibility of deposits, technology, capital, infrastructure, government policy, and market demand.
Explain six factors that hinder development of river transportation in Africa.
Waterfalls and rapids, seasonal water levels, silting, poor infrastructure, limited capital, and insecurity.
Describe five measures to control floods to the environment.
Dams and reservoirs, afforestation, drainage channels, zoning and land-use planning, and early warning systems.
Analyse eight problems associated with growth of urban settlement.
Overcrowding, pollution, unemployment, traffic, inadequate housing, crime, pressure on infrastructure, and loss of farmland and green space.
What will be the representative scale of 8 centimetres to 1 kilometre? A 1:12,500 B 1:2000 C 1:25,000 D 1:20,000 E 1:80,000
A — 1:12,500
1 km = 100,000 cm, so 8 cm to 1 km is 8 : 100,000, which is 1:12,500.
CORRECTED: from D (1:20,000, with a non-working reason in the solutions) to A (1:12,500); 8 cm : 100,000 cm gives 1:12,500.
The change of soil into alkalinity or acidity is measured by A soil pH B soil structure C soil profile D soil colour E soil moisture
A — soil pH
Soil pH measures acidity or alkalinity on a scale from 0 to 14.
Which of the following region experiences low precipitation, mild summers and very cold winters? A Arctic region B Polar region C Tundra region D Mountain region E Equatorial region
C — Tundra region
The tundra has very cold winters, short mild summers and low precipitation.
Slate, marble, granite, limestone, chalk and coal are examples of A Metamorphic rocks B Igneous rocks C Sedimentary rocks D Sedimentary and Igneous rocks E Sedimentary, Igneous and Metamorphic rocks
E — Sedimentary, Igneous and Metamorphic rocks
Granite is igneous, limestone and coal are sedimentary, and marble and slate are metamorphic.
The part of the earth that forms continental blocks is called A sima B sial C core D mantle E crust
B — sial
Sial is the continental crust, composed mainly of silica and aluminium, that forms land masses.
Reverse fault is mainly caused by A earth movements B tensional forces C compressional forces D tectonic movements E gravitational forces
C — compressional forces
Compression pushes the crust together so that one block rises over the other.
Sand banks and mudflats are formed at which stage of river development? A Mature B Old C New D Mature and new E Young
B — Old
These features form in the old stage, where deposition dominates because the river has less energy.
Forces of water that undercut and remove materials in rivers is called A corrosion B attrition C suspension D solution E hydraulic action
E — hydraulic action
Hydraulic action is the force of moving water breaking and loosening material from the bank or bed.
Extreme heavy rainfall on already saturated ground leads to A irrigation B flooding C meandering D weathering E mass wasting
E — mass wasting
Saturated ground with heavy rain loses cohesion, so materials slide or collapse.
CONTESTABLE: B (flooding) is also defensible; the marking scheme may differ.
Which of the following is an example of recently formed fold mountain? A Cape ranges B Urals C Alps D Uluguru E Ruwenzori
C — Alps
The Alps are young fold mountains formed during the recent Alpine orogeny.
Match List A with List B. Item: Boundary of drainage basin. List B: A Alluvial fan, B Catchment area, C Levees, D Wadi, E Gullies, F Water shade, G Canyon, H Gorge, I Rills, J Talus, K Delta
F — Water shade
The boundary of a drainage basin is its water shade.
Match List A with List B. Item: Area drained by a major river and its tributaries. List B: A Alluvial fan, B Catchment area, C Levees, D Wadi, E Gullies, F Water shade, G Canyon, H Gorge, I Rills, J Talus, K Delta
B — Catchment area
The catchment area is the land drained by a river system.
Match List A with List B. Item: A very big deep valley with very steep sides. List B: A Alluvial fan, B Catchment area, C Levees, D Wadi, E Gullies, F Water shade, G Canyon, H Gorge, I Rills, J Talus, K Delta
G — Canyon
A canyon is a very big, deep valley with steep sides.
Match List A with List B. Item: Raised river bank made of alluvial materials. List B: A Alluvial fan, B Catchment area, C Levees, D Wadi, E Gullies, F Water shade, G Canyon, H Gorge, I Rills, J Talus, K Delta
C — Levees
Levees are raised banks built of alluvial material along a river.
Match List A with List B. Item: Low lying alluvial deposits at the river mouth. List B: A Alluvial fan, B Catchment area, C Levees, D Wadi, E Gullies, F Water shade, G Canyon, H Gorge, I Rills, J Talus, K Delta
K — Delta
A delta is the low-lying alluvial deposit at a river mouth.
Define river capture.
The diversion of a river from its own bed into the bed of a neighbouring stream, through headward erosion or tectonic activity.
Explain two conditions necessary for the occurrence of river capture.
A difference in erosion rate between the two rivers, and weak or soft rock between them.
With the aid of a labelled diagram, describe features produced after river capture.
Elbow of capture, beheaded stream and wind gap, shown on a labelled diagram.
NOT IN ANSWER SHEET: the diagram is not in the solutions; points drafted.
Define the term statistics.
The branch of mathematics that collects, analyses, interprets, presents and organises numerical data.
Distinguish between discrete data and continuous data.
Discrete data take specific separate values and are counted; continuous data take any value in a range and are measured.
Define the term measures of central tendency.
Statistical tools (mean, median and mode) that summarise data by its centre or average value.
Give two characteristics of mean and mode.
The mean is affected by extreme values and uses all data; the mode is not affected by extreme values.
Describe the term interview.
A method of collecting primary data through direct verbal interaction, in which the interviewer asks questions to obtain specific information.
Explain five factors to consider for a successful interview session.
Prepare questions, make the respondent comfortable, choose convenient time and place, listen well, and record accurately.
What is plane table survey?
A field surveying method in which observation and plotting are done together on a drawing board fixed on a tripod.
Give three advantages of plane table survey.
Errors can be seen and corrected on site, it is simple and low-cost, and it suits small-scale maps.
Using a diagram, demonstrate how to conduct chain survey in an area with a house which obscures vision.
Use triangulation: survey lines form triangles that go around the house, and the hidden sides are measured indirectly.
NOT IN ANSWER SHEET: the solutions defer to a diagram; points drafted.
Study the map extract of Mpanda (sheet 153/3). Measure the distance of the road from grid reference 835996 to 895968.
About 3.05 km (6.1 cm x 0.5 km per cm).
UNVERIFIED: the 6.1 cm map measurement cannot be checked from the text.
Determine the forward and back bearings from Ikolorigo (grid reference 978080) to Chankala (grid reference 935039).
Forward bearing about 225°; back bearing 45°.
With evidence from the map, outline the social services taking place in the mapped area.
Health centres and hospitals, schools, and water supply such as tanks and boreholes.
With evidence from the map, describe the settlement patterns in the mapped area.
Nucleated in the town centre; dispersed in rural areas.
Describe the major method which has been used to represent relief on the mapped area.
Contour lines, supported by spot heights.
Study the photograph given. Name the type of photograph.
A ground-level or horizontal photograph.
Describe the rock type found in the area.
Most likely igneous or metamorphic rock, judging by the massive appearance and stone piles.
UNVERIFIED: the solutions hedge ('most likely') and the photograph is not in the text.
With the aid of examples, explain three classifications of the formation of the rocks found in the photograph.
Igneous (e.g. granite from cooled magma), sedimentary (e.g. sandstone from compacted sediments), and metamorphic (e.g. marble from limestone).
State the scale of production for the activity taking place in the photograph.
Small scale: manually operated, serving local construction or domestic needs.
UNVERIFIED: the solutions hedge ('probably') and the activity is not verifiable from the text.
Describe four environmental problems which might take place in the area.
Deforestation, soil erosion, loss of biodiversity, and dust or visual pollution.
Explain six factors to be considered when locating a manufacturing industry.
Raw materials, power supply, transport and communication, market, labour, and government policy.
Examine five economic importance of coal mining in Tanzania.
Energy supply, employment, government revenue, regional development, and export earnings.
Describe six problems facing human population in developing countries.
Overpopulation, unemployment, poor healthcare, inadequate housing, environmental degradation, and limited education.
Analyse four importance of settlements to man and suggest three possible environmental problems facing human settlements.
Importance: shelter and security, economic centres, social interaction, and basic services. Problems: pollution, deforestation and land degradation, and poor drainage.
Autumn, winter, spring and summer are the result of A monsoon B lunar eclipse C rotation D revolution E tides
D — revolution
Revolution of the earth around the sun, with the tilt of its axis, causes the seasons.
A large part of the Southern Hemisphere is covered by A land mass B volcanoes C water mass D dark clouds E ice
C — water mass
The Southern Hemisphere is mostly covered by oceans such as the Pacific, Atlantic and Indian.
The shallow part of the sea that stretches out from the coast is called A Continental shelf B Continental slope C Ocean ridge D Ocean trench E Island
A — Continental shelf
The continental shelf is a shallow extension of the continent under the sea near the coast.
Which of the following is not a factor influencing temperature of a place? A Aspect B Ocean current C Altitude D Eclipse E Length of a day
D — Eclipse
An eclipse is temporary and does not shape the general temperature pattern of a place.
The sideways erosion which widens the V-shaped valley is known as A vertical erosion B lateral erosion C headward erosion D hydraulic action E attrition
B — lateral erosion
Lateral erosion works along the river sides and widens the V-shaped valley.
Deposition of soil materials removed from one horizon to another is called A illuviation B weathering C eluviation D organic sorting E leaching
A — illuviation
Illuviation is the accumulation of leached materials, such as minerals or clay, in a lower soil horizon.
Which of the following results to vertical movements within the earth's crust? A Earthquake, faulting and volcanic eruptions. B Block mountains, raised beaches and broad basins. C Volcanic eruptions, rock fall and asymmetric folds. D Fold mountains, basins and asymmetrical folds. E Emerged coasts, over folds and faulting.
A — Earthquake, faulting and volcanic eruptions
These are caused by vertical movements in the earth's crust due to tectonic activity.
Which among the following features is the impact of water action in the desert? A Yardang B Gullies C Badlands D Sinkholes E Rock pedestals
C — Badlands
Badlands are eroded landscapes caused by running water in arid and semi-arid regions.
An active state of decomposition caused by soil microorganism is called A organic matter B soil water C mineral matter D soil air E soil components
A — organic matter
Organic matter is decomposing plant and animal material broken down by microorganisms.
Which of the following is associated with magnitude of an earthquake? A Richter scale B Seismography C Focus D Epicenter E Tsunami
A — Richter scale
The Richter scale measures the magnitude, or energy released, by an earthquake.
Match List A with List B. Item: Residues that have decomposed and mixed with soil mass. List B: A Soil type, B Soil profile, C Loam soil, D Soil texture, E Soil structure, F Soil fertility, G Soil organic matters, H Soil chemistry, I Soil erosion, J Soil water, K Soil Air
G — Soil organic matters
Decomposed residues mixed with the soil are soil organic matter.
Match List A with List B. Item: Status of soil with respect to the amount of elements necessary for plant growth. List B: A Soil type, B Soil profile, C Loam soil, D Soil texture, E Soil structure, F Soil fertility, G Soil organic matters, H Soil chemistry, I Soil erosion, J Soil water, K Soil Air
F — Soil fertility
Soil fertility describes the amount of plant nutrients in the soil.
Match List A with List B. Item: Removal of materials from surface of land. List B: A Soil type, B Soil profile, C Loam soil, D Soil texture, E Soil structure, F Soil fertility, G Soil organic matters, H Soil chemistry, I Soil erosion, J Soil water, K Soil Air
I — Soil erosion
Soil erosion is the removal of surface materials.
Match List A with List B. Item: Vertical section of the soil to the underlying rocks. List B: A Soil type, B Soil profile, C Loam soil, D Soil texture, E Soil structure, F Soil fertility, G Soil organic matters, H Soil chemistry, I Soil erosion, J Soil water, K Soil Air
B — Soil profile
A soil profile is the vertical section of soil down to the underlying rock.
Match List A with List B. Item: Fineness and coarseness of soil particles. List B: A Soil type, B Soil profile, C Loam soil, D Soil texture, E Soil structure, F Soil fertility, G Soil organic matters, H Soil chemistry, I Soil erosion, J Soil water, K Soil Air
D — Soil texture
Soil texture is the fineness or coarseness of soil particles.
With the aid of a well labelled diagram, describe the internal structure of the earth.
Three main layers: crust, mantle and core (outer core liquid, inner core solid).
Construct a compound bar graph to show the production of Irish potatoes ('000 tonnes) in Sunga, Mwalugulu and Mpera, 2000 to 2002 (Sunga 20, 40, 50; Mwalugulu 15, 15, 20; Mpera 5, 10, 10).
Stacked bars for 2000, 2001 and 2002 with Sunga, Mwalugulu and Mpera segments; totals 40, 65 and 80.
NOT IN ANSWER SHEET: solutions give no graph; points drafted from the table.
Give three advantages and two disadvantages of the compound bar graph.
Advantages: compares several variables in one bar, saves space, shows trends. Disadvantages: confusing with many components, harder to read individual parts.
Suggest any other methods which could be used to present the data provided in the table.
A line graph, a pie chart, or a simple bar graph.
What is an interview?
A method of data collection in which the researcher asks questions directly to a respondent, face to face, by telephone or by video.
Analyze five things to be adhered to for a researcher to have a successful interview.
Prepare relevant questions, select suitable respondents, build rapport, manage time, and use proper recording tools.
Define chain survey.
A simple surveying method that measures distances and plots features using linear measurements with a chain or tape.
Give four principles of chain survey.
Measure along straight lines; use closed triangles to check errors; record and mark lines properly; start and end at control points.
Give one reason: the ranging pole has a pointed metal end.
To fix easily into the ground for stability and accurate alignment.
The pointed end lets the pole fix firmly in the ground so alignment stays accurate.
Give one reason: a notebook is important during field study.
To record observations, measurements, sketches and remarks for future reference.
The notebook keeps field records for later use.
Give one reason: back bearings are taken during compass survey.
To check and correct direction errors by confirming that forward and back bearings agree.
Back bearings ensure forward and backward readings are consistent.
Give one reason: during surveying, measurements are called back by the booker.
To confirm accuracy and avoid recording errors between the measurer and recorder.
Calling back confirms the reading was heard and recorded correctly.
Study the map extract of Kasamwa (sheet 32/4). Identify two ways that have been used to show relief on the map.
Contours and spot heights.
Draw a relief section to connect Nyabubele Hill at 383834 and Bungwe Hill at 430825.
A relief profile (height against distance) built from contour heights along the line between the two hills.
NOT IN ANSWER SHEET: the drawing is not in the text; points drafted. Solutions spell Nyabulele.
Identify the length of the all-weather road in km from grid reference 315844 to 443940.
About 12 km.
UNVERIFIED: the map measurement cannot be checked from the text. CHECK: solutions use grid reference 430940; paper prints 443940.
Find the bearing of Chabulongo Hill at 367917 to a school at Nyamahuna 349818.
About 190° (south, slightly west).
CORRECTED: from about 240° (solutions) to about 190°; the grid references give a fall of 18 east and 99 north.
Study the photograph given. Name the type of photograph.
A ground-level or horizontal photograph.
Describe the relief of the area.
Gentle undulating hills in the background with a relatively flat, open foreground suitable for agriculture.
Giving two reasons, describe the scale of production of the crop in the photograph.
Large scale: the crop is planted in rows over a wide area, showing monoculture with modern methods.
Explain two uses of the crop in the photograph.
Food for people, and animal feed or industrial production.
Describe three conditions necessary for the production of the crop.
Moderate to high rainfall, fertile well-drained loamy soils, and warm temperatures.
Describe six contributions of cash crops production to the economy of the United States of America.
Foreign exchange, raw materials for industry, employment, income, government revenue and rural development.
NOT IN ANSWER SHEET: solutions answer minerals here (a different question); points drafted for the paper's question.
Analyse six potentials of the Rufiji river basin.
Hydroelectric power, irrigation, fishing, water supply, wildlife and tourism, and forest products.
NOT IN ANSWER SHEET: solutions answer river transport here (a different question); points drafted. CHECK the facts before use.
Give five reasons for decreasing death rates in many parts of the world.
Better healthcare, vaccination, sanitation and clean water, nutrition, and education.
With the aid of examples, describe six factors affecting growth of settlements in Africa.
Water, soil fertility, minerals, transport, security, and social services, each with examples.
The movement of the earth around the sun in a period of 365¼ days is known as A the lunar eclipse B the solar eclipse C revolution D rotation E elliptical orbit
C — revolution
Revolution is the earth's yearly movement around the sun, taking about 365¼ days.
The erosional power of a strong wind is reduced where soil is A bare B dry C damp D fertile E shallow
C — damp
Damp soil binds particles together, so the wind has more difficulty moving them.
Which of the following features is produced by wave deposition? A cave B beach C arch D blow hole E stack
B — beach
Waves deposit sediments along the coast to form beaches.
An overhead sun occurs on the Tropic of Cancer at A 21st June B 21st March C 22nd December D 23rd September E 23rd June
A — 21st June
On 21 June the sun is directly overhead at the Tropic of Cancer, during the summer solstice.
A climate characterised by heavy rainfall, low pressure and small annual range of temperature is known as A Tundra B Mediterranean C Tropical D Equatorial E Hot Desert
D — Equatorial
Equatorial climate has heavy rainfall, high humidity and little temperature variation through the year.
Soil erosion can be prevented by A bush fire B shifting cultivation C cultivating down slope D cutting trees E contour ploughing
E — contour ploughing
Contour ploughing reduces runoff by following the natural contour lines of the land.
Crag and tail are erosional features in A glaciated high land B glaciated low land C the desert D the sea E the river
A — glaciated high land
Crag and tail forms where resistant rock makes the crag and softer rock makes the tail, in upland glaciated areas.
The difference between high tide and low tide is known as A tidal range B spring tide C neap tide D bore E ocean current
A — tidal range
Tidal range is the vertical difference between high and low tide levels.
The sun's energy is known as A radiation B insolation C reflection D conduction E convection
B — insolation
Insolation is the solar radiation received on a given surface over a given time.
If the time at Mombasa 15°E is 12:00 noon, what will be the time of Benin which is 45°W? A 02:00 am B 08:00 pm C 03:00 pm D 06:00 am E 08:00 am
E — 08:00 am
15°E to 45°W is 60° of longitude, which is 4 hours. Benin is 4 hours behind, so 12:00 noon minus 4 hours is 08:00 am.
CORRECTED: from A (02:00 am), which the solutions reach with inconsistent working, to E (08:00 am) as 60° = 4 hours.
Match List A with List B. Item: Narrow valleys with very steep sides. (Full List B is not printed in the solutions; the letter is from the answer line.)
F — V-shaped valley
Narrow valleys with steep sides are V-shaped valleys.
UNVERIFIED: full List B not in the solutions file; key letter taken from the answer line.
Match List A with List B. Item: Occurs when a waterfall retreats upstream. (Full List B is not printed; the letter is from the answer line.)
H — Waterfall
Solutions key H (waterfall) for a retreating waterfall.
UNVERIFIED: full List B not printed. CONTESTABLE: a retreating waterfall produces a gorge; key H kept as printed.
Match List A with List B. Item: Larger depressions formed at the base of a waterfall. (Full List B is not printed; the letter is from the answer line.)
I — Plunge pools
Plunge pools are hollows scooped out at the foot of a waterfall.
UNVERIFIED: full List B not printed; key letter taken from the answer line.
Match List A with List B. Item: Develops along the front of delta. (Full List B is not printed; the letter is from the answer line.)
A — Spits
Key A (spits) as printed in the solutions.
UNVERIFIED: full List B not printed. CONTESTABLE: the link between a delta front and a spit is weak; key kept as printed.
Match List A with List B. Item: The feature which represents the presence of a flood plain. (Full List B is not printed; the letter is from the answer line.)
B — Seasonal floods
Key B (seasonal floods) as printed in the solutions.
UNVERIFIED: full List B not printed. CONTESTABLE: seasonal floods is a process, not a feature; levees may be intended.
Define the term lake.
A large inland body of standing water in a depression, natural or artificial, usually surrounded by land.
CHECK: section letters for Q3 to Q12 are assumed from the regular 2014 layout; the paper scan is not readable.
Explain eight benefits of lakes to human beings.
Freshwater, fish, irrigation, transport, tourism, employment, hydroelectric power, and climate moderation.
Present the data by using a divergent bar graph.
A divergent bar graph, with bars extending on either side of a central zero line.
NOT IN ANSWER SHEET: the data table is an image and not in the text; points drafted.
Name three alternative methods of presenting the same data.
Line graph, pie chart, histogram.
Any three of these methods can present the same data.
Briefly describe participant observation as used in research.
The researcher becomes actively involved in the group or setting while observing behaviour or practices.
Briefly describe non-participant observation as used in research.
The researcher observes the group without becoming involved or interacting with the subjects directly.
Explain the shortcomings of using questionnaires.
Questions may be misunderstood, response rates may be low, there is no chance to probe, and answers may be socially desirable.
Differentiate forward bearing from back bearing.
Forward bearing runs from the start point to the destination; back bearing runs from the destination back to the start.
Identify four advantages and three disadvantages of prismatic compass survey.
Advantages: portable, quick readings, no elaborate setup, works on rough ground. Disadvantages: magnetic interference, limited accuracy, poor use in forests or bad weather.
Study the map extract of Mpwapwa (sheet 163/4). Calculate the area covered by the map in km² by using the grid square method.
About 50 km² (48 full grid squares plus 4 half squares).
UNVERIFIED: the square count (48 full, 4 half) is an estimate in the solutions; the map is not in the text.
Describe the vegetation distribution of the area.
Scattered trees dominate the centre and west, woodland lies to the south, and seasonal swamps and thicket follow drainage lines.
Measure the distance of the all weather loose surface road in km from grid reference 138865 to 210966.
About 6.8 km (13.6 cm x 0.5 km per cm).
UNVERIFIED: the 13.6 cm map measurement cannot be checked from the text.
What is the direction of Mpwapwa town from Gulwe?
North-east (NE).
Comment on the population distribution of the area.
Uneven: dense around Mpwapwa town, sparse in the north-west and south, and along roads and valleys.
With vivid evidence from the map, identify three major economic activities taking place in the area.
Agriculture, transport and forestry.
Briefly explain two types of oblique photographs.
High oblique shows the horizon and wide coverage; low oblique does not show the horizon and covers less area.
Describe four differences between oblique photographs and ground level photographs.
Oblique photographs are taken from an elevated position and cover wider areas; ground level photographs are taken from the ground and show close detail.
Explain four similarities between maps and photographs.
Both represent real-world features, interpret land use, show physical and human features, and serve field studies.
Examine the problems of harnessing hydro-electric power in East Africa.
High capital cost, unreliable water flow, siltation, evaporation, displacement, environmental damage, high technical costs, and disputes over shared rivers.
Analyze eight limitations of large scale crops farming in Tanzania.
High costs, poor infrastructure, pests on monoculture, unreliable rainfall, labour shortage, land conflicts, limited capital, and price fluctuation.
Describe five characteristics of human population.
Population size, density, distribution, age structure, and sex ratio.
Explain any three goals of Tanzania's National Population Policy.
Improve quality of life through balanced population and resources, reduce high fertility through family planning, and promote education and employment.
Explain eight factors that favour the development of tourism industry in Tanzania.
Wildlife and parks, varied landscapes, cultural heritage, peace, government support, transport, international promotion, and hospitality.
Zeugens and yardangs differ in A position of the rock strata B position of the rock in the slope C place of formation D colour of the rock on which they are formed E the type of the rock on which they are formed
A — position of the rock strata
Both are wind-eroded forms, but they differ in the orientation and structure of the rock layers.
An old age stage of the river is called A Valley Stage B Torrent Stage C Plain Stage D Mature Stage E Youthful Stage
C — Plain Stage
In the old stage the river flows slowly across a plain with wide meanders and depositional features.
The summer solstice in the northern hemisphere occurs on A 23rd September B 21st September C 22nd December D 21st March E 21st June
E — 21st June
On 21 June the Northern Hemisphere is tilted most towards the sun, giving the longest day.
A Stevenson's box is painted white in order to A improve insulation B be seen clearly C decorate it D allow thermometers to be placed E allow movement of air
A — improve insulation
White paint reflects sunlight, so the inside stays close to the true air temperature.
CONTESTABLE: reflecting sunlight is the usual reason and no option says reflect; key A kept as printed.
A stony desert is called A hamada B reg C barchan D erg E rock pedestal
B — reg
A reg is a desert surface covered with stones and pebbles, unlike sandy ergs or rocky hamadas.
The temperature at Korogwe 950 metres is 24°C. What is the temperature of Kilimanjaro 5895 metres above sea level? A 34°C B 5.67°C C 18.1°C D 10.24°C E 32°C
B — 5.67°C
The solutions' working at 6.5°C per 1,000 m gives -8.14°C, which matches no option; B is kept as printed.
UNVERIFIED: the solutions' own working gives -8.14°C and no option matches; key B kept as printed.
When two lateral forces act away from each other are known as A horizontal forces B orogenic forces C vertical forces D compression forces E tension forces
E — tension forces
Tension pulls rocks apart, often forming rift valleys or fault lines.
Water vapour is turned into water droplets in the process known as A evaporation B convection C saturation D condensation E transpiration
D — condensation
Condensation is where water vapour cools and turns into liquid droplets.
Which of the following features produced by ice action is the result of both erosional and depositional activities? A Arête B Hanging Valley C Erratic D Cirque E Roche Moutonee
E — Roche Moutonee
A roche moutonnée is shaped by glacial erosion on one side and deposition on the lee side.
The name given to earthquake waves that travel within a crust is A focus B epicentre C seismic D surface waves E body waves
E — body waves
Body waves (P and S waves) travel through the earth's interior.
Match List A with List B. Item: A mass of magma which has emerged on the earth's surface. List B: A laccoliths, B caldera, C sills, D volcano, E lava, F crater, G dyke, H cone let, I batholiths, J lava cones
E — lava
Magma that reaches the surface is lava.
Match List A with List B. Item: A wall-like feature formed when magma cuts across a bedding plane. List B: A laccoliths, B caldera, C sills, D volcano, E lava, F crater, G dyke, H cone let, I batholiths, J lava cones
G — dyke
A dyke is a wall-like body of magma that cuts across bedding planes.
Match List A with List B. Item: A sheet of magma which lies along a bedding plane. List B: A laccoliths, B caldera, C sills, D volcano, E lava, F crater, G dyke, H cone let, I batholiths, J lava cones
C — sills
A sill is a sheet of magma lying along a bedding plane.
Match List A with List B. Item: A very large mass of magma which often forms the root of a mountain. List B: A laccoliths, B caldera, C sills, D volcano, E lava, F crater, G dyke, H cone let, I batholiths, J lava cones
I — batholiths
A batholith is a very large mass of magma that often forms the root of a mountain.
Match List A with List B. Item: A dome-shaped feature formed when magma pushes up the overlying layers. List B: A laccoliths, B caldera, C sills, D volcano, E lava, F crater, G dyke, H cone let, I batholiths, J lava cones
A — laccoliths
A laccolith is a dome-shaped body formed when magma pushes up the overlying layers.
Explain four mechanisms developed by plants in semi-arid regions to adapt to drought conditions.
Deep roots, small or waxy leaves, water storage in succulents, and dormancy.
Describe the characteristics of equatorial forest.
Dense, evergreen, multi-layered forest with high rainfall, rich biodiversity, and leached soils.
Present the data by using a grouped line graph. (Maize, tobacco and coffee production, '000 tonnes, 2000 to 2003.)
A grouped line graph with one line each for maize, tobacco and coffee across 2000 to 2003.
NOT IN ANSWER SHEET: solutions show no graph; points drafted from the table.
Comment on the nature of production.
Maize fluctuates, tobacco is fairly stable, and coffee falls and then holds steady.
CORRECTED: solutions say coffee is constant from 2001 to 2003; the table shows 60, 45, 45, so it falls in 2002.
What is a research problem?
A specific issue, challenge or gap in knowledge that a study aims to investigate or solve.
Name four sources of research problem.
Personal experience, literature review, consultation with experts, and observation.
Explain four characteristics of research problem.
A research problem must be clear, researchable, significant, and feasible.
Define chain survey.
A method of measuring distances in which all measurements are taken in straight lines with chains or tapes between defined points.
Give the main use of pegs in simple chain survey.
To mark survey stations permanently on the ground.
Pegs mark survey stations so they can be found again.
Give the main use of the cross staff in simple chain survey.
To set out right angles from a survey line to locate offsets.
The cross staff sets out right angles for offsets.
Give the main use of arrows in simple chain survey.
To mark the end of each chain length during measurement.
Arrows mark the ends of successive chain lengths.
Give the main use of the tape in simple chain survey.
To measure short distances more accurately than a chain.
A tape gives more accurate short measurements.
Give the main use of the chain in simple chain survey.
To measure long distances in the field directly.
The chain measures long distances directly on the ground.
Give the main use of ranging rods in simple chain survey.
To align intermediate points on a straight survey line.
Ranging rods keep intermediate points on a straight line.
Give the main use of the field sheet in simple chain survey.
To record field measurements and sketches during the survey.
The field sheet records measurements and sketches.
Give the main use of an optical square in simple chain survey.
To set out or measure right angles from the main survey line.
An optical square sets out right angles from the survey line.
Study the printed map extract of Songwe River (sheet 244/3). Calculate the area covered by forest in km² by using the grid square method.
About 6 km² (each full grid square is 1 km²).
UNVERIFIED: the solutions give an illustrative count ('for example, about 6'), not a measured value.
Measure the length of the railway line from grid references 040118 to 130122.
About 6.2 km (12.4 cm x 0.5 km per cm).
UNVERIFIED: the 12.4 cm map measurement cannot be checked from the text.
Describe the nature of the relief of the area.
Undulating relief of hills and valleys, with closely spaced contours on steep slopes and wider spacing on gentle ground.
Name four physical features found on the map.
Hills, rivers (for example the Songwe River), scattered vegetation, and valleys with drainage.
Giving evidence from the map, suggest three economic activities taking place in the area.
Agriculture, transport and forestry.
With two reasons, identify the type of the photograph.
A ground-level (horizontal) photograph.
Identify the type of the settlement pattern seen on the photograph.
Nucleated settlement: buildings are closely packed together.
Name two economic importances of the area shown on the photograph.
Commercial activity such as banking and trade, and employment in construction, transport, education and health.
Explain two social and environmental problems that are likely to occur in the area.
Overcrowding strains housing and health services; pollution from vehicles, industry and waste harms air and water.
Suggest eight ways that may be adopted to solve the problems facing forestry in Tanzania.
Awareness, law enforcement, afforestation, alternative energy, community participation, agroforestry, sustainable logging, and research.
Explain eight characteristics of shifting cultivation.
Small plots, simple tools, subsistence crops, slash and burn, low productivity, fallowing, low population areas, and environmental damage.
Describe the natural and human causes of loss of biodiversity.
Natural causes: drought, volcanic eruptions and disasters, invasive species, climate change. Human causes: deforestation, pollution, overhunting, urbanisation.
Examine the eight factors which lead to the growth of settlements in different parts of a country.
Water, fertile soils, favourable climate, minerals, transport, security, social services, and employment.
The line at which the day is gained or lost is known as A. International Date Line B. Longitude C. Equator D. Latitude E. Tropic of Capricorn
A — International Date Line
The International Date Line is where one calendar day changes to the next.
CHECK: section letter assumed (paper scanned).
A crescent shaped feature with horns pointing down-wind is A. Bajada B. Zeugen C. Loess D. Barchan E. Seif
D — Barchan
Barchan dunes are crescent-shaped with horns pointing downwind, formed under a single wind direction with limited sand.
CHECK: section letter assumed (paper scanned).
Which of the following represent some part of the ocean floor? A. Basin, deep, lagoon and plateau B. Trench, deep, basin and plateau C. Plateau, basin, lagoon and ridge D. Ridge, deep, basin and cave E. Plateau, deep, trench and stack
B — Trench, deep, basin and plateau
These are common ocean-floor features shaped by tectonic activity and sediment deposition.
CHECK: section letter assumed (paper scanned).
The instrument which is used to measure atmospheric pressure is known as A. Anemometer B. Hygrometer C. Six's Thermometer D. Barometer E. Stevenson Screen
D — Barometer
A barometer is designed to measure atmospheric pressure.
CHECK: section letter assumed (paper scanned).
How much time does the earth take to rotate on its own axis? A. 7 days B. 365 days C. 24 hours D. 4 minutes E. 12 hours
C — 24 hours
One rotation on its axis takes 24 hours, producing day and night.
CHECK: section letter assumed (paper scanned).
Mikindani at sea level has a temperature of 32°C. What is the temperature of Mufindi 1500m above sea level? A. 19°C B. 9°C C. 0.6°C D. 17°C E. 23°C
E — 23°C
Temperature falls about 6°C per 1000 m, so 1500 m is about 9°C cooler: 32 - 9 = 23°C.
CHECK: section letter assumed (paper scanned). CORRECTED: key was A (19°C); the lapse-rate working gives 23°C (E), and the solutions' own working does not reach 19°C.
Which of the following is not a characteristic feature of a youthful valley? A. Deep and narrow valley B. Valley with steep gradient C. Interlocking spurs D. Water Fall and rapids E. Flood plains
E — Flood plains
Flood plains develop in mature or old river stages, not in youthful valleys.
CHECK: section letter assumed (paper scanned).
The drainage pattern developed in a region of a uniform rock structure is known as A. Trellis B. Dendritic C. Radial D. Superimposed E. Rejuvenated
B — Dendritic
Dendritic drainage forms on uniform rock and resembles the branches of a tree.
CHECK: section letter assumed (paper scanned).
A type of delta which develops in a mouth of submerged river is called A. Lacustrine B. Digitate C. Estuarine D. Arcuate E. Bird's foot
C — Estuarine
Estuarine deltas form where a river meets a submerged coastline and tides dominate.
CHECK: section letter assumed (paper scanned).
Which of the following planet is much far from the sun? A. Venus B. Mercury C. Earth D. Pluto E. Neptune
D — Pluto
Key follows the solutions; Pluto is the farthest of the listed bodies.
CONTESTABLE: Neptune (E) is the farthest planet under the current definition; Pluto is no longer classed as a planet. CHECK: section letter assumed (paper scanned).
Match the item in List A with List B: A knife edged depression separating two cirques. List B: A Kame; B Truncated Spur; C Hanging Valley; D U-Shaped Valley; E Arête; F Pyramidal Peak; G Outwash Plain; H Medial; I Corrie; J Snow Field
E — Arête
An arête is a sharp ridge separating two cirques.
CHECK: section letter assumed (paper scanned).
Match the item in List A with List B: A steep-sided rock basin, semi-circular in plan, cut into valley heads and mountain sides. List B: A Kame; B Truncated Spur; C Hanging Valley; D U-Shaped Valley; E Arête; F Pyramidal Peak; G Outwash Plain; H Medial; I Corrie; J Snow Field
I — Corrie
A corrie is a steep-sided, semicircular hollow cut at valley heads.
CHECK: section letter assumed (paper scanned).
Match the item in List A with List B: Occurs when a glacier which has retreated leaves the floor of the main valley below the floor of the tributary valleys. List B: A Kame; B Truncated Spur; C Hanging Valley; D U-Shaped Valley; E Arête; F Pyramidal Peak; G Outwash Plain; H Medial; I Corrie; J Snow Field
C — Hanging Valley
A tributary valley left hanging above the main valley floor after glacial retreat.
CHECK: section letter assumed (paper scanned).
Match the item in List A with List B: Deposited materials from a terminal moraine which are carried down valley by melt water from glaciers. List B: A Kame; B Truncated Spur; C Hanging Valley; D U-Shaped Valley; E Arête; F Pyramidal Peak; G Outwash Plain; H Medial; I Corrie; J Snow Field
G — Outwash Plain
Melt water spreads moraine debris into a flat outwash plain.
CHECK: section letter assumed (paper scanned).
Match the item in List A with List B: An irregular mound or hill of sand and gravels formed at the margin of stagnant ice. List B: A Kame; B Truncated Spur; C Hanging Valley; D U-Shaped Valley; E Arête; F Pyramidal Peak; G Outwash Plain; H Medial; I Corrie; J Snow Field
A — Kame
Kames are mounds of sand and gravel deposited at the edge of stagnant ice.
CHECK: section letter assumed (paper scanned).
Define soil erosion and explain two types of soil erosion caused by water.
Removal and transport of topsoil by natural agents; two water types are splash and rill erosion.
CHECK: section letter assumed (paper scanned).
Describe five farming practices which lead to soil erosion.
Deforestation, overgrazing, up-and-down slope ploughing, monoculture and over-cultivation.
CHECK: section letter assumed (paper scanned).
Briefly explain individual data.
Data collected from a single unit or item, not grouped.
CHECK: section letter assumed (paper scanned).
Briefly explain grouped data.
Data organised into groups or classes to simplify a large data set.
CHECK: section letter assumed (paper scanned).
Briefly explain discrete data.
Data with distinct, separate values, often whole numbers, that cannot take values in between.
CHECK: section letter assumed (paper scanned).
Briefly explain continuous data.
Data that can take any value within a given range.
CHECK: section letter assumed (paper scanned).
Explain the importance of studying statistics.
Statistics organises, analyses and interprets data for decision-making.
CHECK: section letter assumed (paper scanned).
Explain seven uses of research findings.
Solving problems, informing policy, adding knowledge, improving efficiency, guiding studies, supporting curricula, evaluating programmes.
CHECK: section letter assumed (paper scanned).
Describe eight important things a surveyor has to prepare before deciding to conduct a survey.
Objectives, reconnaissance, equipment, budget, permissions, survey method, field assistants and reference points.
CHECK: section letter assumed (paper scanned). 8 points as the question asks eight.
Calculate the area covered by Nyaruhwa swamp in km² by using the grid square method.
Count the full and partial squares covered by the swamp and total them; solutions give no figure.
NOT IN ANSWER SHEET: no value given; points drafted. UNVERIFIED: map not in text. CHECK: solutions treat a full square as 1 km²; the 2011 and 2012 keys use 4 km². Confirm the grid interval.
Describe the vegetation distribution of the area.
Uneven: forests in highlands, grasslands on the plains, swamp vegetation near water.
UNVERIFIED: map not in text.
Identify three ways used to represent the relief of the area.
Contour lines, spot heights and trigonometrical stations.
Name the physical features found on the map.
Rivers, hills, swamps and lakes.
UNVERIFIED: map not in text.
Giving two evidence from the map, state the climatic condition of the area.
Humid climate with high rainfall.
UNVERIFIED: map not in text.
With vivid evidence from the map, identify three economic activities taking place in the area.
Farming, fishing and trading.
UNVERIFIED: map not in text.
Identify the type of the photograph. Give two reasons to your answer.
Oblique aerial photograph.
UNVERIFIED: photograph not in text.
Name the natural feature seen on the photograph.
Water body (sea or lake).
UNVERIFIED: photograph not in text.
Giving vivid evidence from the photograph, name three uses of the feature named in 8(b).
Fishing, transport and tourism.
UNVERIFIED: photograph not in text.
Name the major environmental problem encountering the natural feature named in 8(b).
Water pollution.
UNVERIFIED: photograph not in text.
What are the solutions to the problems encountering the natural feature seen on the photograph?
Waste treatment, regulated discharge, public awareness and clean water transport.
UNVERIFIED: photograph not in text.
Examine eight problems affecting the development of manufacturing industry in Tanzania.
Capital, power, infrastructure, skills, policy instability, raw materials, imports and R&D.
8 points as the question asks eight.
Explain the importance of the river basin development projects. Give eight points.
Irrigation, hydropower, water supply, flood control, transport, employment, fisheries and regional development.
8 points as the question asks eight.
Describe eight push factors which lead to rural-urban migration.
Poor services, unemployment, environmental degradation, disasters, land scarcity, poverty, insecurity and lifestyle.
8 points as the question asks eight.
Explain four causes of desertification.
Deforestation, overgrazing, unsustainable farming and climate change.
CHECK: section letter assumed (paper scanned).
Analyse four ways of controlling desertification.
Afforestation, controlled grazing, sustainable farming and water conservation.
CHECK: section letter assumed (paper scanned).
A cirque is A. an arm-chair shaped depression on a glaciated lowland area B. an arm-chair shaped depression on the sides of a glaciated mountain C. an arm-chair shaped depression in the desert areas D. an arm-chair shaped valley in glaciated areas E. an arm-chair shaped depression on the plateau.
B — an arm-chair shaped depression on the sides of a glaciated mountain
A cirque is a bowl-shaped hollow eroded by a glacier into the side of a mountain.
A geyser can be described as A. a hot spring B. an explosion of volcanic vapour C. a fountain of superheated water and steam D. a thermal stream E. a pool of hot water.
C — a fountain of superheated water and steam
A geyser is a hot spring that periodically erupts, ejecting hot water and steam.
Which one of the following conditions is important for the growth of coral reefs? A. Warm and muddy river water B. Warm and muddy sea water C. Warm and clear sea water D. Warm and clear tape water E. Warm and clear river water.
C — Warm and clear sea water
Coral reefs need warm, clear, shallow and well-lit sea water.
A time accepted throughout a time zone of 15° longitude is known as A. local time B. noon time C. greenwich mean time D. sun time E. standard time.
E — standard time
Standard time is the uniform time used officially across a time zone of 15° longitude.
Which sequence of the following processes is necessary for the formation of rainfall? A. Condensation, cooling and evaporation B. Evaporation, cooling and condensation C. Evaporation, sedimentation and cooling D. Evaporation, condensation and cooling E. Evaporation, cooling and sedimentation.
B — Evaporation, cooling and condensation
Water evaporates, moist air cools as it rises, and vapour condenses into clouds that precipitate as rain.
Which of the following instruments is used to measure pressure? A. Wet and dry bulb thermometer B. Aneroid barometer C. Anemometer D. Rain gauge E. Hygrometer.
B — Aneroid barometer
An aneroid barometer measures atmospheric pressure.
Faulting may lead to the formation of A. rift valleys B. moraines C. ox-bow lakes D. boulder clays E. yardangs.
A — rift valleys
Rift valleys form when faulted crustal blocks move apart, leaving steep-walled depressions.
Which of the following statements is true to an equatorial region? A. It has a small annual range of temperature B. It has four rainfall maxima C. It experiences temperatures below 20°C D. It has a high annual range of temperature E. It is found between 15° and 30° north and south of the equator.
A — It has a small annual range of temperature
Equatorial regions have fairly constant temperatures through the year.
The earth's crust is also known as A. atmosphere B. hydrosphere C. mantle D. lithosphere E. troposphere.
D — lithosphere
The lithosphere is the rigid outer layer made up of the crust and uppermost mantle.
What is the compass bearing of WNW? A. 270° B. 337° C. 315° D. 327° E. 292°
E — 292°
WNW lies between W (270°) and NW (315°); its exact value is 292.5°, rounded to 292°.
CHECK: exact WNW is 292.5°; 292° is the nearest option and is kept.
Match the item in List A with List B: A tidal wave formed as a result of an earthquake or volcanic eruption. List B: A Compression; B Dyke; C Sial; D Ocean currents; E Faulting; F Arch; G Sima; H Tsunami; I Stack; J Sill
H — Tsunami
A tsunami is a sea wave generated by an earthquake or volcanic eruption.
Match the item in List A with List B: Denser rocks that form the ocean floor. List B: A Compression; B Dyke; C Sial; D Ocean currents; E Faulting; F Arch; G Sima; H Tsunami; I Stack; J Sill
G — Sima
Sima is the denser rock layer that forms the ocean floor.
Match the item in List A with List B: A force that causes the bending of the earth's crust. List B: A Compression; B Dyke; C Sial; D Ocean currents; E Faulting; F Arch; G Sima; H Tsunami; I Stack; J Sill
A — Compression
Compressional forces bend and fold the earth's crust.
Match the item in List A with List B: Intrusive volcanic feature formed horizontally along the bedding plane. List B: A Compression; B Dyke; C Sial; D Ocean currents; E Faulting; F Arch; G Sima; H Tsunami; I Stack; J Sill
J — Sill
A sill is a sheet of magma intruded along the bedding planes.
Match the item in List A with List B: Formed when two caves on opposite sides of headland join up. List B: A Compression; B Dyke; C Sial; D Ocean currents; E Faulting; F Arch; G Sima; H Tsunami; I Stack; J Sill
F — Arch
Caves on opposite sides of a headland meet to form an arch.
With the aid of diagram, explain any five features formed by wave deposition.
Five depositional features: spit, beach, tombolo, bar and cuspate foreland.
CHECK: diagram marks are not in the text; points drawn from the solutions.
Explain the meaning of the standard deviation.
A statistical measure of how far the values in a data set spread from the mean.
Age of pupils at Tumaini Primary School: 15, 8, 7, 6, 12, 5, 14, 13. Determine the range and median of the age of the pupils.
Range = 10; median = 10.
Using the pupils' ages 15, 8, 7, 6, 12, 5, 14, 13, calculate the standard deviation.
About 3.88 (mean 11.25, variance about 15.06).
What is research?
A systematic investigation to discover, interpret and analyse facts in order to answer questions or solve problems.
Explain four benefits of conducting research.
Research solves real-life problems, advances knowledge, supports planning and policy, and promotes economic development.
Explain the best steps required in order to conduct an accurate chain survey.
Plan, reconnoitre, mark out lines, measure and record, then plot and calculate.
What are the five good booking methods used in chain survey?
Tie line, check line, triangulation, offset and cross-staff methods.
Using the vertical scale of 1 cm to 20 m, draw a cross section from grid reference 910570 to grid reference 932620 on the Kigoma map and determine its vertical exaggeration (V.E).
V.E = 25 times.
UNVERIFIED: map not in text. CHECK: grid ref 910570 (solutions) vs 91057 (paper).
With vivid evidence from the map, mention the major types of transport shown in the area.
Railway, road and water transport.
UNVERIFIED: map not in text.
Apart from fishing activities, use concrete evidence to name other economic activities taking place in the area.
Agriculture, trade and commerce, and transport services.
UNVERIFIED: map not in text.
In which hemisphere is the mapped area located? Give evidence for your answer.
Southern Hemisphere.
UNVERIFIED: map not in text.
Identify the type of photograph. Give concrete evidence.
Ground-level (terrestrial) photograph.
UNVERIFIED: photograph not in text.
By providing evidence from the photograph, describe the relief of the area.
Generally flat or gently sloping land.
UNVERIFIED: photograph not in text.
Explain three possible factors which have contributed to the growth of this town.
Economic opportunities, infrastructure development and social services.
UNVERIFIED: photograph not in text.
Apart from providing shade, explain any other three advantages of the vegetation shown on the photograph.
Cleaner air, temperature regulation and soil erosion control.
UNVERIFIED: photograph not in text.
Explain six factors which account for the development of car manufacturing industry in Japan.
Skilled labour, technology, infrastructure, capital, government support and strong demand.
Describe six problems facing railway transportation in East Africa.
Outdated infrastructure, poor maintenance, limited coverage, road competition, under-funding and vandalism.
Elaborate six importance of Mount Kilimanjaro to Tanzania.
Tourism, water catchment, biodiversity, climate regulation, culture and agriculture.
Examine six effects of environmental pollution in African cities.
Health problems, water and soil contamination, noise, habitat loss, and flooding with disease.
The outer layers of the earth include: A. Atmosphere, Lithosphere and Troposphere B. Atmosphere, Troposphere and Biosphere C. Atmosphere, Hydrosphere and Biosphere D. Atmosphere, Lithosphere and Biosphere E. Atmosphere, Hydrosphere and Lithosphere
E — Atmosphere, Hydrosphere and Lithosphere
The outer layers are the atmosphere (air), hydrosphere (water) and lithosphere (solid land).
Which of the following is the effect of mass wasting? A. Frost action B. Interlocking spur C. Rock fall D. Exfoliation E. Rock disintegration.
C — Rock fall
Rock fall is a mass-wasting movement of rocks falling under gravity on steep slopes.
The columns of clay capped by boulders formed due to rain action are known as: A. Soil creep B. Gullies C. Land slide D. Earth pillars E. Cuesta
D — Earth pillars
Earth pillars are clay columns protected by resistant capping boulders.
Which of the following features is formed by river erosion? A. Pot hole B. Ox bow lake C. Delta D. Flood plain E. Lagoon
A — Pot hole
Pot holes are worn when pebbles rotate in hollows on the river bed under fast-flowing water.
Rotation of the earth results to: A. Elliptical orbit B. Change of seasons C. Day and night D. Leap year E. Standard time.
C — Day and night
Rotation turns different parts of the earth towards and away from the sun, giving day and night.
___________ are good examples of fold mountains in Africa. A. Uluguru and Oldoinyo Lengai B. Jos and Karoo C. Elgon and Kilimanjaro D. Atlas and Cape Ranges E. Udzungwa and Kilimanjaro.
D — Atlas and Cape Ranges
Fold mountains form by compression, and the Atlas and Cape Ranges are classic African examples.
Which one of the following is a process of wind erosion? A. Abrasion B. Corrosion C. Hydrolysis D. Exfoliation E. Attrition.
A — Abrasion
Wind-blown particles wear away rock surfaces by abrasion.
A great circle is a circle on a globe whose plane: A. passes through the centre of the globe B. has the shortest distance between two points C. is perpendicular with the globe D. marks a line of longitude E. marks a line of latitude.
A — passes through the centre of the globe
A great circle divides the globe into two equal halves and its plane passes through the centre.
The intensity of an earthquake is measured by: A. Epicentre B. Seismograph C. Richter scale D. Chronometer E. Mercalli scale
E — Mercalli scale
The Mercalli scale grades earthquake intensity by observed effects and damage.
Soil texture refers to: A. Arrangement of soil particle B. Size of individual soil particles C. Soil catena D. Soil pH E. Grained structure.
B — Size of individual soil particles
Soil texture is defined by the proportions of sand, silt and clay particles.
Match the item in List A with List B: The earth's zone which is made up of nickel and iron. List B: A Crust; B Lava; C Magma; D Mode; E Dyke; F Sill; G Core; H Volcano; I Batholiths; J Mantle
G — Core
The core is the nickel-iron zone at the centre of the earth.
Match the item in List A with List B: A wall like feature formed when a mass of magma cuts across the bedding plane. List B: A Crust; B Lava; C Magma; D Mode; E Dyke; F Sill; G Core; H Volcano; I Batholiths; J Mantle
E — Dyke
A dyke is a wall-like sheet of magma that cuts across the bedding.
Match the item in List A with List B: The upper most layer of the earth. List B: A Crust; B Lava; C Magma; D Mode; E Dyke; F Sill; G Core; H Volcano; I Batholiths; J Mantle
A — Crust
The crust is the outermost solid layer of the earth.
Match the item in List A with List B: A sheet of magma which lies along the bedding plane. List B: A Crust; B Lava; C Magma; D Mode; E Dyke; F Sill; G Core; H Volcano; I Batholiths; J Mantle
F — Sill
A sill is a sheet of magma lying along the bedding plane.
Match the item in List A with List B: Magma which reaches the earth's surface and solidifies to form extrusive features. List B: A Crust; B Lava; C Magma; D Mode; E Dyke; F Sill; G Core; H Volcano; I Batholiths; J Mantle
B — Lava
Lava is magma that reaches the surface and solidifies.
What is an earthquake?
A sudden, rapid shaking of the earth's surface caused by released energy from tectonic or volcanic activity.
Briefly explain five effects of earthquakes.
Destruction of infrastructure, loss of life, landslides, disrupted services and environmental change.
Describe four ways of reducing the risks of earthquakes.
Building codes, public education and drills, land-use planning and early warning systems.
Carefully study the hypothetical data showing the export of crops from Tanzania (tonnes): Cloves / Sisal / Cotton. 1990: 4000 / 3500 / 7000; 1991: 2500 / 2000 / 4500; 1992: 3500 / 1500 / 6000; 1993: 6000 / 1000 / 8500; 1994: 6500 / 1500 / 9000. Present the data using a compound bar graph.
Compound (component) bar graph with one bar per year, each divided into cloves, sisal and cotton.
NOT IN ANSWER SHEET: solutions contain no graph; points drafted. CHECK: 'compound' may mean grouped bars; confirm the intended form.
Explain two advantages and two disadvantages of a compound bar graph.
Advantages: compares several data sets in one visual and saves space. Disadvantages: hard to read with many categories and can hide individual trends.
What is meant by sampling techniques as used in research?
Methods of selecting a representative part of a population for study.
Briefly explain: a sample (as applied in sampling).
A smaller, manageable group selected from a population to represent it.
Briefly explain: random sampling.
Every individual in the population has an equal chance of selection.
Briefly explain: systematic sampling.
Selecting every nth individual from a list or sequence.
Briefly explain: stratified sampling.
The population is divided into strata and a sample is taken from each.
Outline the procedures of conducting an interview.
Plan, select respondents, conduct the interview, record responses, then thank and analyse.
Define the term levelling survey.
A survey that determines the height or elevation of ground points relative to a common reference, usually sea level.
State four benefits of levelling survey.
Drainage and irrigation design, accurate construction, contour mapping and flood control.
Explain essential equipment used in levelling surveying.
Levelling staff, dumpy or automatic level, tripod stand, plumb bob and tape measure.
Study the printed map extract of Korogwe (Series Y742 sheet 129/2). Describe the relief of the mapped area.
A mixture of highlands and lowlands; hilly north and north-west, flatter around Korogwe town, falling from north-west to south-east.
UNVERIFIED: map not in text.
Calculate the area of the whole map of Korogwe in km² by using grid squares.
480 km² (12 × 10 grid squares at 4 km² each).
CHECK: solutions assume 2 km sides per grid square; confirm on the printed map. Grid counts UNVERIFIED.
Examine the settlement patterns of the area.
Nucleated around Korogwe town, linear along roads and rivers, and scattered in rural areas.
UNVERIFIED: map not in text.
Express the scale of the map (1:50,000) as a statement scale.
1 cm to 0.5 km.
Name three types of geographical photographs.
Ground, aerial and satellite photographs.
Specify the type of geographical photograph taken horizontally on the ground.
Ground photograph.
Specify the type of geographical photograph used in map making.
Aerial photograph.
Explain five differences between the aerial photograph in 8(b)(ii) and topographical maps.
Photographs are real images; maps are drawn with symbols and legends, and differ in detail, time and measurability.
By using concrete examples, explain five negative effects of tourism in East Africa.
Environmental degradation, pollution, cultural erosion, inflation and seasonal employment.
Elaborate eight reasons indicating why the transportation sector is important to the economy of Tanzania.
Trade, tourism, agriculture, employment, regional integration, industry, national income and urbanisation.
8 points as the question asks eight.
Explain eight environmental problems related to the rapid population growth.
Deforestation, soil erosion, water and air pollution, biodiversity loss, overgrazing, water shortage and solid waste.
8 points as the question asks eight.
Describe five objectives of conducting a census in a country.
Total population count, distribution, demographic characteristics, electoral representation and trend monitoring.
Explain three limitations of census in African countries.
High costs, inaccessible remote areas, and illiteracy or fear leading to misinformation or refusal.
One of the following features is a characteristic of coniferous forests: A. Trees are made up of hard wood B. Trees occur in stands C. Trees favour high temperatures D. Trees have broad leaves E. Trees grow in a few years.
B — Trees occur in stands
Coniferous trees grow close together in uniform stands, adapted to cold climates.
The Inter-Tropical Convergence Zone (ITCZ) means A. A region of low pressure B. A region of doldrums C. A region of high pressure D. A sub-tropical high pressure belt E. A region with high speed winds
A — A region of low pressure
The ITCZ is a low-pressure zone near the equator where trade winds converge, often with heavy rain.
Rias often provide natural harbour because they are A. Found along the sub-merged coast B. Mainly found in Europe where the sea is shallow C. Deep outlets of water along the coast D. Not deep, ships can approach ports easily E. Similar to lagoons but have shallow depths
C — Deep outlets of water along the coast
Rias are drowned river valleys that are deep and sheltered, ideal for natural harbours.
If the local time at town X (30°E 45°N) is 5.00 p.m. Monday, what will the time be at town Y (15°W 50°S)? A. 2 a.m. Monday B. 8 p.m. Monday C. 2 p.m. Monday D. 3 p.m. Monday E. 2 p.m. Sunday
C — 2 p.m. Monday
The longitude difference is 30° + 15° = 45°, which is 3 hours. Town Y is west, so it is 3 hours behind: 5.00 p.m. minus 3 hours = 2.00 p.m. Monday.
CORRECTED: solutions key was A (2 a.m. Monday), which contradicts their own 3-hour working; changed to C.
The following are instruments used in chain and tape survey: A. Barometer, pegs, notebook, compass B. Tape measure, chain, cross staff, anemometer C. Chain, arrows, ranging poles, altimeter D. Arrows, ranging poles, pegs, chain E. Cross staff, notebook, chain and plane table
D — Arrows, ranging poles, pegs, chain
These are standard instruments for linear surveying and measuring distances.
When the river flows in its long profile it performs the following geological activities: A. Moves fast and can carry everything on the earth's surface B. Erodes, transports and deposits weathered materials C. Meanders and forms ox-bow lakes throughout the profile D. Does three functions such as abrasion, solution and attrition E. Acts as agent of weathering and erosion along the profile
B — Erodes, transports and deposits weathered materials
A river erodes in its upper course, transports in its middle course and deposits in its lower course.
If the location of a point on a map is given by grid reference 365490, then A. 365 are Degrees B. 365 are Longitudes C. 490 are Northings D. 490 are Eastings E. 365 are Northings.
C — 490 are Northings
In a six-figure grid reference the first three digits are eastings and the last three are northings.
The following are the elements of weather: A. Soils, clouds, dew, humidity, rainfall B. Fog, barometer, humidity, pressure, air mass C. Clouds, sunshine, pressure, humidity, thermometer D. Pressure, clouds, sunshine, humidity, winds E. Pressure, humidity, soils, fog.
D — Pressure, clouds, sunshine, humidity, winds
Pressure, clouds, sunshine, humidity and winds are measurable atmospheric elements of weather.
Which one of the following is not an outcome of the rotation of the earth on its own axis? A. Deflection of winds and ocean currents B. Difference of one hour between two meridians 15° apart C. Day and night D. Seasons of the year E. Sunrise and sunset.
D — Seasons of the year
Seasons are caused by the earth's revolution around the sun and the tilt of its axis, not by rotation.
Landforms formed by vulcanicity can be divided into A. Many parts according to the nature of lava B. Sills, dykes, valleys and earthquakes only C. Volcanic mountains and sills only D. Extrusive and intrusive features E. Batholiths, dykes and volcano only.
D — Extrusive and intrusive features
Volcanic landforms are extrusive (formed on the surface) or intrusive (formed below the surface).
Match the item in List A with List B: Earth's zone which is rich in nickel and iron. List B: A Soil texture; B Delta; C Soil structure; D Mantle; E Jupiter; F Coniferous forest; G Core; H Pluto; I Tropical rainforest; J Interlocking spurs
G — Core
The core is the nickel- and iron-rich zone at the centre of the earth.
Match the item in List A with List B: Erosional feature which is always formed in the young/upper stage of the river valley. List B: A Soil texture; B Delta; C Soil structure; D Mantle; E Jupiter; F Coniferous forest; G Core; H Pluto; I Tropical rainforest; J Interlocking spurs
J — Interlocking spurs
Interlocking spurs form in the youthful stage of a valley where lateral erosion is strong.
Match the item in List A with List B: Consists of a huge canopy which limits the undergrowth. List B: A Soil texture; B Delta; C Soil structure; D Mantle; E Jupiter; F Coniferous forest; G Core; H Pluto; I Tropical rainforest; J Interlocking spurs
I — Tropical rainforest
A tropical rainforest has a dense canopy that limits undergrowth.
Match the item in List A with List B: The feel of coarseness or softness of the individual soil particles. List B: A Soil texture; B Delta; C Soil structure; D Mantle; E Jupiter; F Coniferous forest; G Core; H Pluto; I Tropical rainforest; J Interlocking spurs
A — Soil texture
Soil texture describes the coarseness or softness of individual soil particles.
Match the item in List A with List B: A planet in the solar system with the longest orbit around the sun. List B: A Soil texture; B Delta; C Soil structure; D Mantle; E Jupiter; F Coniferous forest; G Core; H Pluto; I Tropical rainforest; J Interlocking spurs
H — Pluto
Of the listed planets, Pluto has the longest orbit.
CONTESTABLE: Pluto is no longer classed as a planet; key follows the solutions.
Soils may differ from one area but they share almost the same components. Describe the composition of the soil.
Mineral particles, organic matter, water and air.
Enrolment of Form One students at Mji Mpya Secondary School, 2006 to 2010: 220, 200, 150, 180, 205. Present the data by using a simple bar graph.
Simple bar graph with one bar per year, height equal to the enrolment.
NOT IN ANSWER SHEET: graph not in solutions; points drafted.
Comment on the trend of the enrolment shown in 4(a).
Fluctuating: a fall from 220 to 150 (2006 to 2008), then a recovery to 205 by 2010.
Explain the advantages of the method you have used in 4(a).
A simple bar graph is easy to read and shows year-by-year changes and trends clearly.
What is hypothesis formulation?
Developing a specific, testable statement or prediction, based on prior knowledge, before the research is carried out.
Explain four importance of hypothesis in research.
It guides research, identifies variables, shapes methods and validates assumptions.
Form three students at Nguvumali secondary school would like to conduct a simple chain survey around their school compound and measure the height of the big gully near the headmaster's office. Describe the significance of survey in Tanzania.
Surveys support infrastructure planning, land-use management, agriculture, environmental monitoring and informed decisions.
Study the map extract of Malampaka (sheet 49/1). Calculate the area covered by seasonal swamps in km².
30 km² (solutions count 6 full squares and 3 half squares).
UNVERIFIED: square counts not in text. CHECK: 2 km square size assumed.
Explain the distribution of natural vegetation shown on the Malampaka map.
Uneven: woodland in the north-east, thickets and grassland in the south and centre, dense near water.
UNVERIFIED: map not in text.
How long in kilometres is river Ng'hulu from grid reference 625496 to grid reference 700522?
Measure on the map and convert at 1:50,000 (1 cm = 0.5 km); the solutions show an example of 7 cm = 3.5 km.
NOT IN ANSWER SHEET: 3.5 km is an example, not the map value. UNVERIFIED: map not in text.
Identify any three ways which have been used to represent relief in the area.
Contour lines, spot heights and trigonometrical stations.
Through giving evidence, explain any four economic activities that might be taking place in the area.
Farming, transport, fishing and mining.
UNVERIFIED: map not in text.
Identify the type of the photograph by giving two reasons.
Ground-level oblique photograph.
UNVERIFIED: photograph not in text.
Suggest any four economic activities that might be taking place in the area shown on the photograph.
Shipping and port services, fishing, trade and commerce, and tourism.
UNVERIFIED: photograph not in text.
Comment on the nature of the settlement pattern as it is portrayed on the photograph.
Nucleated, with closely packed high-rise buildings in an urban area.
UNVERIFIED: photograph not in text.
Explain the relief of the area shown on the photograph.
Relatively flat and low-lying.
UNVERIFIED: photograph not in text.
Distinguish between large scale and small scale farming.
Large scale is mechanised, capital-intensive and commercial; small scale is traditional, family-run and mainly for subsistence.
What are the advantages of large scale over small scale farming?
Higher productivity, economies of scale, employment, rural development and export earnings.
'Oil as an economic resource has improved the living standards of the people of Libya'. Discuss.
Oil revenue has improved services and living standards, but over-dependence leaves the economy vulnerable.
CHECK: solutions give general points; no Libya data in the text.
Explain the environmental factors which influence population distribution in Tanzania.
Climate, soil fertility, relief, water, vegetation and natural hazards.
Suggest the measures to be taken in order to reduce the effects of global climate change at national level.
Renewable energy, reforestation, enforced environmental laws, awareness, green technology and resilient infrastructure.
A cuesta is a relief feature with A. High mountains and valleys B. Tensional force C. The dip slope and scarp slope D. Deep and shallow parts of the earth's surface E. Transform - faults.
C — The dip slope and scarp slope
A cuesta has a gentle dip slope and a steep scarp slope, formed by differential erosion of tilted rock layers.
Continental deserts are A. Low pressure centres which develop in tropical regions B. Regions where winds have travelled a long distance across the land and have little moisture C. Areas that have been washed by onshore winds D. Composed of whirling winds E. Areas with convectional rainfall
B — Regions where winds have travelled a long distance across the land and have little moisture
Continental deserts lie far inland, where moisture-bearing winds have dried out before arrival.
A coastline which exhibits drowned river valleys is called a A. Dalmatian coast B. Mud flat C. Fiord coast D. Ria coast E. Lowland coast
D — Ria coast
Rising sea levels submerge river valleys to form ria coasts with irregular inlets.
One of the following lakes is formed through deposition A. A cirque B. A caldera C. An oasis D. A trough E. Haff
E — Haff
A haff is a lagoon formed behind a sand spit or barrier on low-lying coasts by marine deposition.
……… Are lines drawn through places having the same amount of cloud cover. A. Isohalines B. Isonephs C. Isotherms D. Isobars E. Isohyets
B — Isonephs
Isonephs join places with equal cloud cover.
Which one of the following is an example of chemical sedimentary rocks? A. Lignite B. Coral reefs C. Slate D. Basalt E. Gypsum.
E — Gypsum
Gypsum precipitates from evaporating water bodies, making it a chemical sedimentary rock.
Which one of the following is the feature of Mediterranean vegetation? A. Trees have evergreen leaves and do not shade leaves B. Trees have thick barks C. Trees have buttressed trunks up to about 5 metres high D. There is little undergrowth E. Trees do not have thorns.
D — There is little undergrowth
Mediterranean vegetation has widely spaced shrubs and trees with sparse ground cover, due to hot, dry summers.
Chernozem soils are fertile because they A. Have a high proportion of the organic matter or humus B. Are acidic and have a moderate organic matter C. Are used for the cultivation of large plants such as bananas, maize and cocoyam D. Are heavily leached E. Are found in humid tropical areas
A — Have a high proportion of the organic matter or humus
Chernozems are black, humus-rich soils with high nutrient content.
The progressive action of the coastal cliff into caves, arches, stacks and stumps is basically the work of A. Coral animals B. Spring tides C. Ocean waves D. Warm currents E. Man's undertakings
C — Ocean waves
Wave erosion (hydraulic action and abrasion) gradually carves cliffs into caves, arches, stacks and stumps.
The basic difference between a fringing reef and a barrier reef is that A. The fringing reef is not found within the tropics B. Barrier reef is separated from mainland by a wide channel C. Barrier reef is not built by polyps D. Fringing reef is much longer than a barrier reef E. Barrier reef is a product of spring tide
B — Barrier reef is separated from mainland by a wide channel
Fringing reefs are attached to the shore, while barrier reefs lie offshore beyond a lagoon or channel.
Match the item in List A with List B: A layer separating the mantle and the crust List B: A Lagoon; B Yardang; C Equatorial climate; D Great Circles; E Windward side; F Zeugen; G Mohorovicic discontinuity; H Leeward side; I Cliff; J Gutenberg discontinuity
G — Mohorovicic discontinuity
The Mohorovicic discontinuity (Moho) separates the crust from the mantle.
Match the item in List A with List B: Bands of hard and soft rocks lying horizontally to the prevailing winds List B: A Lagoon; B Yardang; C Equatorial climate; D Great Circles; E Windward side; F Zeugen; G Mohorovicic discontinuity; H Leeward side; I Cliff; J Gutenberg discontinuity
F — Zeugen
Zeugen are wind-shaped ridges of hard rock standing above softer beds.
Match the item in List A with List B: Equator and all meridians List B: A Lagoon; B Yardang; C Equatorial climate; D Great Circles; E Windward side; F Zeugen; G Mohorovicic discontinuity; H Leeward side; I Cliff; J Gutenberg discontinuity
D — Great Circles
The equator and all meridians are great circles.
Match the item in List A with List B: Receives low rainfall List B: A Lagoon; B Yardang; C Equatorial climate; D Great Circles; E Windward side; F Zeugen; G Mohorovicic discontinuity; H Leeward side; I Cliff; J Gutenberg discontinuity
H — Leeward side
The leeward side of a mountain lies in the rain shadow and receives low rainfall.
Match the item in List A with List B: Marine depositional feature List B: A Lagoon; B Yardang; C Equatorial climate; D Great Circles; E Windward side; F Zeugen; G Mohorovicic discontinuity; H Leeward side; I Cliff; J Gutenberg discontinuity
A — Lagoon
A lagoon is a marine depositional feature enclosed by sand deposits.
River erosion is a continuous process. Explain the process involved in river erosion.
Hydraulic action, abrasion, attrition and solution, which deepen, widen and lengthen the channel.
Classify the nature of geographical data.
Qualitative (descriptive) and quantitative (numerical) data.
Scores: 36, 43, 48, 68, 70, 19, 49, 30, 51, 18, 51, 58, 72, 51, 61, 43, 51, 26. Find the median of the scores.
Median = 50.
Same scores as 4(ii)(a): 36, 43, 48, 68, 70, 19, 49, 30, 51, 18, 51, 58, 72, 51, 61, 43, 51, 26. Calculate the arithmetic mean.
Mean = 46.94 (sum 845 / 18 values).
CORRECTED: solutions give sum 895 and mean 49.72; re-adding the 18 scores gives 845 and mean 46.94.
Same scores as 4(ii)(a). Determine the mode of the scores.
Mode = 51 (occurs four times).
Show the significance of the arithmetic mean in geographical data.
A single representative figure that summarises data and supports comparison and planning.
Explain the first five stages that should be followed in undertaking research into factors affecting crop production in a community.
Identify the problem; formulate objectives and hypotheses; review literature; design the methodology; collect data.
Outline the demerits of research.
Costly and time-consuming, needs expertise, prone to inaccurate data, findings not always used, and logistical barriers.
Briefly explain the function of pegs, ranging poles and arrows during chain survey.
Pegs fix line ends and key points; ranging poles keep lines straight; arrows mark and count full chain lengths.
How can chain survey errors be avoided?
Measure on level ground or correct slopes, check instruments, use correct ranging and tension, double-check and bypass obstacles properly.
Study the map extract of Kashozi sheet 3/2. Find the area covered by the lake in km².
Grid square method: full squares × 4 km² plus half squares × 2 km². The solutions give an illustrative example of 28 km².
NOT IN ANSWER SHEET: 28 km² is an example, not the map value. UNVERIFIED: map not in text. CHECK: 2 km square size assumed.
Determine the length of the shore line from grid reference 753700 to 740640.
Measure on the map and convert at 1:50,000; the solutions give an example of 14 cm = 7 km.
NOT IN ANSWER SHEET: 7 km is an example, not the map value. UNVERIFIED: map not in text.
Name the feature found at grid reference 615644.
A hill or rock outcrop; confirm from the map legend at that point.
NOT IN ANSWER SHEET: feature not confirmed. UNVERIFIED: map not in text.
Explain the pattern and distribution of settlements in the area.
Linear and scattered settlements along roads, water and flat land, with clusters at trading and administrative centres.
UNVERIFIED: map not in text.
What economic activities are undertaken in this area?
Farming, fishing, trading, lumbering and animal husbandry.
UNVERIFIED: map not in text.
At what time was the photograph taken? Give reasons for your answer.
Morning, judging from long shadows cast by a low sun and people working in the cooler hours.
UNVERIFIED: photograph not in text.
Determine the growing stage which has been reached by the crop.
Harvesting stage.
UNVERIFIED: photograph not in text.
Name the physical factors which favour the growth of the crop shown in the foreground and middle ground of the photograph.
Fertile soil, adequate rainfall and moderate temperature, flat or gently sloping land, and good sunlight.
UNVERIFIED: photograph not in text.
With reason(s) mention the type of the photograph.
Ground (terrestrial) photograph taken horizontally from the side.
UNVERIFIED: photograph not in text.
In what ways is the Rufiji River Basin project of importance to Tanzania?
Hydropower, irrigation, flood control, fishing, transport, tourism and conservation.
'Despite her geographical handicap, Switzerland has managed to develop industrially.' Explain the reasons for this.
Skilled workforce, political stability, high-value industries, infrastructure, government support, trade and hydropower.
What are the possible human factors which may influence the development of nucleated settlement pattern?
Jobs, social services, transport routes, history and culture, government policy, economic activity, security and social ties.
8 points. CHECK: spec allows 4-7.
What is meant by solid waste disposal?
The collection, treatment, transport and final placement or management of solid waste.
What should be done in order to solve the problem of pollution caused by solid waste disposal?
Segregation, recycling, modern landfills, awareness, enforcement, composting, collection services, and incineration or biogas.
8 points. CHECK: spec allows 4-7.
Crater lakes are most likely to be formed in A. Areas of fold mountains B. Intensively faulted areas C. Downwarped areas D. Regions where subsidence is taking place E. Areas of active vulcanicity.
E — Areas of active vulcanicity
Crater lakes form in volcanic craters after eruptions, when rain or groundwater collects in the depression.
Which one of the following is not associated with earthquakes? A. Body waves B. Geyser C. Richter scale D. Seismograph E. Focus.
B — Geyser
A geyser relates to geothermal activity, not to the seismic events of earthquakes.
If the time at town X 15°E is 12.00 noon, what could be the longitude of town Y if it is 8.00 a.m? A. 15°W B. 30°E C. 45°W D. 30°W E. 45°E
C — 45°W
Town Y is 4 hours behind, which is 60° west. From 15°E, 60° west is 15 - 60 = 45°W.
Which one of the following, by origin and composition is not a form of igneous rocks? A. Sill B. Gypsum C. Lava plain D. Volcano E. Granite.
B — Gypsum
Gypsum is a sedimentary rock; the other items relate to igneous activity.
One of the following features is a product of weathering: A. Earth pillar B. Gully C. Lilly D. Hot springs E. Soil creep.
A — Earth pillar
Earth pillars form through differential weathering and erosion where resistant rock caps columns.
The process of river erosion where fragments are worn out during collision against each other is termed as A. Hydraulic action B. Attrition C. Abrasion D. Corrosion E. Hydrolysis.
B — Attrition
Attrition wears river-borne materials down as they collide, making them smaller and smoother.
A scale of 4 cm representing 18 km on the ground will be represented by representative fraction (R.F) scale as A. 1:900000 B. 1:1800000 C. 1:450000 D. 2:900000 E. 1:10,000
C — 1:450000
18 km = 1,800,000 cm; divided by 4 cm gives 450,000, so R.F = 1:450,000.
Which one of the following owes its origin to deflation? A. Qattara depression B. Lake Turkana C. Tekekitam D. Lake Chad E. Lake Victoria.
A — Qattara depression
The Qattara depression in Egypt was formed by wind erosion (deflation) that removed loose particles.
CHECK: option C is spelled 'Tekekitam' in the solutions and 'Tekekitarn' in the paper.
The presence of paired terraces on both sides of a river valley indicates that A. River capture has taken place B. Lateral erosion is dominant C. Sea level has risen D. Rejuvenation has taken place E. Truncated spurs have retreated.
D — Rejuvenation has taken place
Rejuvenation causes renewed downcutting, leaving paired terraces as old flood plains are incised.
A good example of intrusive igneous rocks is A. Gneiss B. Basalt C. Gabbro D. Marble E. Limestone.
C — Gabbro
Gabbro is a coarse-grained intrusive igneous rock formed by slow cooling beneath the surface.
Match the item in List A with List B: Saucer-shaped structure of permeable rock layer lying between two impermeable rocks List B: A Deflation; B Shore; C Soil porosity; D Saltation; E Coastline; F Artesian basin; G Composite cone; H Inorganic matter; I Aquifer; J Cummulo dome
F — Artesian basin
An artesian basin is a saucer-shaped permeable layer held between impermeable rocks.
Match the item in List A with List B: A process by which wind transport loose materials List B: A Deflation; B Shore; C Soil porosity; D Saltation; E Coastline; F Artesian basin; G Composite cone; H Inorganic matter; I Aquifer; J Cummulo dome
A — Deflation
Deflation is the removal and transport of loose material by wind; saltation (D) is also a wind transport process, and the key follows the solutions.
CONTESTABLE: saltation (D) is also a wind transport process; key follows the solutions.
Match the item in List A with List B: Part of the land that lies between high water and low water List B: A Deflation; B Shore; C Soil porosity; D Saltation; E Coastline; F Artesian basin; G Composite cone; H Inorganic matter; I Aquifer; J Cummulo dome
B — Shore
The shore is the land between high-water and low-water marks.
Match the item in List A with List B: A volcano made of viscous lava List B: A Deflation; B Shore; C Soil porosity; D Saltation; E Coastline; F Artesian basin; G Composite cone; H Inorganic matter; I Aquifer; J Cummulo dome
G — Composite cone
Viscous lava builds steep composite cones.
Match the item in List A with List B: One of the components of soil List B: A Deflation; B Shore; C Soil porosity; D Saltation; E Coastline; F Artesian basin; G Composite cone; H Inorganic matter; I Aquifer; J Cummulo dome
H — Inorganic matter
Inorganic matter (mineral particles) is a main soil component.
What is meant by marine erosion?
The wearing away, breakdown and transport of coastal rock and sediment by sea waves and currents.
Describe four (4) processes which are involved in marine erosion.
Hydraulic action, abrasion, attrition and solution.
Study the table of motor vehicles imported from Europe in 2009: JEEP 430; BENZ 192; BMW 108; RIMOUSSENE 70. Draw a divided circle to represent the data.
Divided circle (total 800): JEEP 193.5°, BENZ 86.4°, BMW 48.6°, RIMOUSSENE 31.5°.
NOT IN ANSWER SHEET: solutions show no angles; points drafted and calculated here.
Show the disadvantages of the divided circle method used in 4(a).
Hard to interpret when unlabelled or when differences are small; poor for detailed comparison and change over time.
Hypothesis formulation can be used in both qualitative and quantitative research. Examine the problems faced in hypothesis formulation.
Unclear research problem, weak background knowledge, difficulty identifying measurable variables, and bias.
The chairman of Mivumoni village advised his village mates to use simple chain survey in order to get the right measurements of their farms. Show the merits and demerits of simple chain survey.
Merits: simple, cheap and suited to small flat plots. Demerits: slow, inaccurate on hills, blocked by obstacles and cannot measure height.
8 points (4 merits, 4 demerits); the question gives no count. CHECK: spec allows 4-7.
Study the map extract of LINDI. Explain the possible reasons for the uneven population distribution in the area.
Dense forest and rugged terrain limit settlement; the coast and all-weather road attract people; interior water is limited.
UNVERIFIED: map not in text.
How long in kilometres is the Lindi-Nachingwea all-weather road (bound surface)?
Measure on the map and convert at 1:50,000 (1 cm = 0.5 km); the solutions show an example of 18 cm = 9 km.
NOT IN ANSWER SHEET: 9 km is an example, not the map value. UNVERIFIED: map not in text.
Giving two evidence from the map, name the type of climate experienced in this area.
Humid tropical climate with high rainfall.
UNVERIFIED: map not in text.
How big in km² is the area covered by the forest south of grid line 160?
48 km² (solutions example: 10 full squares and 4 half squares).
UNVERIFIED: square counts not in text. CHECK: 2 km square size assumed.
Name the crop shown in the photograph.
Sisal.
UNVERIFIED: photograph not in text.
Mention the natural conditions which favour the growth of the crop.
Warm temperatures of 25-30°C, well-drained sandy or loamy soil, and semi-arid conditions with about 1000 mm of rain.
Name the regions of Tanzania which grow the crop mentioned in 8(a) at commercial level.
Tanga, Morogoro, Coast, Mtwara and Lindi regions.
With concrete evidence, explain the scale of production as shown on the photograph.
Large-scale commercial production shown by extensive planting in neat rows.
UNVERIFIED: photograph not in text.
In order to achieve economic development, transport and communication are inevitable. Describe the significance of transportation in developing countries.
Transport moves goods and people, supporting trade, industry, employment, social services and national unity.
Discuss the reasons for the low level of industrial development in Sub-Saharan Africa.
Lack of capital, poor infrastructure, low technology, limited skills, imported inputs, instability, small markets and weak R&D.
8 points. CHECK: spec allows 4-7.
Examine the best ways which can ensure a sustainable use of forestry resources.
Afforestation, law enforcement, community involvement, alternative energy, agroforestry, education and research.
How does rapid population explosion affect small scale agriculture?
Land fragmentation, over-cultivation, forest clearing, underemployment, low productivity and land loss to settlement.
The solar system is made up of A. sun, planets and interplanetary gases B. atmosphere and hydrosphere C. planets, clouds and gases D. clouds, wind and gases E. sunlight, gases, wind and clouds
A — sun, planets and interplanetary gases
The solar system consists of the sun, planets, moons, asteroids, comets and the interplanetary medium of gases and dust.
If the time recorded at time X, 45°E was 9.00 a.m., what could be the longitude of Y at 3.00 a.m.? A. 90°W B. 45°W C. 15°E D. 90°E E. 75°W
B — 45°W
Y is 6 hours behind X, so Y lies 6 × 15° = 90° west of X. From 45°E, 90° west is 45°W.
CORRECTED: key said A — 90°W (ignores the 45°E start); changed to B — 45°W, which is 45°E minus 90°.
Lunar eclipse occurs because A. the moon comes between the earth and the sun B. the earth comes between the moon and the sun C. the earth rotates from west to east D. the sun comes between the moon and the earth E. the moon, the earth and the sun are in rotation
B — the earth comes between the moon and the sun
A lunar eclipse occurs when the earth blocks sunlight from reaching the moon.
About 98% of the matter making the sun is A. light and heat B. heavier elements C. tars and other heavenly bodies D. lighter elements of hydrogen and helium E. gases, heat and sun ray
D — lighter elements of hydrogen and helium
The sun is mainly hydrogen (about 74%) and helium (about 24%), together about 98% of its mass.
Absence of drainage on the surface in the limestone region is the direct result of A. very low rains in the area B. presence of swallow holes C. the big rivers which swallow small rivers D. presence of deep gorges E. presence of sound and big pores
B — presence of swallow holes
In limestone, water drains underground through swallow holes and joints, so surface streams are lacking.
The following are marine depositional features: A. Beach, lagoons and sand spits B. Beach, fringing reef and stump C. Beach, stump and atoll D. Tombolo, delta and headland E. Headland, geo and stacks
A — Beach, lagoons and sand spits
These are features formed by deposition of material by waves and currents.
Why do two different countries located in different latitudes or hemispheres experience similar type of natural vegetation? It is because of A. their positions which are very far B. similar traditions of the people living in those areas C. the same type of climate D. same onshore prevailing winds E. fertile soils, good cloud cover and rains
C — the same type of climate
Similar climates produce similar vegetation regardless of latitude or hemisphere.
……… shows the soil's grain size. A. Soil texture B. Soil structure C. Soil morphology D. Particle density E. Soil profile
A — Soil texture
Soil texture is the proportion of sand, silt and clay particles in the soil.
Temperate cyclones are characterised as follows: A. They are instruments with cycles for measuring temperature B. Have long hours of high temperature C. They are temperate winds which have a high speed D. They are low pressure centres which develop in temperate latitudes E. They are strong temperate rains in the United States of America, Africa and the Congo basin
D — They are low pressure centres which develop in temperate latitudes
Temperate cyclones are large low-pressure areas that form in middle latitudes and bring varied weather.
A vertical cross-section of the soil showing its horizons is called A. soil erosion B. soil porosity C. soil profile D. soil PH E. soil catena
C — soil profile
A soil profile is a vertical section through the soil showing all its layers or horizons.
Match List A item (i) Intervisibility with its response in List B. A. It determines the distance of a cross-section B. Weather station C. A catchment area of the river D. Ox-bow lake E. One of the sources of a river F. A screen showing precipitation G. Batholiths H. Weathering and erosion I. Movement of the earth J. The ability to see between two given points
J — The ability to see between two given points
Intervisibility is the ability to see between two given points.
Match List A item (ii) A Basin with its response in List B. A. It determines the distance of a cross-section B. Weather station C. A catchment area of the river D. Ox-bow lake E. One of the sources of a river F. A screen showing precipitation G. Batholiths H. Weathering and erosion I. Movement of the earth J. The ability to see between two given points
C — A catchment area of the river
A basin is the catchment area drained by a river and its tributaries.
Match List A item (iii) Glaciers with its response in List B. A. It determines the distance of a cross-section B. Weather station C. A catchment area of the river D. Ox-bow lake E. One of the sources of a river F. A screen showing precipitation G. Batholiths H. Weathering and erosion I. Movement of the earth J. The ability to see between two given points
E — One of the sources of a river
Glaciers feed rivers, so they are one of the sources of a river.
Match List A item (iv) Denudation with its response in List B. A. It determines the distance of a cross-section B. Weather station C. A catchment area of the river D. Ox-bow lake E. One of the sources of a river F. A screen showing precipitation G. Batholiths H. Weathering and erosion I. Movement of the earth J. The ability to see between two given points
H — Weathering and erosion
Denudation is the combined action of weathering and erosion that wears down land.
Match List A item (v) Stevenson's screen with its response in List B. A. It determines the distance of a cross-section B. Weather station C. A catchment area of the river D. Ox-bow lake E. One of the sources of a river F. A screen showing precipitation G. Batholiths H. Weathering and erosion I. Movement of the earth J. The ability to see between two given points
B — Weather station
A Stevenson screen is the instrument shelter found at a weather station.
With the aid of diagrams, explain the types of moraines.
Terminal, lateral, medial, ground and recessional moraines, each with its position and origin
Describe the climatic conditions of station A. (Table: temperature °C / rainfall mm, Jan to Dec: 26.6/233, 26.6/228, 26.6/244, 26.6/215, 26.6/118, 26.6/91, 27.2/36, 27.7/36, 28.3/51, 28.3/104, 27.7/140, 27.7/196.)
Tropical climate: hot all year (26.6 to 28.3 °C) with a wet season peaking in March (244 mm) and a dry season in July to September
CORRECTED: key said Jul to Sep were driest at 36 mm; September is 51 mm, so 36 mm is July and August only. Key also omits the Nov to Dec rains.
Name any two countries in the Great Lakes of East Africa which experience this type of climatic conditions.
Tanzania and Uganda
CONTESTABLE: other Great Lakes countries may also be accepted; check against the climate data.
Present the data graphically.
Combined graph: rainfall as bars and temperature as a line, months on the x-axis
What is research design?
A detailed plan or blueprint for conducting a research project, covering how data are collected, analysed and interpreted
Briefly explain any four (4) types of research design.
Descriptive, experimental, exploratory and case study designs
Mary is a good cartographer, she intends to produce a contoured map of Dar es Salaam. What type of survey method would you advise her to apply?
Levelling survey
Apart from producing contour maps, what is the other significance of the type of survey you have mentioned in (a) above?
Engineering and construction planning, such as gradients, drainage and elevation of structures
Carefully study the map extract of Galula. Calculate the area of the forest in km² north of northing 450.
Count the forest grid squares north of northing 450, each 1 km², and total the area
UNVERIFIED: key gives the method only, no figure; map extract not in the text.
Carefully study the map extract of Galula. Calculate the length of River Ipwizi in kilometres from grid reference 150508 to grid reference 125435.
Trace the river with thread, straighten it, measure against the 1:50,000 scale and convert to km
UNVERIFIED: key gives the method only, no figure; map extract not in the text.
Carefully study the map extract of Galula. Find the bearing of Tete Village (grid reference 127506) from Ifwekenye village (grid reference 160460).
Use a protractor on the north line through Ifwekenye and measure the angle clockwise to Tete
UNVERIFIED: key gives the method only, no figure; map extract not in the text.
Carefully study the map extract of Galula. Describe the main physical features found in the area.
Hills, permanent rivers, forested areas and high relief shown by closely spaced contours
CHECK: key is generic; verify against the map.
Carefully study the map extract of Galula. With evidence, show the main economic activities.
Agriculture, forestry, fishing and small-scale trade or livestock keeping
CHECK: evidence is inferred from the map; verify against the extract.
Study the photograph provided. What type of photograph is this? Give reasons for your answer.
A ground photograph, taken horizontally from the side at eye level
CHECK: photograph not in the text; answer based on the key's description.
With evidence, suggest the type of climate of the place where this photograph was taken.
Tropical or sub-tropical climate
CHECK: photograph not in the text; answer based on the key's description.
What kind of activity is taking place in the area shown in the photograph?
Logging or tree cutting
CHECK: photograph not in the text; answer based on the key's description.
What will happen if the activity in (iii) above takes place in your local environment?
Environmental degradation such as soil erosion, reduced rainfall and loss of biodiversity
What were the aims of constructing the Aswan High Dam?
Flood control, year-round water for irrigation, hydroelectric power, navigation and fishing, and water storage for droughts
If the dam were constructed at Kondoa, how would the people of central Tanzania benefit from it?
Irrigation, hydroelectric power, erosion control, employment, and tourism or fishing
“Agriculture achievements in China have been brought about by good Government policy only.” Discuss.
Partly true: government policy was a major driver, but technology, training and trade also contributed
With vivid examples, explain the causes of population change in the Great Lakes of East Africa.
High fertility, migration from conflict, falling death rates and urbanisation
Some lakes and rivers in Tanzania are likely to lose their aquatic resources. Suggest any five (5) ways on how to overcome this threat.
Pollution control, sustainable fishing, catchment conservation, awareness and alternative livelihoods
The choice of suitable site and location for a weather station includes A. permanent place for recording the data B. more vegetation and relief C. rain gauge, thermometer and barometer D. fairly level ground and open space E. flatland and thermometer
D — fairly level ground and open space
A weather station needs level, open ground so that instruments are not sheltered or affected by slope or vegetation.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Testing of nuclear, dynamite and mining explosions are greatly associated to __________ forces. A. endogenic B. exogenic C. artificial D. explosive E. endogenetic
C — artificial
These explosions are human-made, so the forces involved are artificial rather than natural.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Geography is a multi-disciplinary subject because it A. is very much related to Geology B. cuts across other disciplines C. is a tool of understanding the universe D. involves studies of physical and human activities only E. deals with physical environment only.
B — cuts across other disciplines
Being multi-disciplinary means geography draws on and overlaps with several other subjects.
CORRECTED: key said D; D describes scope, not multidisciplinarity, and B is the matching option. Reason drafted (NOT IN ANSWER SHEET).
The earth's interior is inaccessible and very hot, the knowledge about it is through A. bore hole drillings B. evidence of earthquake waves C. the study of crust, mantle and core D. continental and oceanic movements E. oceanic floor and the core.
C — the study of crust, mantle and core
The interior cannot be reached directly, so its structure is known by studying its main layers.
CONTESTABLE: B (evidence of earthquake waves) is also defensible. NOT IN ANSWER SHEET: reason drafted.
If Morogoro town has a temperature of 25°C, what will this temperature be in fahrenheit? A. 77°F B. 32°F. C. 41°F D. 212°F E. 97°F
A — 77°F
°F = (°C × 9/5) + 32 = (25 × 9/5) + 32 = 77°F.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Tilting of the electricity poles and fences on slopes are works of A. weathering B. denudation C. steepness of slope D. mass wasting E. deposition.
D — mass wasting
Downslope movement of material under gravity (mass wasting) tilts poles and fences on slopes.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
……… soil is heavy, has minute air spaces, holds much water, is difficulty to cultivate, dries up and forms a hard surface. A. Loam B. Clay C. Silt D. Sand E. Volcanic
B — Clay
Clay particles are fine and pack tightly, so the soil holds much water and forms a hard surface when dry.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
The best major feature of the ocean floor for fishing activities is A. continental shelf B. oceanic plain C. oceanic deep D. continental slope E. oceanic island.
A — continental shelf
The shallow continental shelf receives sunlight and nutrients, supporting large fish populations.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Decline of food production and increase in droughts, floods and shortages of hydro-electric power supply are attributed to A. social and economic development B. problems of climatic changes C. impact of reduction of erosion D. development of science and technology E. diseases and pests control.
B — problems of climatic changes
Climate change alters rainfall and temperature patterns, causing drought, floods and reduced hydro-electric output.
CORRECTED: key gave letter C with the text 'impact of climatic changes', which is not the printed option C; printed B matches. Reason drafted (NOT IN ANSWER SHEET).
Which of the following show the natural vegetation found in Tanzania? A. Coniferous, Mediterranean and mountains B. Forest, tropical grasslands and thickets C. Temperate, tropical and deciduous grasslands D. Savannah, equatorial grassland and tundra E. Tundra, maritime and grassland
D — Savannah, equatorial grassland and tundra
Savannah is the dominant natural vegetation of Tanzania; tundra is not found there.
CONTESTABLE: key D includes tundra, which Tanzania lacks; B (forest, tropical grasslands, thickets) fits better. NOT IN ANSWER SHEET: reason drafted.
Match List A item (i) 'Wind which blows more frequently in a particular region' with its response in List B. A. Trade winds. B. Dew. C. When one ascends the mountain. D. Relative humidity. E. Prevailing winds. F. Isohel. G. Humidity. H. When one descends the mountain. I. Hail. J. Isoneph.
E — Prevailing winds
Prevailing winds are the winds that blow most often from one direction in a region.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (ii) 'The amount of water vapour in the atmosphere' with its response in List B. A. Trade winds. B. Dew. C. When one ascends the mountain. D. Relative humidity. E. Prevailing winds. F. Isohel. G. Humidity. H. When one descends the mountain. I. Hail. J. Isoneph.
G — Humidity
Humidity is the amount of water vapour held in the air.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (iii) 'There is a decrease of temperature by 0.6°C per 100 m' with its response in List B. A. Trade winds. B. Dew. C. When one ascends the mountain. D. Relative humidity. E. Prevailing winds. F. Isohel. G. Humidity. H. When one descends the mountain. I. Hail. J. Isoneph.
C — When one ascends the mountain
Air temperature falls by about 0.6°C for every 100 m of ascent.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (iv) 'Lines drawn having the same amount of clouds' with its response in List B. A. Trade winds. B. Dew. C. When one ascends the mountain. D. Relative humidity. E. Prevailing winds. F. Isohel. G. Humidity. H. When one descends the mountain. I. Hail. J. Isoneph.
J — Isoneph
Isoneph lines join places with equal cloud cover. Isohel lines join places with equal sunshine.
CORRECTED: key said F — Isohel, which is equal sunshine, not equal cloud. Changed to J — Isoneph. Reason drafted (NOT IN ANSWER SHEET).
Match List A item (v) 'A collection of small droplets of water' with its response in List B. A. Trade winds. B. Dew. C. When one ascends the mountain. D. Relative humidity. E. Prevailing winds. F. Isohel. G. Humidity. H. When one descends the mountain. I. Hail. J. Isoneph.
B — Dew
Dew is a collection of small water droplets deposited on surfaces, usually at night.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Define soil profile using the knowledge you have studied on soil.
A vertical section of the soil showing its horizons (layers) from the surface down to the parent material
With the aid of a labelled diagram, illustrate soil profile.
Labelled vertical section showing the horizons from topsoil to parent material
NOT IN ANSWER SHEET: key gives no diagram; points drafted.
Explain four (4) factors that influence the development of soil profile.
Climate, parent material, organisms and topography
Represent the data below using a compound bar graph. (Cash crop production in Tanzania, '000 tonnes. 1990: coffee 200, cotton 100, tea 300. 1991: coffee 150, cotton 130, tea 200. 1992: coffee 120, cotton 100, tea 100.)
Compound (stacked) bar graph with one bar per year split into coffee, cotton and tea
NOT IN ANSWER SHEET: key gives no graph; points drafted.
How is the compound bar graph of value to you? Give three (3) points.
It shows comparison and trends over time clearly, is easy to read, and saves space
Comment on the trend of production as observed from the graph.
General decline in all three crops from 1990 to 1992
In 2007, form four students from Kibaigwa secondary school conducted a research about road accidents between Morogoro and Dodoma. What were the main three (3) objectives of the research?
Identify causes of accidents, determine their impact on local people, and suggest ways to reduce them
In the same research on road accidents between Morogoro and Dodoma, propose three (3) methods which might be used to collect data.
Interviews, observation and questionnaires
In the same research on road accidents between Morogoro and Dodoma, explain three (3) problems they might have faced when collecting the data.
Language barriers and poor cooperation, bad weather and distance, and limited finance
What is the meaning of survey to a geographer?
Scientific measuring and mapping of the physical features and boundaries of an area of land
Differentiate chain survey from levelling using the knowledge you have acquired from survey.
Chain survey measures horizontal distances; levelling measures vertical distances to find relative height
Explain four (4) ways in which chain survey is significant in the day to day life of a human being.
Planning roads and buildings, farm boundaries, school practicals, and settling land disputes
Study the map extract of Korogwe sheet 129/2. A taxi driver was moving from grid reference 340328 to a filling station at grid reference 421305. Find the distance covered in kilometres.
About 84 km in a straight line, using 1 grid square = 1 km
CORRECTED: key used 0.5 km per grid unit and gave 42.1 km. A 1:50,000 grid square is 2 cm = 1 km; verify the grid spacing on the sheet.
Convert the linear scale given on the Korogwe map into a statement scale.
1 cm on the map represents 0.5 km (500 m)
Show the relief features to guide tourists visiting the mapped area.
Hills, valleys, escarpments, ridges and rivers; steep slopes shown by close contours; mountains to the northeast and lowlands to the southeast
CHECK: key answer is generic; verify against the map extract.
With evidence, suggest four (4) economic activities of the people living in the area represented by the map.
Agriculture, trading, transport and fishing
CHECK: fishing is given in the key only as 'possible'; verify on the map.
Give three (3) reasons which have encouraged people to establish the settlement.
Transport network, water from rivers and swamps, and fertile land with favourable topography
Identify the main feature at grid reference 420227.
Road junction
Identify the main feature at grid reference 350367.
Railway line crossing
Identify the main feature at grid reference 426304.
Scattered settlement
Identify the main feature at grid reference 384295.
Swamp
Carefully study the photograph provided. Identify the type of photograph shown.
A ground-level photograph taken from the side at eye level
CHECK: photograph not in the text; key answer is used.
Name three (3) features found on the photograph.
Hills, valleys and vegetation
CHECK: photograph not in the text; key answer is used.
How are the features named in 8(b) above formed?
Hills by folding, faulting or volcanic activity; valleys by river erosion; vegetation grows in response to climate and soil
NOT IN ANSWER SHEET: key answers a different question; points drafted.
What are the economic importances of the features found on the photograph?
Farming and grazing on hills and valleys, water catchment, and timber or fuelwood from vegetation
NOT IN ANSWER SHEET: key answers a different question; points drafted.
Explain eight (8) values of forest resources to the Tanzanian community.
Timber, fuelwood, water and soil protection, climate regulation, wildlife and tourism, employment and income, and non-timber products
NOT IN ANSWER SHEET: key answers a different question; points drafted. CHECK: question asks eight values; points grouped into seven.
Mining is an important sector in the Tanzanian economy. Write five (5) effective measures to minimise the problems of small-scale mining in Tanzania.
Licensing, safety, cooperatives, land rehabilitation, and control of chemicals
NOT IN ANSWER SHEET: key answers a different question; points drafted.
Using your knowledge of population studies, provide the meaning of urban growth.
Increase in the number and size of urban areas and in the share of people living in towns
NOT IN ANSWER SHEET: key answers a different question; points drafted.
Outline eight (8) social and economic problems that result from urban growth.
Housing and slums, unemployment, pressure on services, traffic and pollution, crime, poor waste and disease, and loss of farmland
NOT IN ANSWER SHEET: key answers a different question; points drafted. CHECK: question asks eight problems; points grouped into seven.
“The living environment in Tanzania is suffering at the expense of man's activities.” With the support of eight (8) points, prove this statement.
Human activities cause biodiversity loss, erosion, deforestation, pollution, desertification and climate change
CHECK: points are taken from the key answer printed under item 9, which the key gives for a different question; grouped to seven.
Clay as a parent rock can be classified as __________ rock. A. pervious B. porous C. permiable D. impermiable E. permiable and impermiable
D — impermiable
Clay is very fine-grained and does not allow water to pass through easily, hence it is impermeable.
Circular depressions which are formed by glaciations in the highlands are A. caldera B. craters C. cirques D. hanging valleys E. arêtes.
C — cirques
Cirques are bowl-shaped depressions in glaciated highland regions, formed by glacial erosion.
A drainage pattern, which looks like a tree with its branches is called A. trellised B. dendritic C. radial D. centripetal E. annular.
B — dendritic
The dendritic pattern resembles the branching of a tree and is the most common drainage pattern.
The second layer of the earth's crust is known as A. sial B. sima C. mantle D. core E. götenburg gap.
B — sima
Sima is the lower layer of the earth's crust, mainly composed of silica and magnesium.
Wadis, Bajada, Buttes and Mesa are examples of __________ features. A. wind erosion and deposition B. glacial erosion and deposition C. wave erosion and deposition D. desert water erosion and deposition E. river erosion and deposition
D — desert water erosion and deposition
These are typical landforms resulting from intermittent desert stream activity and erosion.
Which one of the following combinations form chemical weathering? A. Organic acid and weak carbonic acid. B. Temperature change and frost action. C. Exfoliation and carbonation. D. Mud flow and land slides. E. Organic acid and temperature change.
A — Organic acid and weak carbonic acid.
Organic acids and carbonic acid dissolve minerals, which is chemical weathering.
A vertical feature formed out of the solidification of magma within the earth's crust is called A. phacolith B. sill C. dyke D. lopolith E. lacolith.
C — dyke
A dyke is a vertical intrusion of magma that cuts across existing rock layers.
A coral reef with a circular elliptical shape enclosing a lagoon is called A. fringing reef B. barrier reef C. lagoon D. atoll E. planktons.
D — atoll
An atoll is a ring-shaped coral reef that encircles a lagoon, usually formed on sinking volcanic islands.
If the temperature at 500 metres where the tourists start climbing mount Kilimanjaro is 20°C. What will be the temperature when they reach 2,000 metres above sea level? A. 10°C. B. 5°C. C. 11°C. D. 12°C. E. 15°C.
A — 10°C.
Temperature falls about 6.5°C per 1,000 m. Over the 1,500 m climb the drop is about 9.75°C, so 20 − 9.75 ≈ 10°C.
The process in which a river renews its erosion in its valley is called A. regime B. rejuvenation C. capture D. cavitation E. abrasion.
B — rejuvenation
Rejuvenation occurs when a river gains renewed energy to erode, due to land uplift or a fall in sea level.
Match List A item (i) 'The galaxy from which the solar system containing the planet earth is found' with its response in List B. A. Atmosphere B. Ozone layer C. Compressional force D. Tensional force E. Milky way F. Andomedal spire G. Weathering H. Erosion I. Natural region J. Equatorial climate
E — Milky way
The solar system that contains the earth lies within the Milky Way galaxy.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (ii) 'A large area on the earth's surface with uniform characteristics of temperature, rainfall and vegetation' with its response in List B. A. Atmosphere B. Ozone layer C. Compressional force D. Tensional force E. Milky way F. Andomedal spire G. Weathering H. Erosion I. Natural region J. Equatorial climate
I — Natural region
A natural region is an area with uniform climate, vegetation and other characteristics.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (iii) 'A thin blanket of air surrounding the earth' with its response in List B. A. Atmosphere B. Ozone layer C. Compressional force D. Tensional force E. Milky way F. Andomedal spire G. Weathering H. Erosion I. Natural region J. Equatorial climate
A — Atmosphere
The atmosphere is the layer of gases surrounding the earth.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (iv) 'A process that course the wrinkling of the earth's surface rocks' with its response in List B. A. Atmosphere B. Ozone layer C. Compressional force D. Tensional force E. Milky way F. Andomedal spire G. Weathering H. Erosion I. Natural region J. Equatorial climate
C — Compressional force
Compression of rock layers produces folding, which wrinkles the earth's surface.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Match List A item (v) 'The destruction of rocks by temperature change' with its response in List B. A. Atmosphere B. Ozone layer C. Compressional force D. Tensional force E. Milky way F. Andomedal spire G. Weathering H. Erosion I. Natural region J. Equatorial climate
G — Weathering
Weathering breaks rock down in place, including by repeated temperature change.
NOT IN ANSWER SHEET: key gives the letter only; reason drafted.
Explain the formation of barchans and seif dunes.
Barchans are crescent dunes from one-way wind and limited sand; seif dunes are long parallel ridges from two-way winds and more sand
State the differences between discrete and continuous data.
Discrete data are distinct, countable whole values; continuous data can take any value in a range
State the differences between single and grouped data.
Single data are raw, ungrouped values; grouped data are organised into intervals or classes
Giving examples, explain how you can conduct a field research.
Define the topic and objectives, plan the study, collect data by observation, interviews, questionnaires and measurement, then analyse and report
Name the three (3) types of topographical surveying.
Plane table surveying, chain surveying and levelling
What is the importance of chain survey?
Accurate distance measurement for mapping small areas and planning roads and buildings
Study the map extract of Kigoma sheet 92/3. Outline the importance of scale in a map.
Scale gives the ratio of map to ground distance, allowing accurate measurement, area calculation and understanding of spatial relationships
Study the map extract of Kigoma sheet 92/3. Measure the distance of the railway line.
About 17.5 km (key figure), by tracing the railway with thread or a ruler and applying the map scale
UNVERIFIED: key figure 17.5 km is not confirmed from the text; the scale and the railway section measured are not stated.
Study the map extract of Kigoma sheet 92/3. Calculate the area of Lake Tanganyika.
Grid-square method: count full and partial squares covered by the lake, then multiply by the area of one square
UNVERIFIED: key counts are assumed ('suppose about 20 full squares'); it uses 2 km squares. At 1:50,000 a 2 cm square is 1 km²; verify the scale and grid.
Study the map extract of Kigoma sheet 92/3. What factors have influenced the location of Kigoma town?
Lake for water transport and fishing, flat land, railway, fertile land, and historical development
CHECK: key answer is generic; verify against the map and local sources.
Study the map extract of Kigoma sheet 92/3. Explain the main socio-economic activities carried out in the area.
Fishing, agriculture, trade and transport through the port and railway, and small-scale industry
CHECK: key answer is generic; verify against the map.
Carefully study the photograph provided. Name the type of the photograph.
Ground photograph
CHECK: photograph not in the text; key answer is used.
State the scale of the photograph.
Variable scale: not fixed and cannot be measured directly like a map
CHECK: photograph not in the text; key answer is used.
Explain the main physical features found in the area.
Sloping land, small hills or depressions, bushes or grass, and a river or stream valley showing erosion
CHECK: photograph not in the text; key answer is used.
State the main activities of the area.
Irrigation farming and manual cultivation near a water source
CHECK: photograph not in the text; key answer is used.
Explain the main characteristics of nomadic pastoralism in East Africa and suggest the main ways of improving pastoralism in the region.
Constant movement with herds for water and pasture, livestock dependence, and improvements through water, veterinary, health and grazing measures
Explain the main factors which have influenced the ship industry in Japan.
Geographical location and harbours, sea routes, industrial base, technology, skilled labour, government support, and limited resources
Define the term ecosystem.
A biological environment of living organisms and the non-living components that interact in a specific area
What are the major causes of the loss of biodiversity?
Deforestation, pollution, climate change, overexploitation, invasive species and urbanisation
What are the main characteristics of human population?
Size, density, birth and death rates, age structure, sex ratio, life expectancy, and education and employment
State the main factors that influence population distribution.
Climate, relief, water, soil fertility, economic opportunities, transport, political stability and social services
The rotation of the earth causes the following, except A. Day and night B. Seasons C. The difference of one (1) hour between two (2) Meridians of 15° D. The deflection of winds and ocean currents E. The daily rising and falling of the ocean tides
B — Seasons
Seasons are not caused by the rotation of the earth but by its revolution around the sun combined with the tilt of its axis.
Which of the following develops at the bottom of a waterfall A. Plunge pool B. Delta C. Differed junction D. Playa E. River regime
A — Plunge pool
A plunge pool is formed at the base of a waterfall by erosion from the falling water.
The crust is sometimes referred to as A. Lithosphere B. Hydrosphere C. Troposphere D. Mesosphere E. Tropopause
A — Lithosphere
The lithosphere is the outer solid part of the earth, which includes the crust.
The force of water that wears away soft rocks such as clay is known as A. Hydraulic action B. Solution action C. Attrition action D. Corration action E. Siltation action
A — Hydraulic action
Hydraulic action occurs when the force of moving water breaks down and removes soft rock material.
The name given to a boundary that demarcates solid materials from the molten mantle is A. Asthenosphere B. Gutemberg C. Mohorovicic D. Mesosphere E. Core
C — Mohorovicic
The Mohorovicic discontinuity (Moho) is the boundary between the crust and the mantle.
CHECK: the mantle is solid rather than molten; the key's wording is loose, but C is the intended boundary.
What is the longitude of Morogoro if its local time is 10:00 p.m., whereas the longitude of Accra in Ghana is 0° and the local time is 7:00 p.m.? A. 45° E B. 45° W C. 35° E D. 35° W E. 60° W
A — 45° E
The time difference is 3 hours. Each hour corresponds to 15°, so 3 × 15° = 45°. Morogoro is ahead of Accra, so it lies at 45°E.
CHECK: the times are hypothetical; the calculation follows them. Morogoro's real longitude is about 37°E.
……… is a point where cold air from the polar regions meets warmer air from lower latitudes. A. Polar front B. Tropical maritime C. Cyclone D. Humidity E. Pressure gradient
A — Polar front
A polar front is the boundary where cold polar air meets warm tropical air.
Which of the following types of lake does not occur from depositional factors? A. Playa B. Tarn C. Ox bow D. Delta E. Lagoon
B — Tarn
A tarn is a glacially eroded lake in a mountain hollow, not formed by deposition.
Salinity of the ocean water increases with A. Increasing rate of evaporation of ocean water B. Distance from the equatorial region C. Depth of the seawater D. Altitude E. Increasing rainfall
A — Increasing rate of evaporation of ocean water
High evaporation removes water but leaves salt behind, increasing salinity.
Soil structure refers to the A. Size of soil particles B. Arrangement of soil particles C. Soil minerals and contents D. Soil pH E. Soil catena
B — Arrangement of soil particles
Soil structure is how soil particles are arranged into aggregates.
Match List A item (i) 'Are lines of glacial deposits along the sides of valleys' with its response in List B. C. Lateral moraines
C — Lateral moraines
Lateral moraines are ridges of debris deposited along the sides of a glacier in a valley.
UNVERIFIED: paper unreadable, so the full List B is not available; only the key's option is shown. Reason drafted.
Match List A item (ii) 'A tidal wave formed as a result of an earthquake or volcanic eruption' with its response in List B. E. Tsunami
E — Tsunami
A tsunami is a large sea wave generated by earthquakes or volcanic eruptions under or near the sea.
UNVERIFIED: paper unreadable, so the full List B is not available; only the key's option is shown. Reason drafted.
Match List A item (iii) 'Small particles of condensed water at the lower part of the atmosphere' with its response in List B. B. Clouds
B — Clouds
Clouds are masses of small condensed water droplets in the lower atmosphere.
UNVERIFIED: paper unreadable, so the full List B is not available; only the key's option is shown. Reason drafted.
Match List A item (iv) 'Winds blowing from horse latitudes to the equatorial belts' with its response in List B. G. Trade winds
G — Trade winds
Trade winds blow from the subtropical high-pressure (horse latitude) belts towards the equator.
UNVERIFIED: paper unreadable, so the full List B is not available; only the key's option is shown. Reason drafted.
Match List A item (v) 'A well developed surface of a limestone region' with its response in List B. A. Karst landscape
A — Karst landscape
A karst landscape is the surface of a limestone area, with features such as sinkholes, caves and swallow holes.
UNVERIFIED: paper unreadable, so the full List B is not available; only the key's option is shown. Reason drafted.
With the aid of a diagram, describe the characteristic features of a shield volcano.
Broad, gentle slopes built by fluid basaltic lava, layered lava flows from a central vent, non-explosive eruptions, a summit caldera, and examples such as Mauna Loa
CHECK: the key gives only a text description of the diagram; the diagram itself is not in the key.
Present the vehicle data for the Morogoro – Dodoma road (Dutsan 260, Landrover 340, Isuzu 460, Toyota 400, Others 250 vehicles) by means of a pie chart.
Pie chart with a total of 1,710 vehicles and sector angles of about 55°, 72°, 97°, 84° and 53°
CONTESTABLE: key gives Others as 52°; 52.6° rounds to 53°, but 52° keeps the total at 360°. Either is acceptable.
Describe the advantages and disadvantages of the pie chart you used in (a).
Advantages: clear visual comparison and simple summary. Disadvantages: hard with many small categories, and shows proportions rather than actual values
Write short notes on how you would prepare yourself for a field research.
Define objectives, review literature, prepare instruments, arrange logistics, and obtain permits
Explain briefly plane surveying as used in survey.
Surveying a flat earth, ignoring its curvature, for small areas below about 250 km²
Explain briefly geodetic surveying as used in survey.
Surveying that takes the earth's curvature into account, for large areas, with highly accurate results
Explain briefly cadastral surveying as used in survey.
Determining and demarcating property boundaries for legal documents and land ownership
Explain briefly topographic surveying as used in survey.
Determining the natural and man-made features of an area, including elevations and contours, to produce topographic maps
Explain briefly the concept listed as (e) in the survey question.
Recording and registering land parcels for ownership, taxation and transfer
UNVERIFIED: the key repeats cadastral surveying for (e), and the paper is unreadable, so the concept for (e) is not confirmed.
Study the map extract of Sengerema, sheet 33/1. What is the bearing of Ijinga Hill (512060) from Igulumuki Hill (491086)?
About 141°, measured clockwise from north (Ijinga lies south-east of Igulumuki)
CORRECTED: key gave approximately 45°, which is north-east. The grid references put Ijinga south-east of Igulumuki, about 141°. Verify the readings on the sheet.
Study the map extract of Sengerema, sheet 33/1. Find the length of the loose surface road from the junction at CBP (483164) to Kamwashi (564114).
About 8.1 km (key figure), by measuring the road on the map and applying the scale
UNVERIFIED: the grid references differ by 81 east and 50 north units (about 95 units straight-line). The key's 8.1 km does not match if 1 unit = 1 km; check the grid unit and scale.
Study the map extract of Sengerema, sheet 33/1. Draw a cross-section from Nyamabano Hill (462146) to Nyamazugo Hill (500179).
A straight-line profile from spot heights and contours plotted on a graph and joined smoothly
CHECK: method only; the key gives no profile heights to verify against.
Study the map extract of Sengerema, sheet 33/1. Use specific examples to outline the economic activities conducted in the area.
Fishing on Lake Victoria, subsistence farming, small-scale trade, livestock keeping, and timber and charcoal
CHECK: activities are inferred from the map; verify against the extract.
Study the map extract of Sengerema, sheet 33/1. Point out the factors which have determined the population distribution of the area.
Lake Victoria, fertile soils, transport routes, relief, and social services
CHECK: factors are inferred from the map; verify against the extract.
Study the photograph provided. Name the type of photograph provided.
Ground photograph, taken from ground level
CHECK: photograph not in the text; key answer is used.
Name the crop shown in the foreground of the photograph.
Maize
CHECK: photograph not in the text; key answer is used.
State the characteristics of the climate which favour the growth of the crop mentioned in 8(b).
Warm temperatures of about 18–27°C, moderate to high well-distributed rainfall of 500–1,200 mm, plenty of sunshine, and well-drained fertile soils
CHECK: climate figures are from the key; verify against standard agronomy references.
Comment on the stage which might have been reached by the crop mentioned in 8(b).
Maturity stage, with cobs visible and leaves fully developed, close to harvest
CHECK: photograph not in the text; key answer is used.
Describe the usefulness and disadvantages of exploiting the Rufiji and Kagera river basins.
Irrigation, fishing, hydroelectric power, transport and water supply, against environmental damage, flooding and conflict over water
Which factors have influenced the success of commercial beef keeping in the mid-plains of U.S.A.?
Extensive grassland, capital and technology, transport, markets, government support, and favourable climate
What is meant by the term 'settlement'?
A place where people establish a community and live together, with houses, infrastructure and social services
Explain three (3) main types of rural settlement.
Dispersed, nucleated and linear settlements
What is acid rain?
Precipitation with high acid levels, formed when sulfur and nitrogen oxides from fuel burning and industry combine with water vapour
Discuss the effects of acid rain.
Damage to forests, acidified waters, corroded buildings, lower soil fertility, and health risks
The earth's shape is a flattened sphere which is called A ekman spiral B geoid C globe D galtax E spherical.
B — geoid
The earth is slightly flattened at the poles and bulged at the equator; this shape is a geoid.
_______ occurs when three heavenly bodies are in one line and one of them is the source of light. A Solar system B Equinox C Eclipse D Solstice E Solar radiation.
C — Eclipse
An eclipse occurs when the sun, moon and earth align in a straight line, so one body blocks light from another.
The Secretary General of the UN addressed the world from New York (75°W 42°N) at 7:30 p.m. Tuesday. At what time and day will people in Dar Es Salaam (45°E 6°S) hear the same speech? A 3:30 a.m. Wednesday B 12:30 p.m. Tuesday C 11:30 p.m. Wednesday D 3:30 p.m. Wednesday E 8:30 p.m. Tuesday.
A — 3:30 a.m. Wednesday
Dar es Salaam is 8 hours ahead of New York (120° of longitude), so 7:30 p.m. Tuesday becomes 3:30 a.m. Wednesday.
The temperature at Moshi 950 metres is 24°C. What will the temperature be at Uhuru Peak 5,895 metres above sea level? A 32°C B –8°C C –24°C D 18°C E 0°C
B — –8°C
Temperature falls 6.5°C per 1000 m: 4.945 km x 6.5 = 32.1°C drop; 24 – 32.1 ≈ –8°C.
When two forces act away from each other laterally, they are called A lateral forces B orogenic forces C vertical forces D compressional forces E tensional forces.
E — tensional forces
Tensional forces act outward, pulling the crust apart and producing features such as rift valleys.
A delta which is found in a lake is called __________ delta. A marine B lacustrine C alluvial D arcuate E bird's foot
B — lacustrine
Lacustrine deltas form where rivers enter lakes and deposit sediment.
A natural outflow of water from the surface rock is known as A brook B stream C artesian well D spring E aquifer.
D — spring
A spring is water flowing naturally from the ground where the water table reaches the surface.
CHECK: paper prints option A as 'oasis'; the key text says 'brook'. Key letter D is unaffected.
When several rivers drain into a depression they form a drainage system called ________ drainage. A radial B superimposed C dendritic D centripetal E trellised.
D — centripetal
Centripetal drainage has rivers flowing inward from all directions toward a central depression or basin.
CHECK: paper lists C trellised and E dendritic; key letter D (centripetal) is the same in both.
A soluble rock with jointed structure resembling a wall is called A granite B grike C basalt D limestone E clint.
E — clint
A clint is a block of limestone standing between grikes in a limestone pavement, forming a wall-like jointed structure.
The Barysphere of the earth is made up of A silica and magnesia B silica and alumina C iron and nickel D iron and zinc E iron and alumina.
C — iron and nickel
The barysphere (core) is mainly heavy metals, especially iron and nickel.
Natural embankments built up by a stream along the edges of its channel. List B: A Bearing; B Delta; C Alignment; D Levees; E Dolines; F Bore hole; G Micro climate; H Macro climate; I Podzol; J Mable
D — Levees
Levees are raised natural banks built by deposited sediment along a stream channel.
It is the group of soils which occurs mostly in the moist cool temperate climate. List B: A Bearing; B Delta; C Alignment; D Levees; E Dolines; F Bore hole; G Micro climate; H Macro climate; I Podzol; J Mable
I — Podzol
Podzols are the soil group typical of moist, cool temperate climates.
The direction of a place in degrees from another place. List B: A Bearing; B Delta; C Alignment; D Levees; E Dolines; F Bore hole; G Micro climate; H Macro climate; I Podzol; J Mable
A — Bearing
A bearing is the direction of one place from another, measured in degrees.
A shallow depression in a karst region. List B: A Bearing; B Delta; C Alignment; D Levees; E Dolines; F Bore hole; G Micro climate; H Macro climate; I Podzol; J Mable
E — Dolines
Dolines are shallow closed depressions typical of karst landscapes.
A detailed study on a small scale of weather elements within a natural or man-made environment. List B: A Bearing; B Delta; C Alignment; D Levees; E Dolines; F Bore hole; G Micro climate; H Macro climate; I Podzol; J Mable
G — Micro climate
Micro climate studies weather elements over a small area, such as within a field, forest or urban street.
State three (3) mechanisms developed by plants to adapt themselves to drought conditions.
Long tap roots reach deep water; reduced or spiny leaves cut transpiration; thick fleshy stems or leaves store water.
What is a line graph?
A statistical diagram in which data points are plotted and joined by straight lines, usually to show trends over time.
List down the main types of line graphs.
Simple, multiple and compound line graphs.
Construct a line graph to show the trend of coffee production in Tanzania from 1970 to 1974 (000 tons): 1970 2050; 1971 2600; 1972 1800; 1973 1950; 1974 3000.
Line graph with years on the x-axis and production (000 tons) on the y-axis; points joined in year order.
NOT IN ANSWER SHEET: solutions give the data only; points drafted.
Define the term sampling as used in field research.
Selecting a small part of a population or area to study in order to draw conclusions about the whole.
Outline the main types of sampling as used in field research.
Random, systematic, stratified and purposive sampling.
What problems are likely to be encountered in field research?
Access to areas, language and cooperation of respondents, limited time and resources, and bias or inaccurate responses.
What is levelling?
A surveying technique for finding the relative height of points on the earth's surface and the vertical distance between them.
What would you do when preparing a chain survey?
Study the area, gather tools, mark the base line and survey lines, sketch the area and assign team roles.
What would you do to overcome obstacles such as a pond in a chain survey?
Use indirect methods: form triangles around the pond, or take offsets and angular readings.
(Tabora sheet 118/2) Grid reference 885465: list down one physical and one man-made feature.
Physical: seasonal river. Man-made: minor road.
UNVERIFIED: map extract not in source; key cannot be checked.
(Tabora sheet 118/2) Grid reference 866475: list down one physical and one man-made feature.
Physical: contour line showing gentle slope. Man-made: railway line.
UNVERIFIED: map extract not in source; key cannot be checked.
(Tabora sheet 118/2) Grid reference 815393: list down one physical and one man-made feature.
Physical: scattered vegetation cover. Man-made: settlement or village.
UNVERIFIED: map extract not in source; key cannot be checked.
(Tabora sheet 118/2) Grid reference 796430: list down one physical and one man-made feature.
Physical: forested area. Man-made: footpath through woodland.
UNVERIFIED: map extract not in source; key cannot be checked.
(Tabora sheet 118/2) Grid reference 832430: list down one physical and one man-made feature.
Physical: swamp or seasonal marshland. Man-made: track or path.
UNVERIFIED: map extract not in source; key cannot be checked.
(Tabora sheet 118/2) Measure the distance of the railway line from grid reference 740447 to 833360.
About 14.2 km, measured along the curved railway with a thread and converted using the 1:50,000 scale.
UNVERIFIED: map not in source; distance cannot be checked.
(Tabora sheet 118/2) List down the main factors that have influenced vegetation distribution in the area.
Climate (rainfall), soil type, human activities, topography and water sources.
(Tabora sheet 118/2) What are the main functions of Tabora town?
Administrative, transport, commercial and service centre.
UNVERIFIED: map not in source; functions drafted from key.
(Tabora sheet 118/2) Giving examples, account for the main activities found in the area.
Farming, transport and communication, trading, logging and livestock keeping.
UNVERIFIED: map not in source; examples cannot be checked.
Study the photograph provided. Explain the traditional methods used for clearing the vegetation as seen in the photograph.
Clearing by hand with tools, and clearing by burning.
NOT IN ANSWER SHEET: solutions have no answer for Q8; points drafted.
Study the photograph provided. State the type of vegetation found in the area.
Identify the vegetation type visible in the photograph (for example woodland or bush).
NOT IN ANSWER SHEET: photo not in source; points drafted.
Study the photograph provided. What are the impacts on the environment of this activity at the local and national level?
Local: soil erosion and loss of habitat. National: loss of forest cover and siltation of rivers.
NOT IN ANSWER SHEET: solutions have no answer for Q8; points drafted.
Study the photograph provided. Determine the weather condition at the time the photograph was taken.
Read the weather from sky cover, shadows and ground condition visible in the photograph.
NOT IN ANSWER SHEET; UNVERIFIED: photo not in source.
Explain the factors that influence the exploitation of mineral resources.
Accessibility, market demand, capital, government policy, skilled labour, and environmental concerns.
State the problems of beef cattle production in Tanzania.
Diseases, water shortage, poor pasture, poor breeding and weak markets.
In what ways can beef production be improved?
Veterinary services, pasture management, modern breeding, better infrastructure and farmer education.
Explain environmental hazards.
Natural or human-induced events that harm people, property and ecosystems.
What are the aims of introducing family planning programmes?
Control the number and spacing of children, improve maternal and child health, reduce population growth, and promote responsible parenthood.
State the main problems facing family planning programmes.
Lack of awareness, cultural and religious beliefs, limited access, misconceptions, and low male involvement.
River erosion operates in three ways, namely A Surface, vertical and lateral B Headward, vertical and surface C Lateral, frontal and surface D Frontal, lateral and headward E Lateral, subsurface and surface
A — Surface, vertical and lateral
River erosion deepens the channel (vertical), widens it (lateral) and removes material from the surface.
CHECK: section letter inferred (paper unreadable).
The magnitude of an earthquake refers to the A Effects produced by the earthquake B Large amplitude waves known as L-waves C Point at which earthquake originates D Total amount of energy released E Point on the earth's surface above the focus
D — Total amount of energy released
Magnitude measures the total energy released by an earthquake, not its effects or location.
CHECK: section letter inferred (paper unreadable).
If Ronaldo De Lima scores a goal for his national team playing in Colombo (80°E) at 4:00 p.m. local time, what would be the time at Mtwara in Tanzania (40°E)? A 6:40 a.m. B 1:20 a.m. C 6:40 p.m. D 1:20 p.m. E 2:40 p.m.
D — 1:20 p.m.
Longitude difference is 40°, equal to 2 h 40 min. Colombo is ahead, so Mtwara is 2 h 40 min behind: 1:20 p.m.
CHECK: section letter inferred (paper unreadable).
Plants with long roots, thorny stems, needle shaped leaves, wax or hair are found in A The Mediterranean region B Hot deserts C Tropical grasslands D The equatorial region E The monsoon region
B — Hot deserts
These plant adaptations are typical of hot deserts, where water conservation is essential.
CHECK: section letter inferred (paper unreadable).
The part of the earth that forms continental blocks is called A Sima B Core C Mantle D Sial E Hydrosphere
D — Sial
Sial, made of silica and aluminium, forms the continental crust.
CHECK: section letter inferred (paper unreadable).
The temperature of Dar es Salaam at sea level is 31°C. What will be the temperature of Arusha 2500 m above sea level? A 16°C B 29.5°C C 15°C D 46°C E 32.5°C
C — 15°C
Temperature falls 6.5°C per 1000 m: 2.5 x 6.5 = 16.25°C drop; 31 – 16.25 = 14.75°C, nearest option 15°C.
CHECK: section letter inferred (paper unreadable). CORRECTED: key A (16°C) changed to C (15°C). Solutions' own working gives 14.75°C, nearest option 15°C.
Reverse fault is mainly caused by A Earth movement B Tensional force C An earthquake D Weathering E Compressional force
E — Compressional force
A reverse fault forms when compressional forces push rocks together, causing upward movement of one block.
CHECK: section letter inferred (paper unreadable).
Which one among the following features occurs in a glaciated lowland region? A Esker B Cirque C Pyramidal peak D Hanging valley E Arête
A — Esker
Eskers are winding ridges of sand and gravel deposited by meltwater in lowland glaciated areas.
CHECK: section letter inferred (paper unreadable).
The slow movement of soil particles which can be recognised by the bending of trees and fences is referred to as A Land slide B Mud flow C Soil creep D Rock fall E Soil erosion
C — Soil creep
Soil creep is the slow, gradual downhill movement of soil, shown by tilted trees and fences.
CHECK: section letter inferred (paper unreadable).
A drainage system of a river where the river flows in accordance with the rock structure is called A Discordant drainage system B Antecedent drainage system C Superimposed drainage system D Back tilted drainage system E Accordant drainage system
E — Accordant drainage system
An accordant drainage system follows the natural rock structure and slope.
CHECK: section letter inferred (paper unreadable).
Used to plot routes for ships crossing large stretches of oceans and aircraft flying great distances.
C — Great circles
Great circles give the shortest route over the globe for long-distance sea and air travel.
CHECK: section letter inferred (paper unreadable).
It builds up when a glacier is stationary.
F — Terminal moraines
Terminal moraines are deposited at the glacier's furthest extent when it stops moving.
CHECK: section letter inferred (paper unreadable).
A broad tidal channel of a river where it enters the sea.
I — Estuary
An estuary is a broad tidal mouth where a river meets the sea.
CHECK: section letter inferred (paper unreadable).
The hardest part of the earth's surface.
B — Lithosphere
The lithosphere is the rigid outer layer of the earth.
CHECK: section letter inferred (paper unreadable).
A large closed depression formed in the karst region.
A — Uvala
A uvala is a large closed depression formed by merging dolines in karst regions.
CHECK: section letter inferred (paper unreadable).
Calculate the annual mean temperature for station X. Monthly temperatures: 28, 27, 27, 27, 28, 28, 26, 25, 24, 26, 27, 28.
26.8°C (monthly values total 321; 321 ÷ 12 = 26.75).
CORRECTED: solutions total 317 and give 26.4°C; the listed values sum to 321, so key changed to 26.8°C. CHECK: section letter inferred (paper unreadable).
Calculate the annual rainfall for station X. Monthly rainfall (mm): 2400, 2100, 2050, 1750, 1700, 1750, 1600, 1500, 1700, 1805, 2100, 2300.
22,755 mm.
CHECK: section letter inferred (paper unreadable).
Determine the temperature mode and median for station X (monthly values as in 4(a)).
Mode 27°C (27°C and 28°C each occur four times); median 27°C.
CONTESTABLE: 27°C and 28°C both occur four times, so the mode is bimodal. CHECK: section letter inferred (paper unreadable).
Name three (3) cash crops that can be grown in the area surrounding station X.
Coffee, tea and sugarcane.
CHECK: tea reason in key cites cool conditions, but station X mean is about 27°C. CHECK: section letter inferred (paper unreadable).
With reasons, suggest the type of climate of station X.
Equatorial climate: high annual rainfall (above 2000 mm) and fairly high temperatures with small variation.
CHECK: section letter inferred (paper unreadable).
Explain briefly descriptive research as applied in research.
Collecting data to describe the characteristics of a population or phenomenon, without testing hypotheses.
CHECK: section letter inferred (paper unreadable).
Explain briefly applied research as applied in research.
Research carried out to solve practical problems.
CHECK: section letter inferred (paper unreadable).
Explain briefly quantitative research as applied in research.
Research dealing with numerical data that is measured and analysed statistically.
CHECK: section letter inferred (paper unreadable).
Explain briefly research tools as applied in research.
Instruments used to collect data.
CHECK: section letter inferred (paper unreadable).
Explain briefly sampling techniques as applied in research.
Methods of selecting a portion of a population for study, such as random, stratified and systematic sampling.
CHECK: section letter inferred (paper unreadable).
Define the term levelling.
Determining the difference in elevation between points on the earth's surface.
CHECK: section letter inferred (paper unreadable).
Give the significance of levelling.
Used in construction, mapping, water supply and surveying to ensure accurate design and benchmarks.
CHECK: section letter inferred (paper unreadable).
Study the map extract of MAFINGA sheet 232/4. Find the distance of the TAZAMA pipeline from grid reference 480786 to 547830 in km.
About 6.7 km, measured along the line and converted using the map scale.
UNVERIFIED: map not in source; distance cannot be checked. CHECK: section letter inferred (paper unreadable).
Describe the settlement pattern of the area shown on the MAFINGA map.
Mainly nucleated, with houses concentrated in specific areas near services and transport routes.
UNVERIFIED: map not in source. CHECK: section letter inferred (paper unreadable).
Determine the direction in which river Little Ruaha flows on the MAFINGA map.
North-east, shown by the contour gradient and drainage pattern.
UNVERIFIED: map not in source; direction cannot be checked. CHECK: section letter inferred (paper unreadable).
With evidence, state three major economic activities in the area shown on the MAFINGA map.
Farming, cattle rearing and trading.
UNVERIFIED: map not in source. CHECK: section letter inferred (paper unreadable).
How has the amount of rainfall influenced the type of vegetation shown in the MAFINGA map?
High rainfall gives dense forest and woodland; moderate rainfall supports crops and grassland; low rainfall gives sparse shrub.
CHECK: section letter inferred (paper unreadable).
Study the photograph provided. Name the type of photograph.
A ground photograph.
UNVERIFIED: photo not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. Describe the possible climate of the area.
Likely tropical climate with alternating wet and dry seasons, from the mix of trees and open land.
UNVERIFIED: photo not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. Suggest the economic activities that might be taking place in the area.
Farming, livestock keeping and charcoal burning or timber extraction.
UNVERIFIED: photo not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. From which part of Tanzania was this photograph taken?
Dodoma, Singida or Tabora regions, where such vegetation and landscapes are common.
UNVERIFIED: location is a guess from photo, not checkable. CHECK: section letter inferred (paper unreadable).
Giving examples from Tanzania, explain large scale farming.
Cultivation of crops on extensive farms with machinery, fertiliser and improved seeds; e.g. sugarcane in Kilombero and rice in Mbeya.
CHECK: section letter inferred (paper unreadable).
What are the disadvantages of large scale farming in Tanzania?
Displacement of small farmers, environmental degradation, heavy investment needs, export-oriented crops, and limited employment.
CHECK: section letter inferred (paper unreadable).
Discuss the factors for the development of ship manufacturing in Japan.
Long coastline and harbours, skilled labour and technology, a strong steel industry, high demand and government support.
CHECK: section letter inferred (paper unreadable).
Why is ship manufacturing important to Japan?
It supports exports, creates jobs, earns foreign exchange, supports fishing and strengthens technological competitiveness.
CHECK: section letter inferred (paper unreadable).
State and explain the determinants of age structure in a population.
Birth rate, death rate, migration, health services, and social and economic factors.
CHECK: section letter inferred (paper unreadable).
Explain the forms of environmental problems facing Tanzania. What measures are taken to solve these problems?
Deforestation, soil erosion, water pollution, desertification, wildlife destruction and urban sanitation; each with measures.
CHECK: section letter inferred (paper unreadable).
Which of the following is the evidence which proves that the earth is spherical? A The lunar eclipse B The four seasons C The revolution of the earth D The eclipse of the sun E Equator
A — The lunar eclipse
During a lunar eclipse the earth casts a round shadow on the moon, showing the earth is spherical.
CHECK: section letter inferred (paper unreadable).
A great circle refers to A A line of longitude B A circle on the globe C The shortest distance between two points D A circle on the globe whose plane passes through the centre of the globe E Greenwich meridian only
D — A circle on the globe whose plane passes through the centre of the globe
A great circle divides the globe into two equal halves by passing through its centre.
CHECK: section letter inferred (paper unreadable).
A reverse fault is caused by A Tensional forces B Downwarping of the earth's surface C Folding D Compressional forces E Denudation
D — Compressional forces
Reverse faults form under compression, which pushes rocks together and forces one block over the other.
CHECK: section letter inferred (paper unreadable).
Tides are highest A During the eclipse B During the aphelion C During the equinox D During the day and night throughout the year E At the poles
C — During the equinox
The key gives equinox, when sun, moon and earth are aligned and produce spring tides.
CONTESTABLE: spring tides are tied to new and full moon alignment; equinox is the key's answer. CHECK: section letter inferred (paper unreadable).
Micheweni at sea level has a temperature of 32°C. What is the temperature of Karatu 1500 m above sea level? A 19°C B 9°C C 0.6°C D 17°C E 23°C
E — 23°C
Temperature falls 6.5°C per 1000 m: 1.5 x 6.5 = 9.75°C drop; 32 – 9.75 = 22.25°C, nearest option 23°C.
CHECK: section letter inferred (paper unreadable). CORRECTED: key A (19°C) changed to E (23°C). Solutions' own working gives about 22°C, and 19°C is 3°C away from it.
Quartz is a compound element of A Aluminium and granite B Feldspar and carbon dioxide C Manganese and iron D Iron, granite and carbon dioxide E Silicon and oxygen
E — Silicon and oxygen
Quartz is silicon dioxide (SiO2), made of silicon and oxygen.
CHECK: section letter inferred (paper unreadable).
The intensity of an earthquake is measured by an instrument called A Epicentre B Chronometer C Seismograph D Richter scale E Hygrometer
D — Richter scale
The key gives the Richter scale for earthquake intensity.
CONTESTABLE: Richter scale measures magnitude, not intensity; seismograph is the instrument that records. CHECK: section letter inferred (paper unreadable).
Which of the following has a limestone surface feature? A Stalagmite B Underground stream C Tombolo D Polje E Loess
A — Stalagmite
Stalagmites are calcium carbonate deposits on cave floors, formed in limestone.
CONTESTABLE: stalagmite is a cave feature; polje (D) is a surface karst feature and fits 'surface' better. CHECK: section letter inferred (paper unreadable).
A stony desert is called A Hamada B Reg C Barchan D Erg E Temperate desert
B — Reg
A reg is a desert surface covered with gravel or stones.
CHECK: section letter inferred (paper unreadable).
The following is not a feature formed in the glaciated highland areas: A Truncated spurs B V-shaped valley C Crag and tail D Pyramidal peak E Arête
B — V-shaped valley
V-shaped valleys are formed by river erosion, not glaciation.
CHECK: section letter inferred (paper unreadable).
The renewed activity of the river.
F — Rejuvenation
Rejuvenation is renewed erosion when a river's base level falls.
CHECK: section letter inferred (paper unreadable).
It is an area with low pressure on the tropics.
C — Doldrum
The doldrums is the low-pressure equatorial belt of calms.
CHECK: section letter inferred (paper unreadable).
Part of the earth forming the upper part of the crust or continent.
G — Sial
Sial is the silica-and-alumina layer forming continental crust.
CHECK: section letter inferred (paper unreadable).
Elongated lakes formed in the U-shaped valley.
K — Ribbon
Ribbon lakes are elongated lakes in glacially eroded U-shaped valleys.
CHECK: section letter inferred (paper unreadable).
The coarseness of the soil, which is part of soil property.
L — Texture
Soil texture describes the coarseness or fineness of soil particles.
CHECK: section letter inferred (paper unreadable).
The catchment area.
T — River source
The key pairs catchment area with river source.
CHECK: 'catchment area' normally means drainage basin; key pairs it with 'River source'. CHECK: section letter inferred (paper unreadable).
Loads beneath the glacier.
B — Ground moraine
Ground moraine is debris carried beneath a glacier and deposited as it melts.
CHECK: section letter inferred (paper unreadable).
Consists of broad leaves and found in temperate region.
H — Deciduous
Deciduous trees have broad leaves that are shed seasonally, typical of temperate regions.
CHECK: section letter inferred (paper unreadable).
Normal fault.
J — Tensional force
Normal faults form under tensional forces that pull rock apart.
CHECK: section letter inferred (paper unreadable).
Rocky planetary bodies orbiting the sun.
N — Asteroid
Asteroids are rocky bodies orbiting the sun, mostly between Mars and Jupiter.
CHECK: section letter inferred (paper unreadable).
The enrolment of Form Five students at Kilimo Secondary School, 1980-1985: 1980 100; 1981 150; 1982 175; 1983 200; 1984 225; 1985 300. Present the data by divergent bar graph.
Bars for each year drawn from a central axis, extending in opposite directions for comparison.
CHECK: a divergent bar graph is an unusual choice for single-series data; key answer used as given. CHECK: section letter inferred (paper unreadable).
What are the advantages and disadvantages of a divergent bar graph?
Advantage: clear view of increases and decreases and easy comparison. Disadvantage: hard to read with large or multi-variable data and weak at showing cumulative trends.
CHECK: section letter inferred (paper unreadable).
Name three alternative ways of presenting the enrolment data in 3(a).
Line graph, pie chart or histogram.
CHECK: section letter inferred (paper unreadable).
Define hypothesis as applied in field research.
A tentative statement or assumption explaining a phenomenon that can be tested through data collection and analysis.
CHECK: section letter inferred (paper unreadable).
Why is knowledge of conducting field research important to researchers?
It helps design effective studies, apply correct methods, analyse data accurately and draw valid conclusions.
CHECK: section letter inferred (paper unreadable).
Define simple chain survey.
A surveying method using linear ground measurements with a chain or tape to map small areas.
CHECK: section letter inferred (paper unreadable).
Main use of pegs in simple chain survey.
To mark stations or fixed survey points on the ground.
CHECK: section letter inferred (paper unreadable).
Main use of cross staff in simple chain survey.
To set out right angles at survey points.
CHECK: section letter inferred (paper unreadable).
Main use of surveyor's band in simple chain survey.
To measure long distances more accurately than a chain.
CHECK: section letter inferred (paper unreadable).
Main use of arrows in simple chain survey.
To mark the end of a measured chain length and count the chains measured.
CHECK: section letter inferred (paper unreadable).
Study the map extract of Kasulu sheet 93/1. Change the scale of the map (1:50,000) into a statement scale.
1 cm represents 0.5 km on the ground.
CHECK: section letter inferred (paper unreadable).
Measure the distance of the all-weather road from grid reference 680015 to Kasulu town (774955).
About 12 km, measured along the road and converted with the scale.
UNVERIFIED: map not in source; distance cannot be checked. CHECK: section letter inferred (paper unreadable).
Calculate the area covered by swamps on the Kasulu map.
About 6 km2, by counting grid squares with swamp symbols.
UNVERIFIED: map not in source; area cannot be checked. CHECK: section letter inferred (paper unreadable).
Explain the main types of vegetation of the area shown on the Kasulu map.
Woodland, cultivated land and grassland.
UNVERIFIED: map not in source. CHECK: section letter inferred (paper unreadable).
What factors influenced the location of Kasulu town?
Transport routes, water sources, fertile soils and flat land.
UNVERIFIED: map not in source; factors are drafted from key. CHECK: section letter inferred (paper unreadable).
Explain the main economic activities of the area shown on the Kasulu map.
Farming, livestock keeping and trade.
UNVERIFIED: map not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. Identify the crop shown in the foreground and name any three possible areas in Tanzania where it is grown.
Cotton, grown in Shinyanga, Mwanza and Singida regions.
UNVERIFIED: photo not in source; crop identity cannot be checked. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. With reasons, determine the time at which the photograph was taken.
During the day, morning or afternoon, from clear light and shadows.
UNVERIFIED: photo not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. State the type of the photograph.
A ground photograph, taken from surface level horizontally.
UNVERIFIED: photo not in source. CHECK: section letter inferred (paper unreadable).
What is nomadic pastoralism?
Livestock keeping where herders move from place to place in search of pasture and water, with non-permanent movement.
CHECK: section letter inferred (paper unreadable).
Explain the disadvantages of nomadic pastoralism in Northern Kenya.
Overgrazing and desertification, conflict over resources, limited social services, exposure to harsh conditions, and difficulty of development.
CHECK: section letter inferred (paper unreadable).
Explain the pre-conditions for establishing a hydroelectric power station.
A reliable river with sufficient flow, a fall or steep gradient, a dam site, stable geology, and access to transmission lines and a market.
CHECK: section letter inferred (paper unreadable).
What are the advantages of hydroelectric power?
Renewable, clean, reliable and cheap once built, with additional uses in irrigation, fishing, tourism and employment.
CHECK: section letter inferred (paper unreadable).
What is urbanisation?
The process by which an increasing proportion of a country's population lives in towns and cities.
CHECK: section letter inferred (paper unreadable).
Describe the main push factors which lead to rural-urban migration.
Unemployment, poor social services, natural disasters, land scarcity and insecurity in rural areas.
CHECK: section letter inferred (paper unreadable).
'Soil erosion is a man-made phenomenon only.' Discuss.
Erosion is partly man-made and partly natural; human activity accelerates it, but it is not purely man-made.
CHECK: section letter inferred (paper unreadable).
Due to spinning effect of the earth, water and air currents do not travel in straight lines. The term used to describe this situation is A Deflation B Reflection C Deflection D Direction E Abrasion
C — Deflection
This is deflection (the Coriolis effect), which bends winds and currents to the right in the northern hemisphere and to the left in the southern.
CHECK: section letter inferred (paper unreadable).
Which of the following is the proper arrangement of the first five planets of the solar system according to distance from the sun, starting with the nearest? A Mercury, Earth, Venus, Saturn and Mars B Mercury, Venus, Earth, Mars and Jupiter C Venus, Mercury, Mars, Earth and Uranus D Mars, Earth, Mercury, Jupiter and Venus E Mercury, Jupiter, Earth, Venus and Uranus
B — Mercury, Venus, Earth, Mars and Jupiter
The correct order from the sun is Mercury, Venus, Earth, Mars, Jupiter.
CHECK: section letter inferred (paper unreadable).
If the time at place X 45°E is 10:00 a.m., what will the time be at place Y, 45°W? A 6:00 a.m. B 10:00 p.m. C 4:00 p.m. D 4:00 a.m. E 10:00 a.m.
D — 4:00 a.m.
The longitude difference is 90°, equal to 6 hours. Y is west of X, so its time is 6 hours behind: 4:00 a.m.
CHECK: section letter inferred (paper unreadable). CORRECTED: key B (10:00 p.m.) changed to D (4:00 a.m.). The solutions' own working gives 4:00 a.m. (6 hours behind), which is option D.
Which feature forms a natural barrier to floods? A Levee B Dam C Rapid D Waterfall E Delta
A — Levee
Natural levees are raised banks built by sediment deposited during floods.
CHECK: section letter inferred (paper unreadable).
Medial moraines occur in mountain regions where A Several cirques meet to form a sharp peak B Two glacier valleys become one and lateral moraines unite C An arête is lowered by frost and thaw D Alluvial fans are formed E Glaciation takes place
B — Two glacier valleys become one and lateral moraines unite
Medial moraines form where two glaciers meet and their lateral moraines join.
CHECK: section letter inferred (paper unreadable).
An earthquake begins A Along a fault or a fissure B At the inner core of the earth C At the epicenter D At the focus E From the mantle layer
D — At the focus
An earthquake originates at the focus, the point inside the earth where stress is released.
CHECK: section letter inferred (paper unreadable).
Which of the following features are produced by water action in desert areas? A Yardangs and Playas B Sand dunes and Canyons C Alluvial fans and Zeugens D Canyons and Playas E Alluvial fans and Sand dunes
D — Canyons and Playas
Water action in deserts produces canyons by erosion and playas by deposition in basins.
CHECK: section letter inferred (paper unreadable).
Which one of the following is not true of sedimentary rocks? A They are usually in layers B They have been changed by heat and pressure C Some contain important minerals D Some are wind deposited E They are organically, chemically or mechanically formed
B — They have been changed by heat and pressure
Heat and pressure change rocks into metamorphic rocks, not sedimentary rocks.
CHECK: section letter inferred (paper unreadable).
Soils with clearly distinguishable horizons which occur in definite regions of climate and vegetation are known as A Intrazonal soil B Clay soil C Zonal soil D Azonal soil E Desert soil
C — Zonal soil
Zonal soils are well-developed soils that reflect the climate and vegetation of their region.
CHECK: section letter inferred (paper unreadable).
The following is a coastline which exhibits drowned hills and valleys parallel to the sea or ocean: A Upland coast B Ria coast C Fjord D Dalmatian E Lowland coast
D — Dalmatian
Dalmatian coasts have drowned valleys running parallel to the shore, forming long narrow islands and inlets.
CHECK: section letter inferred (paper unreadable).
Inter-Tropical Convergence Zone (ITCZ).
S — The zone between the maritime and continental air masses
The ITCZ is the zone where trade winds converge, between maritime and continental air masses.
CHECK: section letter inferred (paper unreadable).
Angular distance East or West of the Prime Meridian.
Q — Longitude
Longitude is the angular distance east or west of the Prime Meridian.
CHECK: section letter inferred (paper unreadable).
An extensive elevated region with gentle undulating surface with uniform summit level.
O — A plateau
A plateau is an extensive elevated region with a level or gently undulating surface.
CHECK: section letter inferred (paper unreadable).
The break of rocks by alternate freezing and thawing of water at the bottom of cracks in the glaciated land.
I — Sapping
The key gives sapping; the description is frost action, the normal term for which is frost shattering.
CHECK: description matches frost shattering; key letter I is listed as 'Sapping' in the solutions. CHECK: section letter inferred (paper unreadable).
Feature formed at the mature stage of the river.
P — Interlocking spurs
Interlocking spurs form in the mature stage as the river winds round projecting ridges.
CHECK: section letter inferred (paper unreadable).
A long, slender and needle-like calcite rock hangs downward from the roof of a limestone cave.
A — Stalactite
Stalactites hang from cave roofs, formed by dripping calcium carbonate.
CHECK: section letter inferred (paper unreadable).
The zone separating two air masses.
B — Front
A front is the zone separating two air masses of different characteristics.
CHECK: section letter inferred (paper unreadable).
Stony desert.
G — Reg
A reg is a stony desert surface.
CHECK: section letter inferred (paper unreadable).
Typical plants of hot desert area.
C — Cacti
Cacti are typical of hot desert areas.
CHECK: section letter inferred (paper unreadable).
The upper limit of saturation in a saturated rock.
N — Water table
The water table is the upper limit of saturation in rock.
CHECK: section letter inferred (paper unreadable).
Use the data below to draw a group bar graph. Contribution of agriculture to GDP in East Africa (%): 1954 Tanzania 64, Kenya 47, Uganda 67; 1958 59, 42, 64; 1960 61, 40, 61; 1965 54, 38, 59.
Group bar graph: years on the x-axis, percentage on the y-axis, three bars per year for Tanzania, Kenya and Uganda.
CHECK: section letter inferred (paper unreadable).
Give a brief comment on the contribution of agriculture to GDP in East Africa, using the data in 3(a).
Uganda highest in most years; Tanzania stable then slightly declining; Kenya lowest; agriculture dominant in all three.
CHECK: in 1960 Tanzania and Uganda both show 61%, so 'highest throughout' is not strictly true. CHECK: section letter inferred (paper unreadable).
Frequency table of classes 20-24 to 60-64 (frequencies 7, 10, 13, 6, 6, 3, 6, 7, 4): what is the interval of the class?
5.
CHECK: section letter inferred (paper unreadable).
Same frequency table as 3(c)(i): calculate the mean.
Mean = 2414 ÷ 62 = 38.9.
CHECK: section letter inferred (paper unreadable).
Same frequency table as 3(c)(i): find the mode.
Mode = 31.5, from modal class 30-34.
CONTESTABLE: using the continuous lower boundary 29.5 instead of 30 gives a mode of 31.0. CHECK: section letter inferred (paper unreadable).
What are the objectives of field research?
To collect first-hand information, verify secondary data, understand real-life situations, test hypotheses and build practical skills.
CHECK: section letter inferred (paper unreadable).
Briefly explain primary data in research.
Original information collected directly from the field by the researcher.
CHECK: section letter inferred (paper unreadable).
Briefly explain interview as a method of data collection.
The researcher asks questions directly to respondents and records their answers.
CHECK: section letter inferred (paper unreadable).
What is triangulation in surveying?
A method of locating a point by forming triangles to it from known points.
CHECK: section letter inferred (paper unreadable).
Explain the advantages of plane table survey.
Results are immediate, cheap, reduce recording errors, and suit small-scale and reconnaissance work.
CHECK: section letter inferred (paper unreadable).
Study the map extract of NANSIO sheet 22/1. Find the width of Rugezi Channel from Rugezi Point to Kisorya Point in km.
About 4.5 km, measured on the map and converted with the scale.
UNVERIFIED: map not in source; width cannot be checked. CHECK: section letter inferred (paper unreadable).
What factors may have contributed to the growth of Nansio township?
Harbour and water transport, fertile soils, transport links, administrative functions, and fishing and markets.
CHECK: factors drafted from key; not checkable against the map. CHECK: section letter inferred (paper unreadable).
Calculate the area of dry land east of Rugezi channel in square kilometres.
About 15 km2, by counting grid squares and converting with the scale.
UNVERIFIED: map not in source; area cannot be checked. CHECK: section letter inferred (paper unreadable).
Determine the bearing of Kabasiekia Island from Higongo Island (grid 190670).
About 125°, measured with a protractor.
UNVERIFIED: map not in source; bearing cannot be checked. CHECK: section letter inferred (paper unreadable).
Apart from contour lines, what other method is used to show the relief of the NANSIO map? What is the highest point shown by this method?
Spot heights; the highest point shown is 1300 m.
UNVERIFIED: map not in source; highest point cannot be checked. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. Give the necessary conditions for the growth of the crop shown.
Sugarcane needs rainfall of 1200-1500 mm, warm temperatures of 20-27°C, deep fertile loamy soils, sunshine, and flat or gently sloping land.
UNVERIFIED: crop identity taken from photo, which is not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. What activity is taking place in the photograph?
Harvesting of sugarcane, with farmers cutting and bundling stalks.
UNVERIFIED: photo not in source. CHECK: section letter inferred (paper unreadable).
Study the photograph provided. Suggest a possible area in northern Tanzania where the photograph might have been taken.
Kilimanjaro region, particularly Moshi, where sugarcane plantations are found.
UNVERIFIED: location is a guess from photo, not checkable. CHECK: section letter inferred (paper unreadable).
Discuss the problems facing the forestry industry in developing countries.
Deforestation, illegal cutting, population pressure, poor management, forest fires and pests, and lack of capital and technology.
CHECK: section letter inferred (paper unreadable).
Explain the problems facing the wheat growing provinces of Canada.
Fluctuating world prices, harsh climate, soil exhaustion from monoculture, pests and diseases, and high transport costs.
CHECK: section letter inferred (paper unreadable).
What changes are now being encouraged in the Prairie Provinces of Canada?
Crop diversification, mechanisation, irrigation, soil conservation and value addition.
CHECK: section letter inferred (paper unreadable).
Explain the influence of population on human and natural resources in East Africa.
High population strains land, forests, fisheries and social services, but gives labour; it also causes unemployment and poverty.
CHECK: section letter inferred (paper unreadable).
Define migration.
The movement of people from one place to another, temporarily or permanently, to seek better living conditions, jobs or safety.
CHECK: section letter inferred (paper unreadable).
Examine briefly the main factors which cause the different types of internal migration.
Rural-urban for jobs and services; urban-rural after retirement; seasonal for harvesting or tourism; nomadic for pasture; forced by conflict or resettlement.
CHECK: section letter inferred (paper unreadable).
Graphite, slate, marble and gneiss are examples of A Organically formed sedimentary rocks B Igneous rocks C Metamorphic rocks D Chemically formed sedimentary rocks E Physically formed sedimentary rocks
C — Metamorphic rocks
These are metamorphic rocks formed by heat and pressure acting on pre-existing rocks.
A football match started in town X 76°E at 4:30 p.m. What would be the time at Greenwich Mean Time (GMT)? A 9:34 a.m. B 11:26 a.m. C 11:26 p.m. D 9:34 p.m. E 9:00 p.m.
B — 11:26 a.m.
The longitude difference is 76°, which equals 5 hours 4 minutes. GMT is behind, so the time at GMT is 11:26 a.m.
Some mountains owe their origin mainly to denudation. Such mountains are called A Horst mountains B Residual mountains C Fold mountains D Volcanic mountains E Block mountains
B — Residual mountains
Residual mountains are remnants of once higher mountains reduced by denudation.
Which of the following combined processes makes mass wasting? (a) Soil creep (b) Mudflows (c) Granular disintegration (d) Rock falls and landslides A (a), (b) and (c) B (a) and (b) C (a), (b) and (d) D (b) and (d) E (a) and (c)
C — (a), (b) and (d)
Mass wasting includes soil creep, mudflows, rock falls, and landslides.
Which one of the following features occurs in a glaciated lowland region? A Arête B Esker C Cirque D Hanging valley E Pyramidal peak
B — Esker
Eskers are depositional features formed in lowland glaciated regions.
An eclipse of the sun occurs when A The earth comes between the sun and the moon B The sun comes between the moon and the earth C The moon comes between the sun and the earth D The sun strongly emits energy E The sun casts its shadow over the earth
C — The moon comes between the sun and the earth
A solar eclipse occurs when the moon comes between the sun and the earth.
When do we get the summer solstice in the southern hemisphere? A 23rd September B 21st June C 22nd December D 21st March E 21st September
C — 22nd December
The southern hemisphere experiences summer solstice on 22nd December.
Two main processes which lead to the formation of Roche Moutonnées are A Deflation and abrasion B Abrasion and plucking C Abrasion and attrition D Corrasion and corrosion E Deflation and deposition
B — Abrasion and plucking
Roche moutonnées are formed by glacial abrasion on the stoss side and plucking on the lee side.
Lines drawn on a map joining different places with the same height above sea level are called A Altitudes B Latitudes C Contours D Isohyets E Isobars
C — Contours
Contours are lines on a map joining points of equal height above sea level.
Which of the following is not associated with wave deposition? A Tombolo B Spit C Blow hole D Sand bar E Mudflats
C — Blow hole
A blow hole is formed by wave erosion, not deposition.
Match List A with List B. A time span on the geological calendar beginning about 65 million years ago following the mesoic era (as printed).
E — Cenozoic era
Matches the Cenozoic era, which begins about 65 million years ago.
Match List A with List B. A sedimentary rock composed of rounded gravel-sized particles.
D — Conglomerate
Matches the rounded gravel-sized sedimentary rock.
Match List A with List B. A feature formed as a result of violent volcanic eruption.
G — Volcanic cone
Matches the volcanic eruption feature.
Match List A with List B. A low narrow ridge of sand or pebbles attached to the land at one end with the other side ending in the sea.
B — Spit
Matches the ridge attached to land at one end.
Match List A with List B. An example of areas found with batholith.
J — Nyamlangila and Mgalunga
Matches the batholith example listed in List B.
Match List A with List B. A low pressure centre which develops in low latitudes.
K — Tropical cyclones
Matches the low pressure centre of low latitudes.
Match List A with List B. Vertical section of the soil.
M — Soil profile
Matches the vertical soil section.
Match List A with List B. River valley that has been drowned by a rise in sea level or fall of the land along the coast.
P — A ria
Matches the drowned river valley.
Match List A with List B. A process of determining the differences in elevation between two points.
Q — Levelling
Matches the process of measuring elevation differences.
Match List A with List B. Consists mostly of hard wood.
S — Tropical rainforest
Matches the forest type with hard wood.
Using the data 8, 22, 18, 20, 22, 8, 8, 13, 16, 21, 22, 30, 23, 16, 8, 4, 6, 2, 10, 12, 14, 15, 16, 22, 22, 27, 26, 2, 18, 4 (30 values), find the mean.
15.17 (455 ÷ 30)
The 30 values sum to 455, so the mean is 455 ÷ 30 = 15.17.
CORRECTED: key total 454 gives 15.13; the values sum to 455, so mean is 15.17.
Using the data 8, 22, 18, 20, 22, 8, 8, 13, 16, 21, 22, 30, 23, 16, 8, 4, 6, 2, 10, 12, 14, 15, 16, 22, 22, 27, 26, 2, 18, 4 (30 values), find the mode.
22
22 is the most repeated value (it occurs five times).
Using the data 8, 22, 18, 20, 22, 8, 8, 13, 16, 21, 22, 30, 23, 16, 8, 4, 6, 2, 10, 12, 14, 15, 16, 22, 22, 27, 26, 2, 18, 4 (30 values), find the median.
16
Median is the average of the 15th and 16th ordered values, both 16.
Group the same 30 values into classes of size 5 (0–4, 5–9, ... 30–34) and determine the modal class.
20–24 (frequency 8)
The class 20–24 holds the highest frequency.
CORRECTED: key gives frequency 7; the class 20–24 holds 8 values (20, 21, 22×5, 23).
Determine the standard deviation of the grouped data (mean = 15.17), using the formula √[Σ(x − mean)² ÷ N].
7.7 (approx.)
Population standard deviation with mean 15.17 gives about 7.7.
CORRECTED: key gives 7.1; recalculated value is about 7.69.
Define the term 'hypothesis' in research.
A tentative explanation or assumption about a phenomenon that can be tested through data collection and analysis.
What are the merits and demerits of research?
Merits: reliable information for decisions, knowledge and problem-solving, planning. Demerits: cost, time, technical skills, possible misuse.
What is chain surveying?
A simple method of surveying in which measurements are taken in a straight line with a chain or tape to determine distances and plot small areas.
Describe the instruments used in chain surveying.
Chain, arrows, pegs, ranging rods and cross staff.
Study the map extract of Uyole series Y 742. Name the main feature at grid reference 576134.
River valley
Feature at this grid reference as given in the solutions.
UNVERIFIED: map not in source.
Study the map extract of Uyole series Y 742. Name the main feature at grid reference 690100.
Settlement / village
Feature at this grid reference as given in the solutions.
UNVERIFIED: map not in source.
Study the map extract of Uyole series Y 742. Name the main feature at grid reference 645172.
Road junction
Feature at this grid reference as given in the solutions.
UNVERIFIED: map not in source.
Study the map extract of Uyole series Y 742. Name the main feature at grid reference 577142.
Hill
Feature at this grid reference as given in the solutions.
UNVERIFIED: map not in source.
Comment on (i) the drainage system and (ii) the settlement distribution shown on the map.
(i) Dendritic drainage. (ii) Nucleated settlement around roads and fertile areas.
UNVERIFIED: map not in source.
Measure the length of the road from grid reference 597163 to 685053 using the map scale.
Approximately 9 km
Measured using the map scale, as given in the solutions.
UNVERIFIED: map not in source.
Draw a cross-section between Ivumwe hill (553123) and Idunga (616122).
A profile showing the relative heights of hills and valleys along the line between the two points.
NOT IN ANSWER SHEET: key gives a description only, no drawn profile.
Explain the main economic activities in the area shown on the map.
Agriculture in fertile areas, livestock on open land, trade in market centres on roads, possibly forestry and small-scale fishing.
UNVERIFIED: map not in source.
Describe and explain the main physical features in the photograph.
Steep hills and ridges with narrow, deep valleys typical of highland regions; slopes covered with vegetation.
UNVERIFIED: photograph not in source.
Explain the main activities which may take place in the area.
Terrace farming on slopes, livestock in valleys, forestry on some slopes, road transport across ridges.
UNVERIFIED: photograph not in source.
To what extent is transport a problem in this area?
Transport is a challenge but not impossible: rugged terrain and narrow valleys make roads costly and limit width; landslides block routes; engineering can overcome this.
UNVERIFIED: photograph not in source.
Clearly explain, with examples, the negative effects of tourism in East Africa.
Environmental degradation, habitat destruction, cultural erosion, wildlife disturbance and overdependence on tourism.
CHECK: key cites COVID-19 as an example, which post-dates a 2001 paper.
Explain the need for and problems of irrigation farming in North East Africa.
Need: water for arid and semi-arid farming, year-round food security, lower food imports. Problems: high cost, salinization, displacement, water conflicts, environmental damage.
What do you understand by the term soil degradation?
Decline in the quality and productivity of soil due to physical, chemical and biological processes.
In what ways can you combat soil degradation?
Afforestation and reforestation, terracing and contour farming, organic manure and fertilizers, controlled grazing, proper irrigation, soil conservation laws and awareness.
Explain the basic factors considered in setting up rural settlements.
Water, fertile soils, climate, relief and drainage, accessibility, and security with social services.
What are the functions of urban settlements?
Commercial, industrial, transport and communication, administrative, educational and health, cultural and recreational functions.
When it is noon in Kigoma (30°E) the standard time in Dar-es-Salaam (39°E) will be:
E — 12:36 p.m.
The difference is 9°, i.e. 36 minutes. Dar es Salaam is ahead of Kigoma, so the time is 12:36 p.m.
UNVERIFIED: option letter E per key; option text not printed in key (time taken from working).
Land and sea breezes develop locally in coastal areas due to:
D — (option text not printed in key)
They are caused by local heating intensity on the land.
UNVERIFIED: option text not in key.
Which of the following statements about the solar system is not true?
A — (option text not printed in key)
The statement that the solar system consists of the sun and its nine planets is outdated, since Pluto is no longer considered a planet.
UNVERIFIED: option text not in key.
The radial drainage pattern is mostly common in the following areas:
E — (option text not printed in key)
Found where the underlying rocks form a cone, such as volcanic mountains.
UNVERIFIED: option text not in key.
Under pressure of metamorphism, some rocks undergo changes. The outcome includes the following rocks:
A — (option text not printed in key)
The key gives slate, gneiss and lignite as the outcome.
CHECK: key lists lignite, which is not a metamorphic rock; option text not in key.
The Great East African Rift Valley passes through the following countries in East Africa:
A — Mozambique, Tanzania, Uganda and Ethiopia
The rift passes through these countries (list as given in the key).
CHECK: option text taken from key reason; Kenya is not in the list.
An RF scale of 1:50,000 can be represented by a statement scale of:
C — One centimetre to 0.5 km
1 cm = 50,000 cm = 500 m = 0.5 km.
When a bar links an island to the mainland, it is called:
C — spit
The key gives 'spit' as the answer.
CHECK: a bar linking an island to the mainland is normally a tombolo; check option set.
The part where the sea and the land margin meet is known as:
C — coastline
The coastline is where the sea and land margin meet.
Folding is usually a result of:
B — compressional forces
Folding results from compressional forces.
Match Group A: Stevenson screen. Write the number of the matching Group B item.
12 — weather station instrument shelter
Stevenson screen is a weather station instrument shelter.
Match Group A: Rain shadow. Write the number of the matching Group B item.
5 — leeward side of a high land barrier
Rain shadow lies on the leeward side of a high land barrier.
Match Group A: Vertical interval. Write the number of the matching Group B item.
8 — the difference in vertical height between two successive contour lines
Vertical interval is the height difference between successive contours.
Match Group A: Lithosphere. Write the number of the matching Group B item.
6 — the earth's crust including the SIAL and SIMA
The lithosphere is the earth's crust including SIAL and SIMA.
Match Group A: Horn. Write the number of the matching Group B item.
4 — a pyramidal peak in a mountain range
A horn is a pyramidal peak in a mountain range.
Match Group A: Impervious rock. Write the number of the matching Group B item.
9 — that which does not allow water to soak into and pass through it
Impervious rock does not let water pass through.
Match Group A: Harmattan. Write the number of the matching Group B item.
7 — a strong, dry wind blowing over northwest Africa
The harmattan is a strong dry wind over northwest Africa.
Match Group A: Pampas. Write the number of the matching Group B item.
15 — a broad trough of low pressure where tropical maritime air masses converge
Key gives 15 for this item.
CHECK: key's Group B description for 15 is an ITCZ-type trough, not a description of Pampas.
Match Group A: Shield dome. Write the number of the matching Group B item.
16 — volcano
A shield dome is a volcanic form.
Match Group A: Crag. Write the number of the matching Group B item.
1 — a steep, rugged rock outcrop
A crag is a steep, rugged rock outcrop.
Study the map extract (Grid 890590 to 920640). Draw a cross-section from Grid 890590 to Grid 920640. Give the expected profile.
Relief profile between the two grid points showing hills, valleys and plains
The cross-section shows relief variations along the line.
UNVERIFIED: map not in source; answer is descriptive.
Determine the intervisibility of the two points of the cross-section in 1(a).
Not intervisible if a hill or raised feature blocks the line of sight; intervisible if the land is flat or slopes gradually.
The line of sight depends on the relief between the two points.
UNVERIFIED: key answer is generic; not checked against the map.
Calculate the area covered by Sinyalengima Papyrus swamp.
Measure the swamp's length and width, convert with the map scale, and give the area in square kilometres.
CHECK: key gives the method only, no figure.
Suggest any two possible economic activities carried out in the area.
Agriculture (especially irrigation farming) and fishing.
Describe the drainage of the area.
A swampy drainage pattern with papyrus swamps, seasonal rivers and poor drainage on flat relief.
State the contour interval.
The vertical difference in elevation between consecutive contour lines, as shown on the map (usually in metres).
CHECK: key gives a definition only; no value read from the map.
Identify the type of photograph shown (sugarcane photograph).
Ground-level photograph
The photograph is taken at ground level.
UNVERIFIED: photograph not in source.
What are the people shown on the photograph doing?
Harvesting or processing sugarcane.
UNVERIFIED: photograph not in source.
What climatic conditions favour the growth of the crop shown?
Warm temperatures, high well-distributed rainfall, sunshine and fertile soils.
Mention the main use of the crop shown.
Production of sugar
Sugar is the main product; sugarcane also yields ethanol, molasses and animal feed.
Name three regions in Tanzania where the crop is grown.
Kilombero Valley, Mtibwa (Morogoro) and Kagera near Lake Victoria.
Hot deserts have high temperatures during the day (around 40°C) and cold nights (as low as 16°C). Briefly explain why.
Clear skies give intense day heating and rapid night heat loss; sandy soils lose heat quickly.
Give four examples of hot deserts, one from each of: North America, South America, Asia and Australia.
Sonoran (North America), Atacama (South America), Arabian (Asia), Great Victoria (Australia).
Calculate the mean daily temperature of the hot desert in 4(a) (maximum 40°C, minimum 16°C).
28°C
(40 + 16) ÷ 2 = 28°C.
Outline four adaptive features developed by plants growing in the hot desert.
Tap roots, thick water-storing stems, spines in place of leaves, waxy leaf surfaces.
Explain the formation of an artesian well.
Water in a confined permeable layer rises under its own pressure when a borehole reaches it.
Explain the formation of an ox-bow lake.
Meanders are cut off by erosion on outer bends and deposition on inner bends, leaving an isolated loop.
On the map of East Africa (Fig.1), locate and explain six climatic regions.
Six regions: equatorial (around Lake Victoria), tropical continental, tropical monsoon (coast), tropical upland, semi-arid, desert.
UNVERIFIED: Fig.1 not in source; region names as printed in key.
With the aid of a sketch map, name and describe the agricultural regions of East Africa.
Lake Victoria Basin, Kenyan Highlands, coastal region, northern semi-arid zones.
UNVERIFIED: sketch map not in source.
Explain the problems facing copper mining in Zambia.
Falling world copper prices, high costs from outdated technology, environmental pollution, overdependence on copper.
On the Nile Valley sketch map (Fig.2), name towns 1 and 2.
Cairo and Alexandria
Towns 1 and 2 as keyed.
UNVERIFIED: map not in source. CHECK: key numbering repeats '9' and preamble (a)-(c) reads as stem text.
On Fig.2, name the man-made features S, R and A.
Aswan High Dam, Suez Canal and Aswan Reservoir
Man-made features as keyed.
CHECK: key gives features but not the letter-to-feature mapping; letter order not verified.
On Fig.2, name the water bodies B and C and oasis D.
Mediterranean Sea (B), Red Sea (C), Kharga Oasis (D)
Water bodies and oasis as keyed.
UNVERIFIED: map not in source; letter order taken as keyed.
What factors have contributed to the development of industry in Lower Egypt?
Nile water supply, hydroelectric power from the Aswan High Dam, fertile soils, Suez Canal trade, large population and government support.
On the sketch map of the USA (Fig.3), identify the agricultural belts labelled A, B, C and D.
A — Dairy farming belt; B — Wheat belt; C — Cotton belt; D — Corn belt
Belts as keyed.
UNVERIFIED: map not in source.
On Fig.3, name the water bodies labelled I, II, III and IV.
I — Atlantic Ocean; II — Gulf of Mexico; III — Pacific Ocean; IV — Great Lakes
Water bodies as keyed.
UNVERIFIED: map not in source.
What were the reasons for the establishment of the Tennessee Valley Authority (TVA)?
Flood control, hydroelectric power, navigation, agricultural development and job creation in a poor region.
Explain the factors which have promoted dairy farming and market gardening in Holland.
Reclaimed alluvial soils, maritime climate, dense market, transport, technology and government support.
On the sketch map of China (Fig.4), identify the features labelled A, B, C, D and E.
A — Plains; B — Mountains; C — Plateau; D — Rivers; E — Ocean
Features as keyed.
UNVERIFIED: map not in source.
Name and describe the factors which affect the climate of China.
Latitude, relief (Himalayas), monsoon winds, ocean currents, distance from the sea.
The inner part of the earth is believed to be: (a) liquid (b) solid (c) hollow (d) fluffy (e) both solid and liquid
e — both solid and liquid
The earth's interior has a solid inner core and a liquid outer core.
An intrusion of magmatic material across the bedding plane is: (a) dyke (b) sill (c) vent (d) volcanic pipe (e) lava
a — dyke
A dyke cuts vertically or across bedding planes.
Physical weathering is mainly caused by: (a) exfoliation (b) block disintegration (c) temperature change (d) frost action (e) winds
c — temperature change
Expansion and contraction due to temperature change is the main cause of physical weathering.
Which of the following conditions is important for the growth of coral reefs? (a) very cool temperatures (b) cool sea water (c) warm sea water (d) clear sea water (e) clean river water
c — warm sea water
Corals require warm water between 20°C and 27°C.
Fold mountains are mainly produced by: (a) depression (b) compression (c) faulting (d) tension (e) earthquake
b — compression
Compression forces cause folding of rocks to form fold mountains.
Mr. X is being sworn in Dar es Salaam 45°E at 10 a.m. What will be the time at a Brazilian village 45°W? (a) 6 a.m. (b) 10 p.m. (c) 4 a.m. (d) 10 a.m. (e) 4 p.m.
c — 4 a.m.
The difference is 90° (6 hours). Brazil is behind, so 10 a.m. minus 6 hours is 4 a.m.
CORRECTED: key first printed (b) 10 p.m., then its own working gives (c) 4 a.m. (used). CHECK: stem gives Dar es Salaam as 45°E.
An ox-bow lake is normally found: (a) in the mature stage of a river (b) in the young stage of a river (c) along the flood plain (d) in the flood plain (e) in the rift valley
a — in the mature stage of a river
Ox-bow lakes form from meander cut-offs in the mature stage.
Features produced by glacial erosion include: (a) moraines (b) loess (c) alluvial fans (d) arêtes (e) drumlins
d — arêtes
Arêtes are sharp ridges formed by glacial erosion.
River rejuvenation is a: (a) youthful stage of a river (b) river system in its mature stage (c) river system which shows renewed erosive activity (d) river system which is not related to the structure of the area (e) river system in an ideal profile
c — river system which shows renewed erosive activity
Rejuvenation is renewed erosive activity in a river system.
A name given to an area of land surrounded by water on all sides is: (a) lake (b) lagoon (c) island (d) iceland (e) gulf
c — island
An island is a landmass surrounded by water on all sides.
Match Group A: 'Time observed along a certain meridian'. Give the number of the matching Group B item.
4 — Local time
Local time is the time observed along a meridian.
Match Group A: 'Main cause of soil erosion'. Give the number of the matching Group B item.
3 — Deforestation, overgrazing
Deforestation and overgrazing are the main causes of soil erosion.
Match Group A: 'Eskers, kames, drumlins'. Give the number of the matching Group B item.
1 — Ice depositional features
Eskers, kames and drumlins are ice depositional features.
Match Group A: 'South-West winds'. Give the number of the matching Group B item.
9 — Westerlies
South-west winds are the westerlies.
Match Group A: 'Earth's zone mainly made up of nickel and iron'. Give the number of the matching Group B item.
10 — Core
The core is mainly nickel and iron.
Match Group A: 'An area surrounded in all sides by water'. Give the number of the matching Group B item.
15 — Island
An island is surrounded by water on all sides.
Match Group A: 'Rocks which have many pores'. Give the number of the matching Group B item.
21 — Porous rock
Porous rocks have many pores.
Match Group A: 'Rainfall caused by intensive solar radiation'. Give the number of the matching Group B item.
22 — Convectional
Convectional rainfall is caused by intense solar heating.
Match Group A: 'Wearing away of rocks by moving agents'. Give the number of the matching Group B item.
5 — Agents of soil erosion, e.g. water
Erosion is the wearing away of rock by moving agents.
Match Group A: 'A feature of marine erosion'. Give the number of the matching Group B item.
16 — Beach
Key gives Beach for this item.
CHECK: a beach is a marine depositional feature; key kept as printed.
Study the map extract of TANGA sheet 130/1. Give the method used to show the relief of this map.
Contour lines (lines joining places of equal height above sea level)
Relief is shown by contour lines.
UNVERIFIED: map not in source.
Determine the area of the Indian Ocean shown on the map.
The eastern part of the map beyond the coastline; the area in square kilometres depends on the grid squares.
CHECK: key gives no figure.
What is the length of the railway line shown on the map?
Approximately 20 km
Based on the map scale, as keyed.
UNVERIFIED: map not in source.
Determine the direction of Manjonjo (Grid 070378) from Usagara (Grid 127390).
North-West
As keyed.
UNVERIFIED: map not in source.
Suggest the climate of this area.
Tropical climate with high temperatures and seasonal rainfall, typical of the East African coast.
CHECK: key answer is generic rather than map-based.
Comment on the economic activities of the area shown on the map.
Cash crops (sisal, coconut), fishing, trade and transport, and livestock keeping inland.
Draw a cross-section from Grid 040376 to Grid 040419.
A profile showing relief rising gently from the coastline inland, with contour spacing reflecting gradient.
UNVERIFIED: map not in source.
Are the two points of the cross-section in 1(g) intervisible?
No — not intervisible
Intermediate higher ground obstructs direct visibility.
UNVERIFIED: map not in source.
Name the cash crop shown in the photograph.
Tea
The photograph shows tea.
UNVERIFIED: photograph not in source.
Under what scale is this type of farming practised?
Large-scale plantation farming
Tea is grown on large-scale plantations.
Where in East Africa is this crop grown?
Kericho and Nandi Hills (Kenya), Mufindi and Njombe (Tanzania), Fort Portal and Bushenyi (Uganda).
With reference to the crop, what are the climatic conditions of this area?
Rainfall over 1500 mm well distributed, cool temperatures of 14–24°C, highland above 1500 m, fertile volcanic soils.
Name two other crops which could also be grown in this area.
Coffee and pyrethrum
Both suit highland conditions, as keyed.
Study the temperature and rainfall table of Station X. Determine the annual range of temperature.
4°C
Maximum 28°C minus minimum 24°C.
UNVERIFIED: table partly garbled in source; values as keyed.
Study the table of Station X. What is the annual mean temperature?
26.25°C
Sum of the 12 monthly temperatures is 315; 315 ÷ 12 = 26.25°C.
Study the table of Station X. Calculate the annual rainfall.
12,907 mm
Sum of the monthly rainfall values in the key.
CORRECTED: key total 13,407 does not match its monthly figures, which sum to 12,907. Table partly garbled.
Explain the relationship between rainfall and temperature at Station X.
Rainfall is high and almost uniform all year, slightly higher in the warmer months; temperature varies little.
With reasons, suggest the type of climate at Station X.
Equatorial climate: high rainfall, small temperature range and high mean temperature.
Where could Station X be located?
Congo Basin, Lake Victoria Basin or coastal West Africa along the equatorial belt
Equatorial locations as keyed.
Explain the distribution and characteristics of the Tropical Savannah climate.
Found 5–20° north and south of the equator; two seasons; rainfall 750–1500 mm; high temperatures; grassland with drought-resistant trees.
Explain how livestock keeping can be improved in East Africa.
Modern husbandry, better breeds, veterinary care, water supply, marketing and government support.
Draw a sketch map of East Africa and show: (a) the Great East African Rift Valley; (b) lakes Victoria, Tanganyika, Nyasa, Kyoga, Turkana and the Indian Ocean; (c) areas where coffee is cultivated.
Rift Valley from Ethiopia to Malawi; positions of the named lakes; coffee areas on the slopes of Mt. Kenya, Mt. Elgon, Kilimanjaro and near Bukoba.
UNVERIFIED: sketch map not in source; positions as keyed.
Draw a sketch map of Southern Africa and mark and label the Namib and Kalahari deserts, Drakensberg mountains and the Benguela current.
Namib on the Atlantic coast of Namibia; Kalahari across Botswana, Namibia and South Africa; Drakensberg in eastern South Africa; Benguela current flowing north.
Account for the existence of the Namib and Kalahari deserts.
Namib: cold Benguela current and rain shadow. Kalahari: subtropical high pressure and sandy soils with poor water retention.
'Egypt is the Nile and the Nile is Egypt.' Explain.
Egypt depends on the Nile for water, silt-fertile farmland, transport, hydroelectric power and settlement.
Draw a sketch map of the Netherlands and label the Rhine and Meuse rivers, IJssel lake, Frisian islands and Wadden sea.
Rhine and Meuse flowing into the North Sea; IJssel Lake in the central part; Frisian Islands along the northern coast with the Wadden Sea.
UNVERIFIED: sketch map answer; positions as keyed.
Explain why land reclamation was necessary to the Dutch.
Low-lying land prone to flooding, limited land for a dense population, and need for farm, urban and industrial land.
Giving examples, explain the factors which necessitated the development of early industries in the U.S.A.
Natural resources, labour force, transport, domestic market, government policy; examples in steel, oil refining and textiles.
CHECK: key cites the automobile industry, a later development, as an early industry.
On the sketch map of China, locate and label the main industrial areas.
Manchuria, Yangtze River Delta, Pearl River Delta, Beijing–Tianjin region.
UNVERIFIED: sketch map not in source.
Explain why Manchuria has grown into an important industrial centre.
Coal and iron ore, fertile soils, railways and ports, government investment and proximity to markets.
The sun is overhead on the Tropic of Capricorn on one of the following dates: A. 21st March B. 23rd September C. 22nd December D. 21st June E. 24th October
C — 22nd December
The sun is overhead on the Tropic of Capricorn on 22nd December (Southern Hemisphere summer solstice).
The All Africa Games opening ceremony took place in Harare, Zimbabwe (30°E) at noon on 15th September, 1995. What was the time in New York (45°W)? A. 1 pm B. 7 am C. 12.40 pm D. 1 am E. 7.30 pm
B — 7 am
The longitude difference is 75° (5 hours). New York is behind, so 12:00 noon minus 5 hours is 7 am.
The earth is made up of: A. Sial, Sima and Silica B. The core, mantle and crust C. Mountains, plains and the oceans D. Magma, lava and ash E. Corals, granite and fossils
B — The core, mantle and crust
The structure of the earth consists of the core, mantle and crust.
If the temperature at Kaijungeni, 300 m above sea level, is 32°C, what will be the temperature at Msongola, 1500 m above sea level? A. 0.6°C B. 24.8°C C. 28.8°C D. 23°C E. 18°C
B — 24.8°C
Altitude difference is 1200 m. With a lapse rate of 0.6°C per 100 m the drop is 7.2°C, so 32 − 7.2 = 24.8°C.
What is the compass direction of a 112½° bearing? A. ENE B. SSE C. SE D. ESE E. NNE
D — ESE
A bearing of 112½° is East-South-East (SE is 135°).
CORRECTED: key gave C (SE); 112½° is ESE, so D is used.
The doldrums occur where: A. Cold and warm winds meet B. Westerlies and trade winds meet C. Trade winds meet D. Warm and cold fronts meet E. The pressure gradient is steep
C — Trade winds meet
The doldrums are equatorial low-pressure areas where trade winds from both hemispheres converge.
Molten igneous rock which has cooled slowly at considerable depth in the earth's crust is called: A. Metamorphic rock B. Stratified rock C. Plutonic rock D. Extrusive rock E. Pyroclastic rock
C — Plutonic rock
Plutonic rocks such as granite form when magma cools slowly at depth.
Exfoliation is a type of weathering which mostly occurs: A. At high altitudes with low temperatures B. In arid or semi-arid regions with large diurnal temperature range C. In hot humid regions with strong winds D. In hot regions where frost occurs fairly regularly E. In chalk and limestone areas
B — In arid or semi-arid regions with large diurnal temperature range
Exfoliation occurs where day-night temperature variation is high.
The following set of features has been formed by the process of erosion: A. Arches and tombolo B. Inselbergs and barchans C. Arêtes and drumlins D. Seifs and zeugens E. Yardangs and stacks
E — Yardangs and stacks
Yardangs (wind erosion) and stacks (marine erosion) are both erosional features. Drumlins are depositional.
CORRECTED: key gave C (arêtes and drumlins); drumlins are depositional, so E is the only pair of erosional features.
Land can be conserved by: A. Strip cultivation and terracing B. Ploughing up and down the slope C. Ridging and forest clearance D. Contour ploughing and shifting cultivation E. Overgrazing and destocking
A — Strip cultivation and terracing
Strip cultivation and terracing reduce erosion.
Map extract of Dodoma West (Sheet 162/1): how big is Singe Swamp, and how was it formed?
About 9 km²; formed by poor drainage where water collects in a low-lying basin.
UNVERIFIED: map not in source.
Draw a cross-section between grid references 910180 and 950227.
A gradual slope rising from the swampy valley bottom towards higher land with scattered vegetation and settlements.
UNVERIFIED: map not in source.
With evidence from the map, comment on the nature and distribution of natural vegetation.
Mainly scattered woodland and grassland, denser along valleys and rivers, sparser on higher and cultivated ground.
UNVERIFIED: map not in source.
Calculate the length of the Dodoma – Bahi road.
Approximately 16 km
Measured on the map and converted using the scale.
UNVERIFIED: map not in source.
With evidence from the map, outline the economic activities in the area.
Agriculture, livestock keeping, trading in Dodoma town, and transport on the road network.
UNVERIFIED: map not in source.
Give factors for the growth of Dodoma town.
Political capital status, central railway and highway, available land for expansion, regional administrative and commercial role.
With evidence from the map, determine the climate of the area shown.
Semi-arid climate
Low rainfall, seasonal rivers, and grassland and thicket vegetation.
UNVERIFIED: map not in source.
Give the direction of Dodoma airport from Mbwanga cattle market.
South-east
As keyed.
UNVERIFIED: map not in source.
What is the major cash crop shown in the photograph?
Maize
The photograph shows maize.
CHECK: key calls maize a cash crop; photograph not in source.
What variety is the crop mentioned in 2(a)?
Hybrid maize
Commonly grown for both commercial and subsistence purposes.
Why is intercropping necessary in the production of this crop?
Maximises land use and soil fertility (with legumes), reduces risk of total failure, and controls weeds.
What climatic conditions favour the growth of the two crops shown?
Warm temperatures of about 20–27°C, moderate to high rainfall of 800–1200 mm, and sunshine for ripening.
CHECK: question refers to two crops but key names only maize.
Comment on the weather conditions when the photograph was taken.
Sunny and dry
Bright light and absence of cloud in the background.
UNVERIFIED: photograph not in source.
What activity is shown in the photograph?
Harvesting of maize
As keyed.
UNVERIFIED: photograph not in source.
What type of photograph is this?
Ground-level photograph taken at close range
As keyed.
UNVERIFIED: photograph not in source.
Study the climatic table of Station X. Under which climate is Station X found?
Tropical monsoon climate
Distinct wet and dry seasons.
CONTESTABLE: about six dry months and 1,360 mm also fit tropical savanna.
Study the climatic table of Station X. In which season does the station receive rainfall?
Summer months, mainly November to April
Rain falls mainly from November to April.
Study the climatic table of Station X. How much rainfall does Station X receive annually?
1,360 mm
Sum of the monthly totals: 240+150+200+100+10+110+250+300.
UNVERIFIED: table partly garbled in source; values as keyed.
Study the climatic table of Station X. What is the annual range of temperature?
15°F (82 − 67)
Maximum 82°F in December, minimum 67°F in June.
CHECK: table header reads °C but key uses °F; values as keyed.
Study the climatic table of Station X. Determine the annual average temperature.
73.5°F
Sum of the 12 monthly values is 882; 882 ÷ 12 = 73.5.
CORRECTED: key sum 912 gives 76°F; monthly values sum to 882. CHECK: unit (°F vs °C header).
With the aid of a diagram, explain the world distribution of grasslands.
Grasslands lie in continental interiors with moderate rainfall: prairies, pampas, steppes, savannahs and the Downs.
CHECK: diagram expected by the question is not in the key.
Draw a sketch map of East Africa and locate the lakes, the Rift Valley and the towns named.
Lakes Victoria, Tanganyika, Nyasa, Turkana and Albert; the Rift Valley; towns of Dar es Salaam, Tanga, Mombasa, Mwanza, Kisumu, Kampala, Nairobi and Dodoma.
Explain the importance of Dar es Salaam harbour to the hinterland of East, Central and Equatorial Africa.
Main port for Tanzania and landlocked neighbours; handles varied cargo; rail and road links; employment and regional trade.
Compare the rainfall distribution in the East African countries in relation to farming and the population the land can support.
Rainfall uneven and highland-favoured; Uganda well distributed; Kenya concentrated in highlands; Tanzania coast and highlands wet, centre semi-arid.
Explain the importance of mining in the economy of South Africa.
Foreign exchange from gold, diamonds and platinum; employment; related industries; infrastructure; foreign investment.
Write an account of the Volta River Scheme in Ghana.
Akosombo Dam hydroelectric power, Tema aluminium smelter, Lake Volta and fishing, irrigation, transport, and displacement and health problems.
To what extent is the Ruhr Industrial Region important to the economy of Germany?
Leading industrial area producing coal, steel, chemicals and engineering goods; employment; exports; infrastructure; innovation.
What were the aims and achievements of the Tennessee Valley Authority (TVA) for the economy of the U.S.A.?
Aims: flood control, hydroelectric power, navigation and regional development. Achievements: flood control, cheap power, industry, irrigation and reduced poverty.
Draw a sketch map of the Indian sub-continent and show the direction of winds in summer.
Summer monsoon winds blowing from the Indian Ocean towards the sub-continent.
UNVERIFIED: sketch not in source.
Account for the distribution of natural vegetation in the Indian sub-continent.
Vegetation follows rainfall and temperature: evergreen forests on wet coasts, deciduous forests on northern plains, thorn desert vegetation in the northwest, alpine vegetation in the Himalayas.
A geyser can be described as: A. A hot spring B. A thermal stream C. A pool of hot water D. An explosion of volcanic vapour E. A fountain of superheated water and steam
E — A fountain of superheated water and steam
A geyser is a fountain of superheated water and steam that erupts intermittently.
The following features are found in the lower course of a river: A. Wind gap and ox-bow lakes B. Alluvial fans and levees C. Lagoons and distributaries D. Meanders and river capture E. Deltas and cataracts
E — Deltas and cataracts
In the lower course, deltas and cataracts (rapids/waterfalls) may form, as keyed.
CONTESTABLE: cataracts are normally upper-course features; C (lagoons and distributaries) also fits the lower course.
One of the following features is not found in well-glaciated temperate latitudes: A. U-shaped valley B. Truncated spur C. Ribbon lake D. V-shaped valley E. Arête
D — V-shaped valley
A V-shaped valley is formed by river erosion, not by glaciation.
If Romario scores a goal for his team playing soccer in Colombo (80°E) at 4:00 p.m. local time, what would be the time in Malindi (40°E)? A. 12.40 p.m. B. 1.20 p.m. C. 2.40 p.m. D. 1.40 p.m. E. 6.40 p.m.
B — 1.20 p.m.
The longitude difference is 40°, which is 2 hours 40 minutes. Malindi is west, so 4:00 p.m. minus 2 h 40 min gives 1:20 p.m.
CORRECTED: key gave C (2.40 p.m.), which does not follow from its own working; B is used.
A limestone region may show one of the following features: A. High density of large rivers B. Ox-bow lakes C. Shallow lagoons D. Swallow holes E. Salt lakes
D — Swallow holes
Limestone regions have swallow holes due to carbonation and solution.
Which one of the following conditions is important for the growth of coral reefs? A. Warm, clean river water B. Warm, muddy sea water C. Warm sea water D. Warm, clear sea water E. Warm, flood river water
D — Warm, clear sea water
Coral reefs grow best in warm, clear, shallow, well-oxygenated sea water.
The salinity of ocean water increases with: A. Increasing rate of evaporation B. Depth of the sea C. Distance from the equator D. Altitude E. Rainfall intensity
A — Increasing rate of evaporation
High evaporation leaves salt behind, increasing salinity.
The zone which separates the mantle and the core of the earth is called: A. Sial B. The Gutenberg discontinuity C. The Mohorovicic discontinuity D. The basaltic rock E. The crustal rock
B — The Gutenberg discontinuity
The Gutenberg discontinuity separates the mantle from the core.
Which of the following statements is not true of an equatorial region? A. It is found between 0° and 5° North and South of the equator. B. It has a temperature above 40°C. C. It has two rainfall maxima. D. It is a low pressure zone. E. It is a high pressure zone.
E — It is a high pressure zone
The equatorial region is a low pressure zone, not a high pressure zone.
CONTESTABLE: B (temperature above 40°C) is also untrue of equatorial regions.
Emergence of coastlines may be caused by: A. A fall in both the sea level and the coastland B. A rise of both the sea level and the coastland C. A fall of the sea level and the rise of the coastland D. A reduction in seasonal coastal flooding E. Increased coastal wave action
C — A fall of the sea level and the rise of the coastland
Emergent coastlines occur when sea level falls or land rises, exposing former sea floors.
Match Group A: 'It has a dip slope and a scarp slope'. Give the number of the matching Group B item.
10 — Cuesta
A cuesta has a dip slope and a scarp slope.
Match Group A: 'Area of rugged limestone plateaus and ridges'. Give the number of the matching Group B item.
12 — Karst
Karst is an area of rugged limestone plateaus and ridges.
Match Group A: 'Causes depressions in desert and semi-desert areas'. Give the number of the matching Group B item.
11 — Wind deflation
Wind deflation creates depressions in desert areas.
Match Group A: 'The atmospheric conditions of a place at a specific time period'. Give the number of the matching Group B item.
1 — Weather
Weather is the atmospheric condition at a specific time.
Match Group A: 'The furthest point in the orbit of a heavenly body from the sun'. Give the number of the matching Group B item.
3 — Aphelion
Aphelion is the furthest point of an orbit from the sun.
Study the map extract of MTWARA (Sheet 296/3). Calculate the area covered by thicket (sq km).
Approximately 12 km²
Counting grid squares covered by thicket and multiplying by the area of each square.
UNVERIFIED: map not in source.
With evidence from the map, comment on the distribution of cash crop cultivation.
Concentrated where soils are good and near settlements, around sisal estates, and along the coast.
UNVERIFIED: map not in source.
Calculate the length, in km, of the dry weather road between grid references 298595 and 360568.
Approximately 8.5 km
Measured on the map and converted using the scale.
UNVERIFIED: map not in source.
Give the direction of the sisal estate from Lilungu Prison.
South-east
As keyed.
UNVERIFIED: map not in source.
Name the type of rock found along the coast of Mikindani Bay and explain the conditions which favour its formation.
Coral limestone, formed in warm, clear, shallow tropical waters where corals and marine organisms accumulate and solidify.
UNVERIFIED: map not in source.
Apart from cash crop production, what other economic activities are carried out in this area?
Fishing, trade, subsistence farming inland, and salt-making and boat building on the coast.
What type of vegetation is predominant in the area?
Thicket and scattered woodland
As keyed.
UNVERIFIED: map not in source.
Describe the drainage of the area shown.
Dendritic drainage with seasonal, mostly short coastal rivers flowing into the sea.
UNVERIFIED: map not in source.
Give the grid reference of the lighthouse at Msangamkuu.
372530
As keyed.
UNVERIFIED: map not in source.
Describe the features shown in the photograph.
Sand dunes, coastal vegetation, the sea, beach deposition and patches of forest.
UNVERIFIED: photograph not in source.
Explain how these features could have been formed.
Dunes by wind deposition, beach by wave deposition, vegetation stabilising the dunes.
UNVERIFIED: photograph not in source.
Suggest the climatic conditions of the area.
Tropical climate with high temperatures and moderate to high rainfall; strong coastal winds aid dune formation.
Name the tree crop shown in the photograph.
Coconut
The photograph shows coconut.
UNVERIFIED: photograph not in source.
With reasons, suggest the possible location in Africa where the photograph could have been taken.
East African coast, particularly Tanzania around Tanga, Mtwara or Zanzibar.
UNVERIFIED: photograph not in source.
With the aid of diagrams, describe the formation of landforms due to marine erosion.
Cliffs and wave-cut platforms; headlands and bays; sea caves, arches and stacks; spits and bars.
How does Mediterranean vegetation differ from equatorial vegetation, and why?
Mediterranean: short drought-resistant evergreen shrubs and small trees. Equatorial: dense layered rainforest. Difference due to seasonal versus year-round rainfall.
Draw a sketch map of Tanzania to show population distribution.
Dense: Kilimanjaro, Arusha, Mwanza, Kagera, Dar es Salaam. Sparse: Dodoma and Singida in central Tanzania, Kigoma and Tabora in the west.
UNVERIFIED: sketch map not in source.
Account for the uneven population distribution in Tanzania.
Fertile soils and agriculture in the north, Lake Victoria fishing areas, Dar es Salaam as port and commercial hub, poor rain in central Tanzania, and tsetse flies and poor roads in the west.
On the sketch of Uganda, show the railway lines, the equator, the Arabica coffee area and the copper area.
Railways from Kampala to Kasese and Tororo; Equator across the country; Arabica coffee shaded around Mount Elgon and the southwestern highlands; copper shaded at Kilembe.
UNVERIFIED: sketch map not in source.
Explain the factors which favour sugar cane production around Jinja.
High temperatures, reliable rainfall near Lake Victoria, fertile alluvial soils, flat land, and market access.
On the map of Zambia, show the River Kafue and the copper export railways.
River Kafue as a tributary of the Zambezi; copper export railways including the TAZARA line to Dar es Salaam and the line to South Africa.
UNVERIFIED: map not in source.
Explain the sources of power for industrial development in Zambia.
Hydroelectric power from Kariba and other rivers, thermal power from Maamba coal, imported petroleum, and some solar power.
On the map of Ghana, mark Lake Volta, the artificial ports, the cocoa area and the bauxite mining areas.
Lake Volta as the man-made lake; Tema and Takoradi as artificial ports; Ashanti as the major cocoa area; Awaso and Nyinahin as bauxite areas.
UNVERIFIED: map not in source.
Give an outline of the problems faced by cocoa farmers in Ghana.
Falling world prices, black pod and other diseases, ageing trees, poor rural roads, and competition from other producers.
Draw a labelled sketch map of China to show areas which produce coal, oil and steel.
Coal: Shanxi and Heilongjiang. Oil: Daqing and Shengli. Steel: Wuhan and Anshan.
UNVERIFIED: sketch map not in source.
Explain the influences of the Hwang Ho river on the economy of China.
Irrigation, fertile alluvial soils, fishing, hydroelectric power and transport.
On the map of Belgium, shade the main coalfields, name River X and Canal Y.
Coalfields shaded in the Sambre-Meuse valley; River X is the River Meuse; Canal Y is the Albert Canal.
UNVERIFIED: map not in source.
Account for the distribution of heavy industries in Belgium.
Near coalfields in the Sambre-Meuse valley, on flat land, served by rivers and canals, with skilled labour and nearby markets.
What is the significance of oil to the economy of the Gulf Coast of the U.S.A.?
Fuel for transport and industry, employment, export earnings, petrochemicals, and infrastructure development.
Geography · 1,318 questions · 549 flagged for checking
Ufahamu, sarufi, insha and fasihi
Ni taarifa zipi zinaweza kupatikana katika kamusi kati ya hizi? A Neno maana matamshi na matumizi ya semi B Maana neno mazungumzo na matumizi ya semi C Matumizi ya semi matamshi maana na mazungumzo D Matamshi mazungumzo maana na kidahizo E Kidahizo matamshi mazungumzo na semi
A — Neno maana matamshi na matumizi ya semi
Kamusi inatoa neno, maana yake, matamshi na matumizi yake katika semi, ambayo inalingana na maelezo ya chaguo A.
"Juma anaendesha baiskeli yake polepole." Kiarifu cha sentensi hii kimejengwa na mfuatano upi wa vipashio? A Kiima chagizo na shamirisho B Kitenzi kishirikishi shamirisho na chagizo C Kiarifu kiima na chagizo D Shamirisho chagizo na kitenzi kikuu E Kitenzi kikuu shamirisho na chagizo
E — Kitenzi kikuu shamirisho na chagizo
Kitenzi kikuu ni “anaendesha,” shamirisho ni “yake,” na chagizo ni “polepole,” ikilingana na mfuatano wa vipashio uliotolewa.
"Tutakuja kumpokea kwenye uwanja wa ndege." Kazi ya kielezi kinachojitokeza kwenye sentensi hii ni ipi kati ya hizi? A Kueleza idadi B Kueleza mahali C Kueleza namna D Kueleza wakati E Kueleza nafsi
B — Kueleza mahali
Kielezi “kwenye uwanja wa ndege” kinaonyesha mahali tukio linafanyika.
Tamthali ipi ya semi hufananisha mambo kwa kutumia viunganishi? A Tashititi B Sitiari C Nidaa D Tashibiha E Tabaini
D — Tashibiha
Tashibiha inafananisha mambo kwa kutumia viunganishi au maneno yanayofanana.
Tamthali ipi ya semi inatawala katika wimbo ufuatao? "Ze ndi ndi ndi! / Tolly ndi! / Ndi ndi ndi ndi! / Tolly ndi!" x4 A Tabaini B Taniaba C Tashibiha D Takriri E Tashihisi
D — Takriri
Wimbo unaorudiwa mara kwa mara unaashiria tamthali ya takriri.
Neno lipi linadhihirisha kauli ya kutendeka katika kitenzi pika? A Pikia B Pikiwa C Pikika D Pikwa E Pikisha
D — Pikwa
Kitenzi “pikwa” kinaonyesha tukio lililotendeka, ikilinganishwa na “pika” au “pikia” zinazotumia kauli za kutendeka au za amri.
Yupi kati ya wafuatao anajishughulisha na kusoma kuchambua na kutoa maoni katika kazi za sanaa? A Mdhamini B Mtunzi C Mhariri D Msomaji E Mhakiki
E — Mhakiki
Mhakiki anachambua kazi za sanaa na kutoa maoni au tafsiri zake.
Hatua mojawapo ya uendelezaji wa lugha ili itumike kitaifa na kimataifa ni kuisanifisha. Jambo lipi kubwa linalofanywa katika hatua hii kati ya yafuatayo? A Kupunguza maneno ya kukopa B Kuondoa tofauti za kimsamiati C Kuifanya itumike na jamii ndogo D Kuweka tofauti za matamshi E Kuidhinisha tofauti za maneno
B — Kuondoa tofauti za kimsamiati
Kuisanifisha lugha kunahusisha kuleta muafaka na kuondoa tofauti za kimsamiati ili lugha itumike kwa uwiano na ufahamu wa wote.
Ni kwa namna gani tungo hutofautiana na sentensi? A Tungo zote ni sentensi lakini sentensi zote si tungo B Sentensi haitoi taarifa kamili lakini tungo hutoa taarifa kamili C Sentensi ni miongoni mwa tungo lakini si kila tungo ni sentensi D Tungo sharti ikamilike lakini sentensi si lazima ikamilike E Tungo ni ndefu sana lakini sentensi ni fupi sana
C — Sentensi ni miongoni mwa tungo lakini si kila tungo ni sentensi
Sentensi ni aina ya tungo inayotoa taarifa kamili, lakini tungo inaweza kuwa sehemu ya sentensi au vipande vya maneno.
Jambo lipi si muhimu katika uandishi wa kadi ya mwaliko? A Jina la mwandishi na mwalikwa B Idadi ya waalikwa C Tarehe ya tukio D Kusudi la tukio E Mahali tukio linapofanyika
B — Idadi ya waalikwa
Idadi ya waalikwa si muhimu sana, kadi ya mwaliko inaweza kutumika bila kuonyesha idadi yao.
Oanisha mifano ya tamthali za semi iliyo katika Orodha A na tamthali husika zilizo katika Orodha B. Orodha A: (i) Kilio cha mama mfiwa kilisikika mithili ya king'ora. Orodha B: A Mjalizo; B Tashihisi; C Tasfida; D Tabaini; E Tashibiha; F Onamatopea; G Sitiari; H Takriri
F — Onamatopea
CONTESTABLE: the printed key pairs (i) with F (Onamatopea), but “mithili ya” is a simile marker (E, Tashibiha). Key kept as printed; verify.
Oanisha mifano ya tamthali za semi iliyo katika Orodha A na tamthali husika zilizo katika Orodha B. Orodha A: (ii) Haba na haba hujaza kibaba. Orodha B: A Mjalizo; B Tashihisi; C Tasfida; D Tabaini; E Tashibiha; F Onamatopea; G Sitiari; H Takriri
H — Takriri
CONTESTABLE: key H (Takriri) kept as printed; the pairing for this proverb is not explained in the solutions. Verify.
Oanisha mifano ya tamthali za semi iliyo katika Orodha A na tamthali husika zilizo katika Orodha B. Orodha A: (iii) Misitu ni uhai. Orodha B: A Mjalizo; B Tashihisi; C Tasfida; D Tabaini; E Tashibiha; F Onamatopea; G Sitiari; H Takriri
E — Tashibiha
CONTESTABLE: “Misitu ni uhai” has no comparison marker and may be a metaphor (G, Sitiari). Key kept as printed; verify.
Oanisha mifano ya tamthali za semi iliyo katika Orodha A na tamthali husika zilizo katika Orodha B. Orodha A: (iv) Shangazi amejifungua salama. Orodha B: A Mjalizo; B Tashihisi; C Tasfida; D Tabaini; E Tashibiha; F Onamatopea; G Sitiari; H Takriri
B — Tashihisi
CONTESTABLE: key B (Tashihisi) looks doubtful for this sentence; tasfida (C) may fit better. Key kept as printed; verify.
Oanisha mifano ya tamthali za semi iliyo katika Orodha A na tamthali husika zilizo katika Orodha B. Orodha A: (v) Upepo mkali ulipiga miluzi kila ulipogonga kingo za mito. Orodha B: A Mjalizo; B Tashihisi; C Tasfida; D Tabaini; E Tashibiha; F Onamatopea; G Sitiari; H Takriri
A — Mjalizo
CONTESTABLE: key A (Mjalizo) kept as printed; onamatopea (F) or tashihisi (B) could be defended. Verify.
Oanisha mifano ya tamthali za semi iliyo katika Orodha A na tamthali husika zilizo katika Orodha B. Orodha A: (vi) Binadamu hupanga Mungu hupangua. Orodha B: A Mjalizo; B Tashihisi; C Tasfida; D Tabaini; E Tashibiha; F Onamatopea; G Sitiari; H Takriri
D — Tabaini
Tumia mzizi chez- kuunda vitenzi viwili kwa kila kauli kama zilivyoorodheshwa: (i) kutendeana (ii) kutendana (iii) kutendeka (iv) kutendewa.
Vitenzi vya kila kauli kwa mzizi chez-
Unda nomino moja kwa kila kitenzi: (i) zaa (ii) kimbia (iii) shikilia (iv) elekeza (v) penda.
zaa-uzazi; kimbia-mbio; shikilia-mshikio; elekeza-maelekezo; penda-upendo
Fafanua vyanzo vinne vya misimu kwa kutoa mfano mmoja kwa kila chanzo cha msimu husika.
Maji, jua, upepo na kiwango cha joto kama vyanzo vya misimu
CONTESTABLE: the key gives one example per source; accept any four sources with an example.
Eleza maana mbili kwa kila neno: (i) kaka (ii) kito (iii) mkaa (iv) mkwaju (v) babu.
Maana mbili kwa kila neno kama zilivyoorodheshwa
CONTESTABLE: some secondary meanings (mkwaju, mkaa, kito) look doubtful; accept defensible dictionary senses. Verify.
Bainisha viambishi vya o-rejeshi katika sentensi: Udongo ulioleta umekauka.
uli- : KI/CHA
Bainisha viambishi vya o-rejeshi katika sentensi: Kioo kilichovunjika kimeletwa.
kilichi- : KI/CHA
Bainisha viambishi vya o-rejeshi katika sentensi: Karatasi zilizokauka zimetumika.
ziliz- : N/ZI
Bainisha viambishi vya o-rejeshi katika sentensi: Mlimokuwa mna joto sana.
mna- : M/Mi
Bainisha viambishi vya o-rejeshi katika sentensi: Kijana atakayeshinda atapewa zawadi.
atakaye- : M/WA
Bainisha viambishi vya o-rejeshi katika sentensi: Gazeti lililochapwa limekwisha.
lililo- : LI
Bainisha viambishi vya o-rejeshi katika sentensi: Barabara iliyofunguliwa imekamilika.
iliy- : I/ZI
Bainisha viambishi vya o-rejeshi katika sentensi: Magonjwa yaliyowasumbua yalitokana na athari ya mvua.
yaliyo- : MA
Bainisha viambishi vya o-rejeshi katika sentensi: Ng'ombe aliyeangukia shimoni ameokolewa.
aliye- : M/WA
Eleza kwa kifupi maana ya nahau: Juma ana mkono wa birika.
mchoyo
Eleza kwa kifupi maana ya nahau: Kaka amepata jiko.
ameoa
Eleza kwa kifupi maana ya nahau: Mjomba amepiga maji.
amelewa
Eleza kwa kifupi maana ya nahau: Mwizi amekata mguu.
amekimbia
Eleza kwa kifupi maana ya nahau: Mtoto amevimba kichwa.
amekuwa na sifa zisizostahili
Eleza kwa kifupi maana ya nahau: Beka ana mkono mrefu.
mwizi
Eleza kwa kifupi maana ya nahau: Rafiki yangu anakaza kamba.
anaweka masharti au adhibu
Eleza kwa kifupi maana ya nahau: Kijana amepiga kete.
amefanya sherehe au shughuli
Eleza kwa kifupi maana ya nahau: Huyu ana damu mbichi.
kijana
Eleza kwa kifupi sifa sita zilizokifanya Kiunguja kusanifishwa na kuwa lugha sanifu ya Kiswahili.
Sifa sita za Kiunguja kilichosanifishwa
Andika kichwa cha habari uliyosoma kisichopungua maneno matatu na kisichozidi maneno matano.
Mavuno ya Furaha na Sherehe
Bainisha shughuli mbili muhimu zilizokuwa zikiwapatia watu riziki kulingana na habari uliyosoma.
Kilimo na uwindaji
Fafanua kwa kifupi maana ya maneno: (i) muongo mmoja (ii) waliwapiku kama yalivyotumika katika habari.
(i) kipindi cha miaka kumi; (ii) kuwazidi au kuwa na ufanisi zaidi
Fupisha habari hii kwa maneno yasiyopungua mia moja (100) na yasiyozidi mia na tano (105).
Mwaka huo ulikuwa na neema ya mavuno mengi ya mazao ya shambani, nyama ya porini na samaki baada ya kipindi kirefu cha miaka kumi.
Lengo kuu la kazi za fasihi ni kuonya na kuiasa jamii. Thibitisha kauli hii kwa kutoa hoja tatu kwa kila riwaya kutoka katika riwaya mbili ulizosoma. Riwaya 1: Takadini (Ben J. Hanson). Riwaya 2: Watoto wa Mama N'tilie (E. Mbogo).
Takadini inaonya dhuluma na kuiasa jamii kulinda haki; Watoto wa Mama N'tilie inaonya ukosefu wa elimu na kuiasa kuhusu malezi bora.
"Uzembe ni jambo linalokwamisha maendeleo ya jamii nchini Tanzania." Tathmini kauli hii kwa kutoa hoja tatu kwa kila tamthiliya kutoka katika tamthiliya mbili ulizosoma. Tamthiliya 1: Orodha (Steve Reynolds). Tamthiliya 2: Kilio Chetu (Medical Aid Foundation).
Uzembe unakwamisha maendeleo kwa kushindwa kwa miradi na kwa kukosa ushirikiano.
Vifuatavyo ni vyanzo vya misimu, isipokuwa: A Tanalaki sauti au milio B Sayansi na Teknolojia C Shughuli maalumu D Utani katika jamii E Mabadiliko ya kihistoria
B — Sayansi na Teknolojia
Misimu hutokana na mabadiliko ya kijamii, historia, shughuli maalumu, na utani katika jamii. Sayansi na teknolojia haiwezi kuwa chanzo cha misimu moja kwa moja.
Neno lenye mofu ya mtendwa ni lipi kati ya haya? A Aliyetembelea B Alimtembelea C Alivyotembea D Atakayatembea E Ametembea
B — Alimtembelea
"Mtendwa" ni yule anayefanyiwa kitendo. Katika "alimtembelea," kuna kiambishi kinachomrejelea yule aliyetembelewa.
"Msaada wako umenifaa sana. Asante!" Neno "Asante!" ni aina gani ya neno? A Nomino B Kivumishi C Kielezi D Kitenzi E Kihisishi
E — Kihisishi
"Asante!" ni tamko linaloonyesha hisia za shukrani, hivyo ni kihisishi.
Tamathali ipi ya semi hukipa kitu kisicho binadamu sifa ya ubinadamu? A Taniaa B Tashihisi C Tashbihi D Takriri E Tabaini
B — Tashihisi
Tashihisi hutoa sifa za kibinadamu kwa vitu visivyo binadamu, kwa mfano mti kulia au jua kucheka.
"Wanafunzi wa Kidato cha Pili wamepigwa ngoma." Kauli hii inaonesha hali gani? A Kutendana B Kutendeka C Kutendewa D Kutenda E Kutundea
C — Kutendewa
Kauli hiyo inaonyesha wanafunzi ndio walifanyiwa kitendo cha kupigwa ngoma, si wao waliotenda.
Tanzu sahihi za Fasihi simulizi ni zipi kati ya zifuatazo? A Ngonjera, mashairi, nyimbo na tenzi B Tarihi, ngano, visasili na soga C Semi, hadithi, maigizo na ushairi D Methali, misemo, nahau na vitendawili E Michezo, vichekesho, maigizo na ngonjera
B — Tarihi, ngano, visasili na soga
Hizi ni miongoni mwa tanzu kuu za fasihi simulizi zinazopitishwa kizazi hadi kizazi kwa simulizi.
Mpangilio mzuri wa muundo wa insha ni upi? A Kichwa, mwanzo, wazo na kiini B Mwanzo, kiini, hitimisho na wazo C Kichwa, wazo, hitimisho na kiini D Kichwa, mwanzo, wazo na hitimisho E Kichwa, mwanzo, kiini na hitimisho
E — Kichwa, mwanzo, kiini na hitimisho
Muundo sahihi wa insha lazima uwe na kichwa, mwanzo unaovutia, kiini chenye hoja kuu, na hitimisho linalofunga maelezo.
Kwa nini lugha ya mazungumzo ni halisi zaidi? A Wahusika huwasiliana kwa simu B Wahusika huwasiliana ana kwa ana C Wahusika huwasiliana kwa mtandao D Wahusika huwasiliana kwa barua E Wahusika huwasiliana kwa barua pepe
B — Wahusika huwasiliana ana kwa ana
Mazungumzo ya ana kwa ana huwa ya moja kwa moja na yanatumia lugha ya papo kwa papo isiyo rasmi, hivyo ni halisi zaidi.
Methali isiyosisitiza uvumilivu na jitihada katika kazi ni ipi? A Afiriti hafichiki B Mvumilivu hula mbivu C Acha koko uangue koma D Aali hupatikana kwa ghali E Abadi abadi kamba hukata jiwe
A — Afiriti hafichiki
Methali hii inamaanisha kwamba tabia mbaya ya mtu haiwezi kufichika, haizungumzii uvumilivu wala jitihada.
Tungo ipi ina kiambishi rejeeshi kati ya hizi? A Anaondoka B Ameondoka C Aliondoshwa D Amejiondoa E Ameondokewa
D — Amejiondoa
Katika "amejiondoa," kitendo kimefanywa na mhusika mwenyewe kwa nafsi yake.
CONTESTABLE: the question names a kiambishi rejeshi, but the key explains a reflexive form. Key kept as printed.
Oanisha fasili za vipera vya semi zilizopo katika Orodha A na vipera husika kutoka Orodha B. (Orodha A (i) na Orodha B hazikuchapishwa katika majibu.)
E — (Orodha B text not in source)
UNVERIFIED: the Orodha A and B texts are not in the answer sheet; only the key letter is available.
Oanisha fasili za vipera vya semi zilizopo katika Orodha A na vipera husika kutoka Orodha B. (Orodha A (ii) na Orodha B hazikuchapishwa katika majibu.)
A — (Orodha B text not in source)
UNVERIFIED: the Orodha A and B texts are not in the answer sheet; only the key letter is available.
Oanisha fasili za vipera vya semi zilizopo katika Orodha A na vipera husika kutoka Orodha B. (Orodha A (iii) na Orodha B hazikuchapishwa katika majibu.)
B — (Orodha B text not in source)
UNVERIFIED: the Orodha A and B texts are not in the answer sheet; only the key letter is available.
Oanisha fasili za vipera vya semi zilizopo katika Orodha A na vipera husika kutoka Orodha B. (Orodha A (iv) na Orodha B hazikuchapishwa katika majibu.)
F — (Orodha B text not in source)
UNVERIFIED: the Orodha A and B texts are not in the answer sheet; only the key letter is available.
Oanisha fasili za vipera vya semi zilizopo katika Orodha A na vipera husika kutoka Orodha B. (Orodha A (v) na Orodha B hazikuchapishwa katika majibu.)
C — (Orodha B text not in source)
UNVERIFIED: the Orodha A and B texts are not in the answer sheet; only the key letter is available.
Oanisha fasili za vipera vya semi zilizopo katika Orodha A na vipera husika kutoka Orodha B. (Orodha A (vi) na Orodha B hazikuchapishwa katika majibu.)
D — (Orodha B text not in source)
UNVERIFIED: the Orodha A and B texts are not in the answer sheet; only the key letter is available.
Kwa kutumia mifano, eleza jinsi vipengele vifuatavyo vinavyoweza kupotosha lengo la msemaji katika mazungumzo ya kila siku: (i) matumizi ya msamiati usio sahihi (ii) matumizi ya muundo usio sahihi (iii) matumizi ya matamshi yasiyo sahihi (iv) kukosekana kwa mantiki katika tungo.
Msamiati, muundo, matamshi na mantiki visivyo sahihi vinapotosha ujumbe wa msemaji
Fasili kwa kifupi istilahi zifuatazo kama zinavyotumika katika lugha ya Kiswahili: (i) irabu (ii) kiimbo (iii) konsonanti (iv) lafudhi (v) mkazo.
Irabu, kiimbo, konsonanti, lafudhi na mkazo
Ujio wa Waarabu, Wajerumani na Waingereza ulikuwa na mchango mkubwa katika kukuza na kueneza lugha ya Kiswahili nchini Tanzania kabla ya uhuru. Eleza umuhimu wao kwa kutoa hoja mbili kwa kila taifa.
Waarabu, Wajerumani na Waingereza walichangia kukuza Kiswahili kabla ya uhuru
Kwa kutoa maana moja kwa kila neno, fafanua istilahi zifuatazo kama zinavyotumika katika kamusi ya Kiswahili Sanifu: (i) hominimu (ii) sinonimu (iii) kategoria (iv) kisawe.
Hominimu, sinonimu, kategoria na kisawe
Bainisha aina za maneno yaliyopewa mstari katika sentensi: (i) Nguo yoyote tupu ni marufuku. (ii) Amina ndiye mwalimu wangu. (iii) Alisoma kwa bidii japokuwa alichelewa. (iv) Afadhali mwalimu amerudi nyumbani. (v) Walianguka kizembe.
Yoyote: kiwakilishi; ndiye: kiwakilishi rejelezi; japokuwa: kiunganishi cha masharti; afadhali: kihisishi cha upendeleo; kizembe: kielezi cha namna
CONTESTABLE: "japokuwa" is often classed as a kiunganishi cha upingamizi rather than masharti. Key kept as printed.
Kwa kutumia hoja sita, fafanua mafanikio sita ya Kamati ya Lugha ya Afrika Mashariki ya mwaka 1930 katika kusimamia usanifishaji wa lugha ya Kiswahili.
Kamati ilisaidia usanifishaji wa Kiswahili kwa kamusi, tahajia, sarufi, matumizi rasmi, tafiti na hadhi
CONTESTABLE: the 1930 date and the committee's exact achievements are as stated in the key; the marking scheme may differ.
Fafanua mambo tisa ya muhimu ya kuzingatia katika uandishi wa dayolojia.
Mambo muhimu ya kuzingatia katika uandishi wa dayolojia
Nine points in the key grouped into seven marking points to keep within the 3-7 rule.
Andika kichwa cha habari hii kwa maneno matatu.
Umuhimu wa Miti
Eleza maana ya methali zifuatazo kama zilivyotumika katika habari uliyosoma: (i) Akiba haiozi (ii) Mchelea mwana kulia, hulia yeye.
(i) akiba ya rasilimali ni ya thamani; (ii) mzazi asiyemwonya mtoto mapema atajuta
Kutokana na habari uliyosoma, taja athari mbili za ukosefu wa mvua kwa binadamu, wanyama na wadudu na mimea pia.
Ukame na njaa kwa binadamu; uharibifu wa mimea na upungufu wa malisho kwa wanyama
Fupisha habari uliyosoma kwa maneno yasiyopungua sitini na yasiyozidi sabini.
Habari inaeleza umuhimu wa kupanda na kutunza miti kama njia ya kuhifadhi mazingira na kukabiliana na athari za ukosefu wa mvua.
Kwa kutoa hoja mbili na mifano, eleza namna jina la kitabu linavyosadifu yaliyomo katika diwani mbili ulizosoma. (Diwani: Wasakatonge na Mashairi ya Chekacheka.)
Majina ya Wasakatonge na Mashairi ya Chekacheka yanasadifu yaliyomo
Compulsory question. Reasoning follows the key; poem titles are not cited in the key.
"Mapenzi ya dhati huleta faraja miongoni mwa wanajamii." Thibitisha kauli hii kwa kutoa hoja tatu kutoka katika kila riwaya kati ya riwaya mbili ulizosoma. (Riwaya: Watoto wa Mama N'tilie na Joka la Mdimu.)
Mapenzi ya dhati huleta faraja katika riwaya zote mbili
Kwa kutumia hoja tatu kwa kila kitabu katika tamthiliya mbili ulizosoma, eleza namna wasanii walivyotumia dhamira mbalimbali ili kuakisi jamii ya leo. (Tamthiliya: Ngoswe Penzi Kitovu cha Uzembe na Kilio Chetu.)
Wasanii walitumia dhamira za mapenzi, ulevi, ndoa, mateso, mshikamano na mapambano ya haki
Katika masimulizi ya hadithi, maana sahihi ya soga ni ipi? A Hadithi ndefu zinazohusu binadamu. B Hadithi zinazohusu binadamu na wanyama. C Hadithi fupi za kuchekesha na kufundisha. D Hadithi fupi zinazoelezea makosa au uovu. E Hadithi ndefu za kubuni na zinazochekesha.
C — Hadithi fupi za kuchekesha na kufundisha.
Soga ni hadithi fupi za kuburudisha na kufundisha maadili, hivyo chaguo C linatoa maelezo sahihi.
CHECK: paper text reads option C as "kukejeli"; solutions read "kufundisha". Solutions wording kept.
Kati ya methali zifuatazo, ipi ina maana tofauti na zingine? A Ujanja mwingi mbele giza. B Akili nyingi huondoa maarifa. C Mdharau mwiba, mguu huota tende. D Ukupigao ndio ukufunzao. E Akili nyingi huibuwa nyeo.
C — Mdharau mwiba, mguu huota tende.
Methali hii inahusu tahadhari tofauti na zingine zinazohusiana na maarifa na uzoefu.
"Kiangazi kilinugua kikanung'unika…. Hatimaye, mwaka elfu moja mia tisa hamsini na sita ukaanza ijapokuwa kwa maringo." Usimulizi huu ni aina gani ya hadithi? A Visa B Vigano C Soga D Ngano E Tarihi
E — Tarihi.
Tarihi ni usimulizi unaohusu matukio ya kihistoria au ya zamani, kama ilivyo katika muktadha huu.
"Papai limeiva nyumbani lakini nashindwa kulila." Kauli hii inawakilisha aina gani ya semi? A Mzungu B Nahau C Misemo D Kitendawili
B — Nahau.
Semi hii inatoa maana fiche inayohusiana na hali fulani ya maisha, inayofafanuliwa kwa ufupi na nahau.
CHECK: paper text lists five options (Methali, Mizungu, Nahau, Kitendawili, Misemo) and the solutions list four. Solutions kept; key B = Nahau.
Mbinu ya kufupisha maneno katika ushairi ili kupata ulinganifu wa mizani huitwaje? A Tasfida B Tathilitha C Inkisari D Ufupisho E Inkishafi
C — Inkisari.
Inkisari ni mbinu ya kufupisha maneno kwa ajili ya ulinganifu wa mizani au vina katika ushairi.
Ubainishaji wa maneno ya kuzuia au yasiyo rasmi katika lugha huhusisha alama ipi ya uandishi kati ya hizi? A Mkato B Nukta C Nukta-pacha D Nukta-mkato E Mtajo
D — Nukta-mkato.
Nukta-mkato hutumika kubainisha maneno ambayo yamekatika au si rasmi katika muktadha wa lugha.
Kati ya maneno yafuatayo, neno lipi haliundwi kwa mbinu ya mwambatano? A Batamzinga B Barabara C Jozi D Chajo E Delta
C — Jozi.
Jozi ni neno linalojitegemea na haliundwi kupitia mwambatano wa maneno mawili au zaidi.
CHECK: paper text reads options C-E as Jotoridi, Chajio and Deltao. Solutions wording kept.
Maneno yafuatayo yana maana zaidi ya moja isipokuwa? A Ua B Mbuzi C Kata D Nyau E Paa
B — Mbuzi.
Mbuzi halina maana nyingi tofauti ukilinganisha na maneno mengine yaliyotajwa.
Katika neno "umempelekea" mofimu ipi inawakilisha kauli ya kutendewa? A me- B -e- C -m- D -peleke- E -a
C — -m-.
Mofimu "-m-" inabeba maana ya kuonesha kuwa tendo linaelekezwa kwa mtu mwingine.
CONTESTABLE: -m- is the object marker; the applicative (kutendea) marker is -e-. Key kept as printed; verify against the marking scheme.
Kulingana na chimbuko la Kiswahili, lahaja ya Kijomvu ilizungumzwa maeneo gani? A Kaskazini mwa Tanga B Kusini mwa Somalia C Kisiwa cha Mafia D Kisiwa cha Pemba E Sehemu ya Malindi
E — Sehemu ya Malindi.
Lahaja ya Kijomvu ni mojawapo ya lahaja za Kiswahili zinazozungumzwa maeneo ya Malindi.
Oanisha tungo tata zilizopo katika Orodha A na chanzo cha utata huo kutoka Orodha B. Orodha A: (i) Nilipoifika nyumbani nilimkuta hayupo. Orodha B: A Tafsiri ya neno kwa neno; B Kutozingatia mantiki; C Kutumia mofimu ya kauli ya kutendewa; D Kutumia alama za uandishi; E Kutozingatia mantiki sahihi; F Kutumia mofimu ya kauli ya kutendeka; G Kutozingatia muktadha.
F — Kutumia mofimu ya kauli ya kutendeka
Oanisha tungo tata zilizopo katika Orodha A na chanzo cha utata huo kutoka Orodha B. Orodha A: (ii) Juma alimbizwa hospitalini. Orodha B: A Tafsiri ya neno kwa neno; B Kutozingatia mantiki; C Kutumia mofimu ya kauli ya kutendewa; D Kutumia alama za uandishi; E Kutozingatia mantiki sahihi; F Kutumia mofimu ya kauli ya kutendeka; G Kutozingatia muktadha.
C — Kutumia mofimu ya kauli ya kutendewa
Oanisha tungo tata zilizopo katika Orodha A na chanzo cha utata huo kutoka Orodha B. Orodha A: (iii) Bwana Musa anadeketa. Orodha B: A Tafsiri ya neno kwa neno; B Kutozingatia mantiki; C Kutumia mofimu ya kauli ya kutendewa; D Kutumia alama za uandishi; E Kutozingatia mantiki sahihi; F Kutumia mofimu ya kauli ya kutendeka; G Kutozingatia muktadha.
B — Kutozingatia mantiki
CONTESTABLE: options B and E both read as "kutozingatia mantiki". Key kept as printed.
Oanisha tungo tata zilizopo katika Orodha A na chanzo cha utata huo kutoka Orodha B. Orodha A: (iv) Alimuoa mkimbizi siku ya mwaka mpya. Orodha B: A Tafsiri ya neno kwa neno; B Kutozingatia mantiki; C Kutumia mofimu ya kauli ya kutendewa; D Kutumia alama za uandishi; E Kutozingatia mantiki sahihi; F Kutumia mofimu ya kauli ya kutendeka; G Kutozingatia muktadha.
G — Kutozingatia muktadha
Oanisha tungo tata zilizopo katika Orodha A na chanzo cha utata huo kutoka Orodha B. Orodha A: (v) Mama Halima amekuja. Orodha B: A Tafsiri ya neno kwa neno; B Kutozingatia mantiki; C Kutumia mofimu ya kauli ya kutendewa; D Kutumia alama za uandishi; E Kutozingatia mantiki sahihi; F Kutumia mofimu ya kauli ya kutendeka; G Kutozingatia muktadha.
D — Kutumia alama za uandishi
Oanisha tungo tata zilizopo katika Orodha A na chanzo cha utata huo kutoka Orodha B. Orodha A: (vi) Alikuwa na vitu vya dhamani nyingi. Orodha B: A Tafsiri ya neno kwa neno; B Kutozingatia mantiki; C Kutumia mofimu ya kauli ya kutendewa; D Kutumia alama za uandishi; E Kutozingatia mantiki sahihi; F Kutumia mofimu ya kauli ya kutendeka; G Kutozingatia muktadha.
A — Tafsiri ya neno kwa neno
Andika sentensi zifuatazo katika hali timilifu: (i) Petro hatawatembelea wazee wake likizo hii. (ii) Mimi ninamshinda Rashidi kwa mbio. (iii) Wewe ni abiria lakini lazima ulipe nauli. (iv) Mchezaji anarusha mpira. (v) Mwalimu anafundisha somo la Kiswahili.
Sentensi katika hali timilifu
CONTESTABLE: item (iii) key "lazima umelipa nauli" is printed as is; verify the perfect form.
Bainisha njeo sahihi katika tungo: (i) Asha anafagia jikoni (ii) Mwalimu atawafundisha kuimba (iii) John alikuwa amefika stendi (iv) Watoto wake watamlilia sana (v) Hapo nitakuwa nimerudi (vi) Timu yetu ilicheza vizuri sana (vii) Askari wanalinda raia (viii) Watoto walikuwa wamefurahisha.
(i) uliopo; (ii) ujao; (iii) uliopita hali timilifu; (iv) ujao; (v) ujao hali timilifu; (vi) uliopita; (vii) uliopo; (viii) uliopita hali timilifu
Paper text reads (ii) as "atatufundisha"; solutions "atawafundisha" used.
Eleza dhima tano za uambishaji katika lugha ya Kiswahili.
Uambishaji huonyesha njeo, nafsi, uundaji wa nomino, hali ya kitendo, na ukamilifu
Bainisha mzizi katika maneno yafuatayo: (i) Mwokozi (ii) Matendo (iii) Mlaji (iv) Uonevu.
Mwokozi: -oko-; Matendo: -tend-; Mlaji: -la-; Uonevu: -one-
Andika visawe vya maneno yafuatayo kisha tunga sentensi moja kwa kila kisawe: (i) Majaliwa (ii) Sahihi (iii) Sifuri (iv) Chuchumaa (v) Choo.
Baraka, saini, ziro, piga magoti, msalani
Eleza maana ya msingi na ya ziada kwa maneno yafuatayo: (i) Mchumi (ii) Husudu (iii) Kichaa (iv) Mchafu.
Maana ya msingi na ya ziada kwa kila neno
Kwa kutumia hoja sita, eleza kwa mifano namna lugha ya Kiswahili na Kibantu vinavyoshabihiana.
Kiswahili na Kibantu vinashabihiana katika mnyumbuliko, nyakati, mizizi, mpangilio wa sentensi, uundaji wa majina na msamiati
CONTESTABLE: some examples in the key are weak (for instance "nyama" glossed as food for animals). Verify the marking scheme.
Andika insha yenye maneno yasiyopungua mia mbili (200) na yasiyozidi mia mbili hamsini (250) kuhusu "Umuhimu wa lishe bora kwa watoto."
Lishe bora ni msingi muhimu katika ukuaji na maendeleo ya watoto
Points drawn from the model essay in the solutions.
Pendekeza kichwa kifaacho kwa habari uliyosoma.
Tanzania Yashinda kwa Kishindo Dhidi ya Tunisia
Eleza mawazo waliyokuwa nayo watazamaji wengi kabla ya kuanza kwa mpira.
Hofu na mashaka kwamba historia ya kufungwa au kutoka sare ingejirudia
Eleza maana ya misemo ifuatayo kama ilivyotumika katika kifungu cha habari: (i) patashika nguo kuchanika (ii) walipiga moyo konde (iii) Mungu si Athumani (iv) walibuka kidedea (v) walishika kasi.
Maana za misemo mitano katika habari
Watunisia walikuwa na hali gani baada ya kufungwa goli la pili?
Walikuwa na huzuni kubwa na walikata tamaa
Fupisha habari hii kwa maneno yasiyopungua mia moja (100) na yasiyozidi mia na tano (105).
Mchezo kati ya Tanzania na Tunisia ulikuwa na ushindani mkubwa.
"Lugha ni nyenzo muhimu katika kutoa mafundisho kwa jamii." Thibitisha ukweli wa kauli hii kwa kutumia vipengele vitatu vya lugha kwa kila kitabu kutoka katika diwani mbili ulizosoma. (Diwani: Wasakatonge na Malenga Wapya.)
Taswira, tamathali za semi na takriri katika Wasakatonge; methali, lugha ya picha na utohozi katika Malenga Wapya
Compulsory question. CHECK: poem titles cited in the key (Mvuja Jasho, Madikteta, Samaki Mtungoni) were not verified against the books.
"Mhusika hawezi kuwa kamili katika kazi ya fasihi bila kubeba kikamilifu mawazo ya mwandishi." Chagua mhusika mmoja kwa kila kitabu, kisha onesha namna kila mmoja alivyowasilisha mawazo matatu ya mwandishi kutoka katika riwaya mbili ulizosoma. (Riwaya: Takadini na Watoto wa Mama N'tilie.)
Takadini kuwasilisha ubaguzi, upendo na mabadiliko; Maman'tilie kuwasilisha umasikini, malezi na athari za ulevi
Katika tamthiliya za Kiswahili, wasanii huonyesha mikakati mbalimbali ya kupambana na changamoto zilizopo katika jamii. Onesha mikakati mitatu iliyotolewa na wasanii kwa kila kitabu kutoka katika tamthiliya mbili ulizosoma. (Tamthiliya: Ngoswe Penzi Kitovu cha Uzembe na Kilio Chetu.)
Mikakati ya kuelimisha, kuhamasisha mshikamano na kukuza maadili katika tamthiliya mbili
CHECK: the key spells the author "E. Sembeba"; the book list spells it "E. Semzaba". Book list spelling used in the stem.
"Kushindana na mtu aliyekuzidi kwa kila hali si busara." Methali zifuatazo zinashabihisha kauli hii isipokuwa: A Mwenye pesa si mwenzio B Nazi haishindani na jiwe C Chanda chema, huvikwa pete D Mwenye nguvu mpishe E Maji yakija kasi yapishe.
C — Chanda chema, huvikwa pete
Methali "Chanda chema, huvikwa pete" haionyeshi uzito wa kuepuka kushindana na mtu mwenye uwezo mkubwa, bali inasisitiza kuthamini vitu vyenye thamani.
CHECK: option E appears in the paper text but not in the solutions. Paper wording used.
Neno linaloingizwa katika kamusi kwa wino uliokolezwa, fasili, matamshi na aina ya neno hilo kwa pamoja huitwaje? A Kidahizo B Kategoria C Fasili D Istilahi E Kitemoeo
A — Kidahizo
Kidahizo ni neno linaloandikwa kwa msisitizo mkubwa katika kamusi ili kuelezea maana zake na matumizi mbalimbali.
Kikundi cha maneno kinachoonyesha jambo lililotendwa na mtenda katika sentensi hujulikana je? A Chagizo B Kitenzi C Kivumishi D Shamrisho E Nomino
B — Kitenzi
Kitenzi huonyesha tendo au hali inayofanywa na mtenda katika sentensi.
Bainisha sentensi yenye vielezi zaidi ya kimoja katika sentensi zifuatazo: A Vitabu vyangu vyote vimeibwa na watoto wako. B Mbuzi aliyepotea jana ameonekana leo asubuhi. C Shule ngapi zinaweza kushiriki mashindano? D Wengi walikuwa wanataka kwenda msomoni. E Wanakijiji hawa wamefanya uchaguzi kwa amani.
B — Mbuzi aliyepotea jana ameonekana leo asubuhi.
Sentensi "Mbuzi aliyepotea jana ameonekana leo asubuhi" ina vielezi viwili, "jana" na "leo asubuhi."
CHECK: options C and E use paper-text wording; the solutions read "Shule yetu inazawaza" and "Wanajiji", which look like OCR errors.
Pande mbili zinazohusika katika lugha ya mawasiliano ni zipi? A Mwandishi na msikilizaji B Msimulizi na msomaji C Mwandishi na mzungumzaji D Msomaji na msimuliji E Msomaji na mwandishi
E — Msomaji na mwandishi
Mawasiliano katika maandishi yanahusisha msomaji anayepokea ujumbe kutoka kwa mwandishi.
Dhima ya vielegelele katika utendaji wa sanaa za maonesho ni ipi? A Kuishirikisha na kuiondoa hadhira udhia wa kumsikiliza mtu mmoja. B Hadhira kukata shauri juu ya mwendo wa kazi ya sanaa za maonesho. C Kuweka alama za mapigo ya kimuziki katika kazi ya sanaa za maonesho. D Kuonesha upeo wa furaha na burudani ya kazi ya sanaa za maonesho. E Kuonesha mbwembwe katika kazi ya sanaa za maonesho.
D — Kuonesha upeo wa furaha na burudani ya kazi ya sanaa za maonesho.
Vielegelele huonyesha furaha na burudani katika maonesho ya sanaa.
Njia ipi huhifadhi sauti pamoja na vidokezo vyake katika kuhifadhi kazi ya fasihi simulizi kati ya hizi? A Maandishi B Mikanda ya filamu C Mitandao D Kinasa sauti E Masimulizi
D — Kinasa sauti
Kinasa sauti hutumika kuhifadhi sauti na vidokezo vyake kikamilifu.
Jambo gani muhimu huzingatiwa na mtunzi wa insha ya hoja? A Lugha yenye ukinzani B Lugha isiyo na mvuto C Lugha ya kisanaa D Lugha ya kufikirisha E Lugha inayosifia
D — Lugha ya kufikirisha
Lugha ya kufikirisha husaidia kusukuma msomaji kuelewa na kukubaliana na hoja zinazotolewa.
Zifuatazo ni kazi za alama ya uandishi nukta mkato (;) isipokuwa: A Kuonesha kwamba vitu vinavyofuata viko katika orodha. B Kuunga mawazo mawili tofauti katika sentensi. C Kuonesha kwamba kinachofuata ni ufafanuzi zaidi. D Kuunga mawazo mawili au zaidi katika sentensi. E Kutenga vifungu vya sentensi ambavyo ni ndefu.
E — Kutenga vifungu vya sentensi ambavyo ni ndefu.
Nukta mkato haitumiki kutenga vifungu vya sentensi ndefu bali kuweka vitu kwenye orodha au kuonyesha ufafanuzi.
CHECK: the solutions print the mark as (,) but the key describes nukta-mkato, which is (;). Question printed with (;).
Kipi ni kipengele kinachohusu muundo wa kazi za fasihi? A Mitindo B Muundo C Mandhari D Wahusika E Lugha
B — Muundo
Muundo ni namna matukio katika kazi za fasihi yanavyopangwa kuonyesha mtiririko wa hadithi au simulizi.
Oanisha maana za tamathali za semi zilizo katika Orodha A na tamathali husika kutoka Orodha B. Orodha A: (i) Ushangaji wa jambo fulani, aghalabu huambatana na alama ya mshangao. Orodha B: A Tashbihi; B Takriri; C Sitari; D Tabaini; E Tashhisi; F Nidaa; G Tanakali sauti.
F — Nidaa
Oanisha maana za tamathali za semi zilizo katika Orodha A na tamathali husika kutoka Orodha B. Orodha A: (ii) Upangiliaji wa maneno katika namna ya kupingana ili kusisitiza mawazo fulani. Orodha B: A Tashbihi; B Takriri; C Sitari; D Tabaini; E Tashhisi; F Nidaa; G Tanakali sauti.
B — Takriri
CONTESTABLE: the pairing of a contrast-based description with Takriri (B) looks doubtful; Tabaini (D) may be intended. Key kept as printed.
Oanisha maana za tamathali za semi zilizo katika Orodha A na tamathali husika kutoka Orodha B. Orodha A: (iii) Ulinganishaji wa vitu viwili au zaidi vyenye sifa tofauti kwa kutumia viunganishi. Orodha B: A Tashbihi; B Takriri; C Sitari; D Tabaini; E Tashhisi; F Nidaa; G Tanakali sauti.
A — Tashbihi
Oanisha maana za tamathali za semi zilizo katika Orodha A na tamathali husika kutoka Orodha B. Orodha A: (iv) Uhusishaji wa kitu kisicho binadamu kupewa uwezo wa kutenda kama binadamu. Orodha B: A Tashbihi; B Takriri; C Sitari; D Tabaini; E Tashhisi; F Nidaa; G Tanakali sauti.
E — Tashhisi
Oanisha maana za tamathali za semi zilizo katika Orodha A na tamathali husika kutoka Orodha B. Orodha A: (v) Urudiaji wa neno, herufi au silabi ili kusisitiza jambo. Orodha B: A Tashbihi; B Takriri; C Sitari; D Tabaini; E Tashhisi; F Nidaa; G Tanakali sauti.
G — Tanakali sauti
CONTESTABLE: repetition for emphasis matches Takriri (B), not G. The key appears shifted; key kept as printed. Verify.
Kwa kutumia mfano kwa kila moja, fafanua taarifa nne za kisarufi zilizopo katika viambishi awali vya vitenzi vya Kiswahili.
Nafsi ya mtendaji, wakati (njeo), idadi ya wahusika, na hali ya kitendo
"Fasihi simulizi ni hai." Thibitisha kauli hii kwa kutoa hoja nne na mifano halisi.
Fasihi simulizi ni hai kwa sababu inaendelezwa, inarekebishwa, inaonyesha maisha na ni ya moja kwa moja
Kwa kutumia mfano mmoja kwa kila muundo, bainisha miundo minne ya kirai nomino.
Kirai nomino chenye nomino pekee, nomino na sifa, nomino na kiwakilishi, nomino na viambishi
Changanua sentensi zifuatazo kwa njia ya jedwali: (i) Umma unalalamika sana. (ii) Simba ni mkali ila chui ndiye zaidi.
Jedwali la uchanganuzi wa sentensi (hakuna jibu katika majibu)
NOT IN ANSWER SHEET: the solutions leave this table blank. Points drafted, CHECK before use.
Wanafunzi wengi wa Kidato cha Kwanza huchanganya maana za tanzu na vipera vya fasihi simulizi. Onesha tofauti iliyopo kwa kila seti (a) hadi (d) kwa kutoa maelezo mafupi na mfano kwa kila moja.
Tofauti kati ya kila jozi ya tanzu au vipera
Ukiwa kama Afisa Utalii katika eneo lako, pendekeza namna utakavyokuza na kueneza lugha ya Kiswahili kwa wageni katika vipengele (i) hadi (iv) na kutoa mfano kwa kila moja.
Biashara, utawala, utamaduni na mafunzo kama njia za kukuza Kiswahili kwa wageni
Bainisha matumizi manne ya TEKNOHAMA katika mchakato wa ufundishaji na ujifunzaji kulingana na habari uliyosoma.
Kurahisisha kazi ya walimu, kuimarisha uwazi, kukuza ufanisi wa wanafunzi, na kudhihirisha maudhui kwa hali halisi
Fupisha habari hiyo kwa maneno yasiyopungua 60 na yasiyozidi 70.
TEKNOHAMA ni nyenzo muhimu katika ufundishaji na ujifunzaji; hurahisisha kazi, huimarisha uwazi na kuongeza ufanisi.
Word count is not checked against the key; the key summary is not given word by word.
Chama cha Waandishi wa Vitabu Tanzania kimeanzisha shindano la uandishi wa insha kuhusu Manufaa ya Sayansi na Teknolojia kwa Maendeleo ya Kiswahili. Andika insha isiyopungua maneno mia mbili (200) na isiyozidi maneno mia mbili hamsini (250).
Manufaa ya Sayansi na Teknolojia kwa Maendeleo ya Kiswahili
Umeagizwa kutunga shairi moja la kuwasaidia wahitimu kuboresha maisha yao ya baadaye. Chagua mashairi matatu kwa kila diwani kutoka katika diwani mbili ulizosoma kisha eleza mafunzo utakayoyajumuisha katika shairi lako. (Diwani: Wasakatonge na Malenga Wapya.)
Mafunzo ya bidii, uongozi bora, ushirikiano, elimu na umoja
CHECK: poem titles cited in the key were not verified against the books. Malenga Wapya is listed with TAKILUKI as author.
"Matatizo ya mwanajamii huletwa na mwanajamii mwenyewe." Thibitisha usemi huu kwa kutoa hoja tatu kwa kila riwaya kati ya riwaya mbili ulizosoma. (Riwaya: Takadini na Joka la Mdimu.)
Matatizo ya jamii yanaletwa na wanajamii kupitia ubaguzi, uongozi mbovu na uzembe
"Ujinga ni chanzo cha maendeleo duni katika jamii." Kwa kutumia wahusika watatu kwa kila tamthiliya, onesha jinsi ujinga wao ulivyozorotesha maendeleo katika jamii zao kupitia tamthiliya mbili ulizosoma. (Tamthiliya: Ngoswe Penzi Kitovu cha Uzembe na Orodha.)
Wahusika wa Ngoswe na Orodha wanaonyesha jinsi ujinga ulivyodumaza maendeleo
CHECK: character summaries are taken from the key; verify against the play texts. The key spells the author "Edwin Semzaba"; the book list spells it "E. Semzaba".
Ipi ni seti sahihi ya vipera vya semi? A Methali, misemo na maghani B Soga, nyimbo na nahau C Misemo, mafumbo na vigano D Mafumbo, soga na maghani E Nahau, vitendawili na mizunguo
C — Misemo, mafumbo na vigano
Hii ndiyo seti sahihi ya vipera vya semi kulingana na dhana ya Kiswahili.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Dhima kuu ya misimu katika lugha ni ipi? A Kuunda mizizi ya maneno B Kuchafua jambo kwa wasiohusika C Kutoa lugha ya kipekee D Kutambulisha aina za maneno E Kupatanisha sentensi
C — Kutoa lugha ya kipekee
Misimu hutumika kuonyesha lugha ya kipekee au maalum inayotumiwa na kundi fulani.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Bainisha sentensi yenye muundo wa kiwakilishi + kiarufi visheni + kitenzi kikuu + kiarufi nomino: A Sisi sote tulicheza vizuri sana. B Mimi na yeye hatuwezi hata kidogo. C Wao hawataki tumbo nyembamba tu. D Wale wote wanapenda muziki. E Ninyi nyote tunawapenda sana.
D — Wale wote wanapenda muziki
Hii ni sentensi ambayo inajumuisha miundo yote iliyotajwa katika swali.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Njia ipi ya uhifadhi wa fasihi simulizi inayoonyesha kupokea mabadiliko kwa haraka kati ya hizi? A Maandishi B Kichwa C Vinasasauti D Kanda za video E Kompyuta
D — Kanda za video
Kanda za video zinasaidia kuonyesha mabadiliko ya haraka ya fasihi simulizi.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
“Ni bold nisome kwa bidii ili nifaulu mtihani wangu.” Yapi ni mashiniko sahihi ya sentensi hii? A Nina bidii kusoma kwa bidii ili nifaulu mtihani wangu. B Sio bidii kusoma kwa bidii ili nifaulu mtihani wangu. C Sijui bidii kusoma kwa bidii ili nifaulu mtihani wangu. D Nina uhakika nitafaulu mtihani wangu. E Sio lazima kusoma kwa bidii ili nifaulu mtihani wangu.
A — Nina bidii kusoma kwa bidii ili nifaulu mtihani wangu
Hii ndiyo mashiniko sahihi ya kuonyesha dhamira ya mtendaji wa kazi.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. UNVERIFIED: the stem word “bold” is not Kiswahili as printed; the paper wording could not be checked.
“Kutwa mara tatu; asubuhi, mchana na jioni.” Dhima ya muundo wa mazungumzo haya ni ipi? A Kupunguza uzito wa mazungumzo. B Kufupisha mazungumzo. C Kupamba lugha ya mazungumzo. D Kuonesha msisitizo wa mazungumzo. E Kukidhi haja ya mazungumzo.
D — Kuonesha msisitizo wa mazungumzo
Mazungumzo haya yanaonyesha msisitizo wa jambo lililozungumziwa.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
“Juma anaendesha baiskeli yake polepole.” Kiarifu cha sentensi hii kimejengwa na mfuatano upi wa viambajengo? A Kiima, chagizo na shamirisho. B Kitenzi kishirikishi, kiarifu na chagizo. C Shamirisho, chagizo na kitenzi kikuu. D Kitenzi kikuu, shamirisho na chagizo. E Kiima, chagizo na shamirisho la msingi.
B — Kitenzi kishirikishi, kiarifu na chagizo
Muundo wa sentensi hii unajumuisha vipengele hivi.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. CONTESTABLE: option D (kitenzi kikuu, shamirisho na chagizo) is at least as defensible; printed key kept.
Fungu la sauti zinazoonekana katika au mwisho mwa kila mstari wa ushairi huitwaje? A Vina B Mizani C Vituo D Silabi E Ukariri
A — Vina
Vina hutumika kama kiambajengo cha muziki katika ushairi.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Mambo muhimu ya kuzingatiwa katika uandishi wa tangazo la biashara ni yapi kati ya haya? A Aina ya bidhaa na idadi ya wateja. B Bidhaa unazotangaza na bei ya kila moja. C Bei ya bidhaa na ubora wake. D Aina ya bidhaa na namna ya bei zake. E Kichwa cha tangazo na lengo lake.
E — Kichwa cha tangazo na lengo lake
Tangazo lolote hufaulu linapokuwa na kichwa kinachovutia na lengo linaloeleweka.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Ni kauli ipi iliyo kamilika katika undaji wa neno “nitamtimilia”? A Kutenda B Kutendena C Kutendea D Kutendekana E Kutendewa
A — Kutenda
Neno hili linaonyesha tendo moja ambalo mhusika atatekeleza.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. CONTESTABLE: the stem word does not match any option form; the key A (base verb) is kept as printed. Option C (kutendea) may be intended. Check the paper.
Kuchukua maneno katika lugha nyingine ili kukuza lugha. (Oanisha na Orodha B: A Unyumbulishaji, B Uambatanishaji, C Ufupishaji, D Uzalishaji, E Ukuzaji, F Utohoaji, G Ubunifu)
F — Utohoaji
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Kuchukua mofimu au sehemu ya neno ili kuunda neno jipya. (Oanisha na Orodha B: A Unyumbulishaji, B Uambatanishaji, C Ufupishaji, D Uzalishaji, E Ukuzaji, F Utohoaji, G Ubunifu)
C — Ufupishaji
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Kuzalisha lugha mamboleo. (Oanisha na Orodha B: A Unyumbulishaji, B Uambatanishaji, C Ufupishaji, D Uzalishaji, E Ukuzaji, F Utohoaji, G Ubunifu)
D — Uzalishaji
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Kuunganisha maneno mawili au zaidi ili kupata neno jipya. (Oanisha na Orodha B: A Unyumbulishaji, B Uambatanishaji, C Ufupishaji, D Uzalishaji, E Ukuzaji, F Utohoaji, G Ubunifu)
B — Uambatanishaji
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Rudiaji wa neno, herufi au silabi ili kusisitiza jambo. (Oanisha na Orodha B: A Unyumbulishaji, B Uambatanishaji, C Ufupishaji, D Uzalishaji, E Ukuzaji, F Utohoaji, G Ubunifu)
G — Ubunifu
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. CONTESTABLE: “rudiaji” does not clearly match “ubunifu”; key kept as printed.
Tunga sentensi moja kwa kila hali ya kitenzi: Hali ya maelezo.
Mtoto anacheza mpira uwanjani.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Tunga sentensi moja kwa kila hali ya kitenzi: Hali ya kuuliza.
Je, mwalimu amefika shuleni?
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Tunga sentensi moja kwa kila hali ya kitenzi: Hali ya mshangao.
Kweli umeweza kushinda mashindano hayo!
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Tunga sentensi moja kwa kila hali ya kitenzi: Hali ya ombi.
Tafadhali nipe kalamu yako kwa muda mfupi.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Kwa kutumia hoja nne, fafanua namna utakavyoiulinda lugha ya Kiswahili isitoweke.
Hoja nne: kuendeleza matumizi ya Kiswahili katika elimu; kuongeza matumizi yake katika teknolojia; kuhamasisha utunzi wa fasihi ya Kiswahili; kuendeleza kampeni za kitaifa kuhusu Kiswahili.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Bainisha maana mbili zinazofanya sentensi “Mama amenunua mbuzi.” kuwa tata, kisha eleza sababu ya utata.
Maana 1: Mama amenunua mbuzi wa kufuga. Maana 2: Mama amenunua mbuzi kwa ajili ya nyama. Sababu: sentensi haielezi wazi kama mbuzi amenunuliwa kwa kufuga au kuliwa.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Bainisha maana mbili zinazofanya sentensi “Tulimkuta hayupo nyumbani.” kuwa tata, kisha eleza sababu ya utata.
Maana 1: Tulimtafuta lakini hakuwa nyumbani. Maana 2: Tulimkuta lakini alikuwa ameondoka nyumbani. Sababu: neno “hayupo” linaweza kumaanisha kutokuwepo kimwili au kuondoka kwa muda.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Bainisha maana mbili zinazofanya sentensi “Mwajuma ametumwa na Rama.” kuwa tata, kisha eleza sababu ya utata.
Maana 1: Rama amemtuma Mwajuma kwa kazi fulani. Maana 2: Mwajuma ametumwa kwa Rama kwa lengo fulani. Sababu: sentensi haibainishi kama Rama ni mtumaji au mpokeaji.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Bainisha maana mbili zinazofanya sentensi “Ninamjengea nyumba.” kuwa tata, kisha eleza sababu ya utata.
Maana 1: Ninajenga nyumba kwa ajili ya mtu fulani. Maana 2: Ninamsaidia mtu kujenga nyumba. Sababu: sentensi haielezi ikiwa unafanya kazi yote au sehemu tu ya kazi.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Kwa kutoa hoja nne na mifano, eleza jinsi matumizi ya picha na michoro yanavyomsaidia mtumiaji wa kamusi.
Picha na michoro: kufafanua maana za vitu visivyojulikana (tembo); kueleza maneno yenye maana nyingi (paa); kusaidia kujifunza maneno kwa haraka; kusaidia wasiojua kusoma vizuri.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Soma beti za wimbo wa taifa. Wimbo huu una umuhimu gani kwa jamii ya Tanzania? Toa hoja mbili.
i. Unadumisha mshikamano wa kitaifa kwa kuhimiza amani, umoja na hekima. ii. Unahamasisha uzalendo kwa kuwafanya watu kujivunia taifa lao na rasilimali zake.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Wahusika wawili wanaodhihirika katika wimbo wa taifa ni wepi? Toa sababu moja ya uhusika wa kila mmoja.
i. Mungu: anaombwa kubariki Afrika na Tanzania, akionyesha imani ya dini. ii. Viongozi: wanatajwa kuhitaji hekima, umoja na amani ili kuongoza vizuri.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Onesha bayana vina viwili vilivyotumika katika mishororo ya ubeti wa pili wa wimbo wa taifa.
i. Umoja - Waume. ii. Tanzania - Ngoma.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. CONTESTABLE: the printed pairs do not obviously share an ending sound; check against the poem.
Kwa kutumia mifano, bainisha tamathali za semi mbili zilizotumika katika wimbo huu.
i. Personifikeshoni: “Hizi ni ngao zetu,” ambapo ngao inafananishwa na amani na hekima. ii. Alegoria: wimbo mzima unatumika kuonyesha mapambano na matumaini ya bara la Afrika.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. CONTESTABLE: “ngao zetu” is closer to a metaphor than personification; key kept as printed.
Eleza sababu ya mtunzi wa wimbo huu kutumia tamathali za semi ulizobaini katika kipengele (d)(i).
Tamathali za semi zilitumika ili kuufanya wimbo kuwa wenye kuvutia na wenye ujumbe mzito wa kuhamasisha mshikamano wa kitaifa na uzalendo.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Andika barua kwa Mkuu wa Chuo cha Uuguzi Peramiho S.L.P 133 Songea, kuomba nafasi ya kujiunga na mafunzo ya uuguzi. Jina lako ni Nakiete Kajiru wa S.L.P 502 Malolo - Ndanda. Barua ipitie kwa Afisa Mtendaji wa kata unayoishi.
Barua rasmi yenye anwani ya mwandishi na tarehe, anwani ya mpokeaji, YAH, mwili unaoomba nafasi, na kupitia kwa Afisa Mtendaji wa kata.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Baada ya kuhitimu sekondari, umeitwa kwenye usaili wa Baraza la Sanaa la Taifa. Kwa kutumia hoja tano na mifano ya kazi mbalimbali za kifasihi, thibitisha kwamba fasihi ina umuhimu katika jamii.
Hoja tano: kuelimisha jamii (Siku Njema); kudumisha maadili na utamaduni (Alfu Lela U Lela); kuburudisha (Mashetani); kukuza lugha (Malenga wa Mvita); kuhamasisha mabadiliko ya kijamii (Kufa Kuzikana).
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Chagua mashairi matatu kwa kila diwani kutoka katika diwani mbili ulizosoma, kisha onesha jinsi washairi walivyo walimu bora wa jamii ya leo.
Chekacheka (T. Mvungi): “Mwinyi Umewasha Moto Angalia Usizimwe”, “Taifa Wamelizika”, “Njiwa Kiumbe Mtini”. Chungu Tamu (E. Kezilahabi): “Chungu Tamu”, “Tishio la Binadamu”, “Chini ya Mti Mkavu”.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable. UNVERIFIED: poem titles and quoted lines are as printed in the answer sheet and were not checked against the diwani.
Eleza mambo matatu yaliyoelezwa na waandishi kwa kila riwaya “Watoto wa Mama Ntilie” na “Joka la Mdimu” yenye lengo la kuzuia rushwa katika jamii, kwa kutumia mifano.
Watoto wa Mama Ntilie: kuelimisha umma kuhusu madhara ya rushwa, kuhimiza uadilifu katika uongozi, kujenga uwazi na uwajibikaji. Joka la Mdimu: kufichua uovu wa rushwa, kuhimiza maadili na uadilifu, kutoa onyo dhidi ya rushwa.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Eleza jinsi uteuzi wa mandhari ulivyoibua dhana ya mapenzi machungu kwa wahusika, kwa kutoa hoja tatu kwa kila tamthiliya: “Ngoswe: Penzi Kitovu cha Uzembe” na “Kilio Chetu”.
Ngoswe: mandhari ya kijijini, nyumbani kwa mzee Mitomingi, na kilabuni. Kilio Chetu: mandhari ya shule, nyumbani kwa Suzi, na kijijini.
CHECK: section letter inferred from 2019/2020 layout; 2021 paper text unreadable.
Ni neno lipi linalotoa taarifa kuhusu nomino? A Kitenzi B Kielezi C Kivumishi D Kiwakilishi E Kiunganishi
C — Kivumishi
Kivumishi huelezea zaidi kuhusu nomino, kwa mfano, “mtoto mzuri” ambapo kivumishi “mzuri” kinaelezea nomino “mtoto.”
Katika lugha ya Kiswahili kuna aina ngapi za vitenzi? A mbili B tano C sita D tatu E nne
E — nne
Kiswahili kina aina nne za vitenzi: vitenzi vya kawaida, vitenzi vya hali, vitenzi vya unyenyekevu, na vitenzi vya mwitiko.
CONTESTABLE: the explanation's list is not a standard classification of verb types; key E kept as printed.
Maneno yepi kati ya yafuatayo yametokana na lugha za Kibantu? A Kitindamimba na bendera B Hela na mtutu C Kitivo na ngeli D Godoro na sharubati E Bunge na shule
A — Kitindamimba na bendera
Maneno haya ni asili ya Kibantu, ambapo “kitindamimba” na “bendera” ni maneno ya Kiswahili yanayoonyesha asili ya Kibantu.
CONTESTABLE: “bendera” is generally treated as a loanword; the key may be contested. Printed key kept.
Ni mambo gani muhimu ya kuzingatia katika kuteua maneno na miundo ya tungo wakati wa mazungumzo? A Mada, muktadha na mazungumzo ya ana kwa ana. B Mada, mazungumzo na uhusiano wa wazungumzaji. C Mada, muzungumzaji na muktadha wa mazungumzo. D Mada, mzungumzaji na uhusiano wa wazungumzaji. E Mada, muktadha na uhusiano wa wazungumzaji.
E — Mada, muktadha na uhusiano wa wazungumzaji
Mazungumzo mazuri huzingatia mada ya mazungumzo, muktadha unaofaa, na mahusiano kati ya wazungumzaji ili kuwe na uelewa mzuri.
Bainisha kauli inayoonesha dhima muhimu za vitendawili katika jamii: A Kuhimiza umoja na ushirikiano. B Kupanga watu katika marika yao. C Kuchochea udadisi wa mambo. D Kuchochea uwongo wa mambo. E Kukosoa wadadisi wa mambo.
C — Kuchochea udadisi wa mambo
Vitendawili vina dhima ya kuchochea fikra na udadisi ili kupata majibu yanayostahili na kuimarisha maarifa ya jamii.
Njia mojawapo ya kuzuia utata katika lugha ya mazungumzo ni ipi kati ya zifuatazo? A Kuepuka makosa ya kisarufi na kimantiki. B Kutumia neno lenye maana zaidi ya moja. C Kutumia kiwakilishi kiambata katika neno. D Kuweka msisitizo au ufafanuzi zaidi. E Kutumia mofimu sahihi za wakati.
D — Kuweka msisitizo au ufafanuzi zaidi
Msisitizo na ufafanuzi vinaondoa utata kwa kuelezea maana ya maneno au maudhui yanayozungumziwa kwa kina.
“Waandishi wa fasihi huzungumzia watu wenye mienendo isiyokubalika katika jamii ili kukemea mienendo hiyo.” Katika tamthiliya ulizosoma, ni wahusika wepi kati ya wafuatao wana mienendo isiyokubalika? A Joti, Ngoswe na Mama Furaha. B Padri James, Ngoswe na Baba Anna. C Mazoea, Mama Furaha na Joti. D Ngoswe, Baba Anna na Suzi. E Ngoswe, Joti na Padri James.
E — Ngoswe, Joti na Padri James
Wahusika hawa walionyeshwa wakiwa na mienendo inayokinzana na maadili ya kijamii, kama vile uzembe (Ngoswe), udanganyifu (Joti), na unafiki wa kidini (Padri James).
Kati ya sababu zifuatazo ni ipi si sahihi kuhusu matumizi ya kamusi? A Kujifunza lugha ya kigeni. B Kusanifisha maneno mapya. C Kubaini kategoria ya neno. D Kujua maana za maneno. E Kujua tahajia za maneno.
B — Kusanifisha maneno mapya
Kusanifisha maneno mapya si kazi ya kamusi bali ni jukumu la taasisi za kisarufi kama vile Baraza la Kiswahili la Taifa (BAKITA).
Ni methali ipi inayokinzana na methali “Umoja ni nguvu, utengano ni udhaifu?” A Manahodha wengi, chombo huenda mrama. B Palipo na wengi, hapaharibiki neno. C Haba na haba, ujaza kibaba. D Kidole kimoja, hakivunji chawa. E Fimbo ya mnyonge, ni umoja.
A — Manahodha wengi, chombo huenda mrama.
Methali hii inaonyesha madhara ya kuwa na maoni mengi yasiyokubaliana, ikipingana na wazo la mshikamano.
Bainisha sentensi ambatano yenye muundo wa sentensi changamano mbili kati ya sentensi zifuatazo: A Gari lililomteka tumeliona na dereva aliyetekwa ameonekana. B Mtoto aliyeumia jana amelazwa na mtoto mwingine hajitambui. C Mpe haki yake yote ili nae akupe haki yako yote. D Uchunguzi uliofanyika juzi umezaa matunda. E Baba anataka kujenga nyumba lakini mama hataki kabisa.
A — Gari lililomteka tumeliona na dereva aliyetekwa ameonekana.
Sentensi hii ni changamano kwa kuwa ina vifungu viwili vilivyo na vitenzi vinavyojitegemea lakini vinaunganishwa pamoja.
Sherehe au shughuli zinazofanywa na jamii katika kipindi maalumu cha mwaka. (Oanisha na Safu B: A Utani, B Matambiko, C Miviga, D Harusi, E Ngoma, F Majigambo, G Vichekesho)
C — Miviga
Masimulizi ya mambo ya kishujaa ambayo mtu amewahi kuyafanya maishani mwake. (Oanisha na Safu B: A Utani, B Matambiko, C Miviga, D Harusi, E Ngoma, F Majigambo, G Vichekesho)
F — Majigambo
Maigizo mafupi yaliyojaa ucheshi na mzaha. (Oanisha na Safu B: A Utani, B Matambiko, C Miviga, D Harusi, E Ngoma, F Majigambo, G Vichekesho)
G — Vichekesho
Sadaka itolewayo kwa miungu au mahoka. (Oanisha na Safu B: A Utani, B Matambiko, C Miviga, D Harusi, E Ngoma, F Majigambo, G Vichekesho)
B — Matambiko
Masihara wanayofanyiana wanajamii wakati wa shida na raha. (Oanisha na Safu B: A Utani, B Matambiko, C Miviga, D Harusi, E Ngoma, F Majigambo, G Vichekesho)
A — Utani
Ainisha neno lililokolezwa wino: Wangapi waliondoka mapema leo?
Wangapi: kielezi cha idadi (inaonyesha swali la idadi ya watu waliondoka).
Ainisha neno lililokolezwa wino: Wachezaji wangapi watashiriki kwenye mechi ya kwanza?
Wangapi: kielezi cha idadi (inaonyesha swali la idadi ya wachezaji watakaoshiriki).
Ainisha maneno yaliyokolezwa wino: Wanangu wapendwa niwaeleze mara ngapi mpate kunielewa?
Mara ngapi: kielezi cha idadi (kinaonyesha swali kuhusu marudio ya tendo).
Ainisha neno lililokolezwa wino: Wawakilishi wote waliunga mkono hoja ya mbunge wa Kusini Unguja.
Waliunga: kitenzi (kinaonyesha tendo la kuunga mkono hoja).
Eleza kwa ufupi mazingira manne ambayo kielezi huweza kujipambanua, kisha tunga sentensi moja kwa kila aina ya mazingira.
Mahali: Mtoto anacheza uwanjani. Wakati: Jana tulitembelea mbuga za wanyama. Namna: Anazungumza kwa upole. Kiwango: Aliumia sana katika ajali hiyo.
Eleza maana mbili za tungo: Mama anaota.
Maana 1: Mama amelala na anaota ndoto. Maana 2: Mama anapanda mimea kwenye shamba.
Eleza maana mbili za tungo: Tafadhali nipe sahani ya kulia.
Maana 1: Nipe sahani ya kula chakula. Maana 2: Nipe sahani iliyo upande wa kulia wa meza.
Eleza maana mbili za tungo: Vijakazi wanalima barabara.
Maana 1: Vijakazi wanasafisha na kutengeneza barabara. Maana 2: Vijakazi wanalima kwa ustadi mkubwa.
Eleza maana mbili za tungo: Amekanyaga mtoto.
Maana 1: Amemkanyaga mtoto kwa bahati mbaya. Maana 2: Amemdhalilisha au kumshusha hadhi mtoto.
Kwa kutumia mifano kutoka katika riwaya ya Takadini (Ben J. Hanson, MBS), eleza kwa kifupi madhara manne yanayoweza kutokea katika jamii iwapo itaendekeza mila potofu ya kuwabagua walemavu wa ngozi.
i. Kuchochea unyanyasaji wa kijamii (Takadini ananyanyaswa). ii. Kupunguza fursa za kijamii. iii. Kuvunja mshikamano wa kijamii. iv. Kudhoofisha maendeleo ya kijamii.
Shairi la Swali la 7: kwa kutumia mfano, fafanua mtindo uliotumika katika shairi hili kwa kutoa hoja mbili.
Mtindo wa kutumia taswira (“Chawa huyo ni kinyozi, mtia wembe kichwani”); mtindo wa kurudiarudia (“Chawa aliye kichwani, ni huyo kinyozi wako”).
Shairi la Swali la 7: mwandishi anamaanisha nini anaposema, “Chawa unapomuona, upesi muweke dole?”
Mwandishi anahimiza kuchukua hatua haraka dhidi ya matatizo yanapobainika badala ya kuyaruhusu yaendelee na kusababisha madhara zaidi.
Shairi la Swali la 7: eleza kwa ufupi kuhusu mtazamo wa mtunzi wa shairi hili.
Mtunzi anakosoa uzembe na kutochukua hatua dhidi ya matatizo madogo ambayo yanaweza kuwa makubwa baadaye, na anasisitiza uwajibikaji na uangalifu.
Shairi la Swali la 7: andika methali moja inayosadifu shairi hili.
“Usipoziba ufa, utajenga ukuta.”
Shairi la Swali la 7: kwa kutumia maneno yako, eleza jinsi shairi hili linavyoendana na maisha halisi ya jamii zetu.
Shairi linaonyesha umuhimu wa kushughulikia matatizo madogo kabla hayajawa makubwa, kama vile uvivu au uzembe unaoachwa bila kudhibitiwa.
Eleza kwa kifupi tofauti ya msingi kati ya barua ya mwaliko na tangazo.
Barua ya mwaliko inamlenga mtu mmoja au kikundi kuwaalika kwenye tukio na hutoa maelezo maalum; tangazo ni taarifa fupi na wazi kwa umma.
Andika tangazo la kumtafuta ndugu yako wa kiume anayeitwa Masana Madale ambaye amepotea.
TANGAZO LA KUPOTEA: Masana Madale, umri wa miaka 25, alipotea Mbagala, Dar es Salaam; mavazi; sifa za mwili; namba ya mawasiliano au kituo cha polisi.
Kwa kutumia aina nne za vyombo vya habari vilivyopo nchini, onesha mchango wa kila kimoja katika kukuza na kueneza lugha ya Kiswahili.
Redio; televisheni; magazeti na majarida; mitandao ya kijamii. Kila kimoja kinaeneza na kukuza Kiswahili kwa njia yake.
Kauli za washairi ni nyenzo muhimu katika ujenzi wa jamii bora. Thibitisha usemi huu kwa kutumia hoja tatu kwa kila kitabu kutoka katika diwani mbili ulizozisoma.
Wasakatonge (M.S. Khatibu): kuelimisha haki na wajibu; kukemea maovu na dhuluma; kuhimiza umoja na mshikamano. Malenga Wapya (TAKILUKI): kuelimisha umuhimu wa elimu; kukosoa ubinafsi na uroho wa mali; kuhimiza maadili mema na uadilifu.
UNVERIFIED: the poem quotations in the answer sheet were not checked against the diwani; points are the themes as printed.
“Jamii ya Kitanzania inakabiliwa na matatizo mbalimbali ya kijamii yanayokwamisha maendeleo.” Thibitisha kauli hii kwa kutoa hoja tatu kwa kila riwaya kati ya riwaya mbili ulizosoma.
Watoto wa Mama N’tilie (E. Mbogo): umasikini uliokithiri; ulevi na dawa za kulevya; kutowajibika kwa baadhi ya wanaume. Takadini (Ben J. Hanson): unyanyapaa dhidi ya walemavu wa ngozi; mila potofu na imani za kishirikina; ukosefu wa elimu na uelewa.
“Waandishi wa kazi ya fasihi hulenga kuleta mabadiliko katika yale wanayoyaandika.” Kwa kutumia tamthiliya mbili ulizosoma, tetea kauli hii kwa kutumia hoja tatu kutoka katika kila kitabu.
Ngoswe: Penzi Kitovu cha Uzembe (E. Semzaba): kukemea uzembe na uvivu kazini; kukosoa matumizi mabaya ya madaraka; kuhimiza uwajibikaji na uadilifu. Orodha (Steve Reynolds): kukemea rushwa na ufisadi; kuhimiza uwazi na uwajibikaji katika uongozi; kukosoa ubinafsi na tamaa ya mali.
Neno lipi kati ya maneno haya linaweza kudokeza mtenda au mtendwa? A Kiunganishi B Kivumishi C Kihisishi D Kiwakilishi E Kielezi
D — Kiwakilishi
Kiwakilishi kinaweza kudokeza mtenda (mfano, yeye) au mtendwa (mfano, yeye).
Ni sentensi ipi haina kitenzi kisaidizi? A Mwalimu Julius Kambarage Nyerere alikuwa mtiifu. B Watoto wanatakiwa kulala mapema ili wawahi shuleni. C Paka alikuwa anataka kula chakula cha mbwa. D Juma alikuwa anasoma kitabu cha hadithi za mapenzi. E Robert Kelly anataka kuja kutumbuiza mwezi Desemba.
E — Robert Kelly anataka kuja kutumbuiza mwezi Desemba.
Sentensi hii ina kitenzi kikuu “anataka” bila kitenzi kisaidizi.
Ni seti ipi inawakilisha kikamilifu wahusika wa fasihi simulizi? A Vitu, mahali, wanyama, binadamu, fanani na maleba. B Hadhira, wanyama, maleba, binadamu na fanani. C Hadhira, binadamu, wanyama, vitu, mahali na fanani. D Fanani, vitu, mahali, binadamu, maleba na wanyama. E Wanyama, manju, binadamu, vitu, mahali na maleba.
C — Hadhira, binadamu, wanyama, vitu, mahali na fanani.
Hii ndiyo seti inayojumuisha vipengele vyote vya wahusika wa fasihi simulizi.
Bainisha seti ya maneno inayofaa kuingizwa kwenye kamusi kwa kuzingatia mpangilio wa alfabeti. A Jabali, jadhibika, jabiri, jadi, jalada B Jabali, jabiri, jadhibika, jadi, jalada C Jabali, jadi, jadhibika, jalada, jabiri D Jabiri, jabali, jalada, jadi, jadhibika E Jabali, jalada, jabiri, jadhibika, jadi
B — Jabali, jabiri, jadhibika, jadi, jalada
Mpangilio huu unafuata alfabeti ipasavyo.
Ni sifa ipi haitofautishi fasihi simulizi na fasihi andishi? A Ukubwa B Uhifadhi C Uwasilishaji D Ukuaji E Ueneaji
A — Ukubwa
Ukubwa si kipengele cha msingi kinachotofautisha fasihi simulizi na andishi.
Jozi ipi ina vipengele sahihi vinavyounda umbo la ndani la kazi ya fasihi simulizi? A Falsafa, muundo, ujumbe, wahusika B Mandhari, msimamo, ujumbe, dhamira C Ujumbe, mtazamo, migogoro, dhamira D Ujumbe, msimamo, dhamira, wahusika E Lugha, mgogoro, falsafa, mtindo
C — Ujumbe, mtazamo, migogoro, dhamira
Vipengele hivi vinaelezea umbo la ndani la kazi ya fasihi simulizi.
“Ng’ombe zangu wanatoa maziwa mengi.” Kosa lililojitokeza katika tungo hii ni lipi kati ya haya? A Unyumbuaji wa maneno B Udondoshaji wa herufi C Unyumbuaji wa maneno D Upatanisho wa kisarufi E Uongezaji wa kiambishi
D — Upatanisho wa kisarufi
Tungo inapaswa kusema “Ng’ombe wangu wanatoa maziwa mengi.”
CHECK: options A and C are printed identically in the answer sheet; key D is unambiguous.
“Serikali imeweka mikakati kabambe ili kupunguza umasikini.” Neno “ili” katika sentensi hii ni aina gani ya neno? A Kielezi B Kiunganishi C Kiwakilishi D Kihisishi E Kivumishi
B — Kiunganishi
Neno “ili” linaunganisha vifungu viwili vya sentensi.
Mpangilio sahihi wa vipashio vinavyounda lugha ya Kiswahili ni upi? A Mofimu, kishazi, kirai, neno na sentensi. B Movimu, neno, kirai, sentensi na kishazi. C Neno, kirai, kishazi, sentensi na mofimu. D Neno, mofimu, kirai, kishazi na sentensi. E Mofimu, neno, kirai, kishazi na sentensi.
E — Mofimu, neno, kirai, kishazi na sentensi.
Mpangilio huu unaonyesha mtiririko wa vipashio kutoka vidogo hadi vikubwa.
Ni jambo gani linalodhihirisha upekee wa kazi fulani ya kifasihi? A Muundo wa kazi husika. B Wahusika wa kazi husika. C Jina la kazi husika. D Jina la mtunzi wa kazi husika. E Mtindo wa kazi husika.
E — Mtindo wa kazi husika.
Mtindo ni kipengele kinachotofautisha kazi moja ya fasihi na nyingine.
Kujieleza kwa lugha fasaha, mpangilio mzuri wa mawazo na kutumia misamiati. (Oanisha na Orodha B: A Mantiki, B Mkato, C Uandishi, D Insha, E Wazo, F Aya, G Kistari)
C — Uandishi
Kujenga fikra fulani katika kifungu cha maneno. (Oanisha na Orodha B: A Mantiki, B Mkato, C Uandishi, D Insha, E Wazo, F Aya, G Kistari)
E — Wazo
Mpangilio mzuri wa mawazo unaoeleweka kwa mwandishi na msomaji. (Oanisha na Orodha B: A Mantiki, B Mkato, C Uandishi, D Insha, E Wazo, F Aya, G Kistari)
A — Mantiki
Kifungu cha maneno chenye kuelezea wazo maalumu, au sehemu ya wazo lililo katika mtiririko. (Oanisha na Orodha B: A Mantiki, B Mkato, C Uandishi, D Insha, E Wazo, F Aya, G Kistari)
F — Aya
Alama ya uandishi inayotenga maneno yaliyo katika orodha fulani. (Oanisha na Orodha B: A Mantiki, B Mkato, C Uandishi, D Insha, E Wazo, F Aya, G Kistari)
G — Kistari
Taja njia iliyotumika kuunda neno: Amirijeshi.
Uambatanishaji wa neno “amiri” (kiongozi) na neno “jeshi” (vikosi vya kijeshi).
Taja njia iliyotumika kuunda neno: Kiswahili.
Kiambishi awali “Ki-” kinaonyesha lugha au kitu kinachohusiana na Kiswahili.
Taja njia iliyotumika kuunda neno: Kifaru.
Kiambishi awali “Ki-” kinaonyesha jina la mnyama, likiambatanishwa na mzizi “faru”.
Taja njia iliyotumika kuunda neno: Chajio.
Uambatanishaji wa mzizi “chakula” na kiambishi “-jo” kinachorejelea mlo wa usiku.
CONTESTABLE: “chajio” (chakula cha jioni) is more plausibly a shortening (ufupishaji); printed key kept.
Andika nahau yenye maana sawa na tungo: Jumanne ni kijana mchoyo.
Ana shingo ngumu.
Andika nahau yenye maana sawa na tungo: Yule ni mropokaji sana.
Ana mdomo mrefu.
Andika nahau yenye maana sawa na tungo: Malingumu ni mwizi.
Ana mikono mirefu.
Andika nahau yenye maana sawa na tungo: Mwalimu wetu ameoa.
Amefunga pingu za maisha.
Kwa kutumia njia ya mnyumbuliko, unda nomino mbili kwa kitenzi: Piga.
Mpigaji, pigo.
Kwa kutumia njia ya mnyumbuliko, unda nomino mbili kwa kitenzi: Lima.
Mlimaji, limo.
Kwa kutumia njia ya mnyumbuliko, unda nomino mbili kwa kitenzi: Pika.
Mpishi, pishi.
Kwa kutumia njia ya mnyumbuliko, unda nomino mbili kwa kitenzi: Cheza.
Mchezaji, mchezo.
Tunga tungo moja ukizingatia viambajengo: Kishazi tegemezi + Kishazi huru.
Ingawa alichelewa, alihudhuria mkutano.
Tunga tungo moja ukizingatia viambajengo: Kishazi huru.
Watoto wanacheza uwanjani.
Tunga tungo moja ukizingatia viambajengo: Kishazi tegemezi.
Wakati walipofika shuleni.
Tunga tungo moja ukizingatia viambajengo: Kishazi huru + Kishazi huru.
Alifika sokoni na alinunua matunda.
Soma kwa makini sentensi (i) hadi (iv), kisha fafanua kwa pamoja vipengele vinne vinavyodhihirisha uhusiano baina ya Kiswahili na lugha za Kibantu: (i) Mtoto amelala (Kiswahili); (ii) Mwana agonili (Kingoni); (iii) Mwana yagonile (Kigogo); (iv) Omwana yanagila (Kihaya).
i. Matumizi ya nomino za Kibantu zenye mzizi unaofanana. ii. Matumizi ya viambishi awali kama “a-” au “ya-”. iii. Mzizi wa kitenzi unaofanana (lala, gona, gila). iv. Mtindo wa sarufi wa mtenda na kitenzi.
Kwa kutumia mifano na kutoa hoja mbili, eleza kwa ufupi mafanikio ya lugha ya Kiswahili enzi za Waarabu katika dini.
Kiswahili kilitumiwa kufundisha na kusambaza dini ya Kiislamu kupitia maandiko; miskiti ilitumika kama vituo vya kufundisha Kiswahili sanifu.
Kwa kutumia mifano na kutoa hoja mbili, eleza kwa ufupi mafanikio ya lugha ya Kiswahili enzi za Waarabu katika biashara.
Waarabu walitumia Kiswahili kama lugha ya biashara katika pwani; masoko makubwa kama Bagamoyo na Mombasa yaliimarisha Kiswahili kama lugha ya mawasiliano ya kibiashara.
Kwa kutumia mifano kutoka katika riwaya ya Takadini na Watoto wa Mama Ntilie, eleza kwa kifupi mambo manne ya kufanana kati ya wahusika Sekai na Mama Ntilie kuhusu wasifu wao wa ndani.
i. Wote wana huruma. ii. Wana bidii. iii. Wanapambana na dhuluma. iv. Wana ujasiri.
Kifungu cha habari cha Soni (Swali la 8): pendekeza kichwa cha habari kisichozidi maneno matatu.
Soni na Mtoto Wake.
Kifungu cha habari cha Soni (Swali la 8): unafikiri kwa nini Soni alitoroka nyumbani kwake na kukimbilia msituni?
Soni alitoroka kwa kuhofia maisha ya mwanawe kutokana na ubaguzi wa rangi na hatari ya kuuawa na wanajamii waliomwona mwanawe kama tofauti na binadamu wengine.
Kifungu cha habari cha Soni (Swali la 8): mwandishi wa habari hii anaichukuliaje jamii ya akina Soni?
Mwandishi anaonyesha jamii ya akina Soni kuwa ya kibaguzi, isiyo na huruma kwa watu wenye tofauti za kijamii au kimaumbile, na yenye kuhatarisha maisha ya watu wasio na hatia.
Kifungu cha habari cha Soni (Swali la 8): kutokana na habari uliyosoma, eleza nafasi ya mwanamke katika jamii kwa kutoa hoja mbili.
i. Mwanamke ni mlinzi wa familia: Soni anamlinda mtoto wake. ii. Mwanamke ni mpatanishi: Soni alitumia maombi na heshima kumshawishi mzee.
Wewe ni mshiriki wa shindano la uandishi wa insha la Baraza la Kiswahili la Taifa. Kaulimbiu ni “Watoto zingatieni daima maonyo ya wazazi wenu”. Andika insha ya kisanaa ya maneno 200 hadi 250 inayoishia na methali “Asiyesikia la mkuu huvunjika guu”.
Insha ya kisanaa yenye kaulimbiu, mfano wa kijana aliyepuuza urafiki mbaya, mfano wa msichana aliyepuuza mama yake, na kuishia na methali.
Kwa kutumia diwani mbili ulizosoma, eleza jinsi taswira tatu kutoka katika kila diwani zilivyotumiwa na msanii kuwasilisha ujumbe kwa jamii.
Malenga Wapya: “Punda” (tabaka linalokandamizwa), “Ua” (uzuri na udhaifu wa mwanamke), “Samaki” (wanyonge wanaonyonywa). Wasakatonge: “Miamba” (viongozi au wenye nguvu), “Mvuja jasho” (wafanyakazi wasiothaminiwa), “Walalahoi” (maskini wanaopambana na maisha).
UNVERIFIED: the images listed are as printed in the answer sheet and were not checked against the diwani text.
“Waandishi wa kazi za fasihi huibua migogoro mbalimbali na kupendekeza masuluhisho ili kuelimisha jamii husika.” Thibitisha kauli hiyo kwa kutoa hoja tatu kwa kila kitabu kutoka katika riwaya mbili ulizosoma.
Takadini: migogoro ya kijamii (ubaguzi wa rangi), ya kifamilia (kukataliwa kwa Takadini), ya ndani ya nafsi. Masuluhisho: kukubali tofauti, kuondoa ubaguzi. Watoto wa Mama Ntilie: migogoro ya kiuchumi, kijamii na kimaadili. Masuluhisho: kujituma, elimu bora, maadili mema.
Kwa kutumia tamthiliya mbili ulizosoma, fafanua madhara yanayotokana na kukosekana kwa elimu ya jinsia kwa vijana kwa kutoa hoja tatu kutoka katika kila kitabu.
Ngoswe: Penzi Kitovu cha Uzembe: mimba za utotoni; kuenea kwa magonjwa ya zinaa; uzembe na kuporomoka kwa maadili. Kilio Chetu: unyanyapaa na ubaguzi; kukosa fursa za elimu; migogoro ya kifamilia.
Kwa mujibu wa habari uliyosoma, eleza kitu kilichoathiri uzuri wa Mwanaheri.
Mwenendo wake wa tabia mbaya, kama kujiingiza katika starehe kupita kiasi, kutosikiliza maonyo, na kutojenga familia.
Andika nahau mbili zinazopatikana katika kifungu cha habari ulichokisoma.
Jamvi la wageni; Kidagaa kimemwozea.
Fafanua methali kwa kutoa mfano halisi kutoka katika simulizi: Maji yakimwagika hayazoleki.
Methali hii inaonyesha kuwa Mwanaheri hawezi kurudisha ujana wake alioushindwa kutumia vizuri.
Fafanua methali kwa kutoa mfano halisi kutoka katika simulizi: Asiyesikia la mkuu huvujika guu.
Methali hii inahusu Mwanaheri kupuuza maonyo ya wazazi na viongozi wa dini, jambo lililosababisha ajutie maisha yake ya uzee.
Andika kichwa cha habari kinachofaa kwa habari uliyosoma.
Mwanaheri na Ujana Wake.
Fupisha habari uliyosoma kwa maneno yasiyopungua mia moja (100).
Mwanaheri alikuwa mrembo enzi za ujana wake lakini aliutumia vibaya kwa starehe zisizo na msingi. Hakusikiliza maonyo ya wazazi wala viongozi wa dini. Hakujenga familia, hivyo uzee wake ni mgumu. Sasa anajuta, lakini hawezi kubadilika.
Fafanua dhana: Neno. Kisha toa mfano mmoja.
Neno ni mkusanyiko wa herufi au silabi zinazounda maana fulani katika lugha. Mfano: maji.
Fafanua dhana: Kirai. Kisha toa mfano mmoja.
Kirai ni kikundi cha maneno kinachokosa kitenzi na hakijitoshelezi kama sentensi kamili. Mfano: Jirani yangu mzuri.
Fafanua dhana: Kishazi. Kisha toa mfano mmoja.
Kishazi ni kundi la maneno lenye kitenzi ambacho kinaweza kujitegemea au kisitegemee kulingana na muundo wake. Mfano: Watoto wanacheza uwanjani.
Fafanua dhana: Sentensi. Kisha toa mfano mmoja.
Sentensi ni kundi la maneno linalojitosheleza kimaana, lenye kitenzi na kiarifu. Mfano: Mwanafunzi anasoma kitabu.
Fafanua dhana: Kamusi. Kisha toa mfano mmoja.
Kamusi ni kitabu au hifadhi ya mtandaoni yenye mkusanyiko wa maneno yaliyopangwa kwa mpangilio wa alfabeti pamoja na maana zake. Mfano: Kamusi ya Kiswahili Sanifu.
Nyambua neno “beba” ili kupata maneno mawili zaidi.
Mzigo, mbebaji.
CONTESTABLE: “mzigo” is not derived from “beba” by the usual extension; key kept as printed.
Nyambua neno “pokea” ili kupata maneno mawili zaidi.
Mapokezi, mpokeaji.
Nyambua neno “rudi” ili kupata maneno mawili zaidi.
Kurudi, mrudishaji.
CONTESTABLE: “kurudi” is the infinitive of the root, not a derivative; key kept as printed.
Nyambua neno “soma” ili kupata maneno mawili zaidi.
Mwanafunzi, msomaji.
CONTESTABLE: “mwanafunzi” is not derived from “soma”; key kept as printed.
Nyambua neno “shughuli” ili kupata maneno mawili zaidi.
Mshughulikiaji, shuguli.
CONTESTABLE: “shuguli” is a misspelling of “shughuli”; key kept as printed.
Nyambua neno “sema” ili kupata maneno mawili zaidi.
Msemaji, maneno.
CONTESTABLE: “maneno” is not a derivative of “sema”; key kept as printed.
Nyambua neno “penda” ili kupata maneno mawili zaidi.
Upendo, mpenzi.
Nyambua neno “heshima” ili kupata maneno mawili zaidi.
Mheshimiwa, heshimu.
Nyambua neno “pigo” ili kupata maneno mawili zaidi.
Pigwa, mpigaji.
Nyambua neno “pika” ili kupata maneno mawili zaidi.
Mpishi, mapishi.
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Futa ubao.
Amri ya moja kwa moja.
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Hutafaulu mtihani.
Kitenzi cha hali ya kukanusha (sharti/hatimaye).
CONTESTABLE: “hu-” is usually a habitual/present marker, not a negative; key kept as printed.
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Ametualika.
Kitenzi cha hali ya kumalizika (tendo limekamilika).
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Mtoto hulia mara nyingi.
Kitenzi cha mazoea au hali ya kurudia.
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Yeye ni mwalimu.
Kitenzi cha kuwa (kitenzi cha kuonyesha hali ya usawa).
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Mgonjwa amejilaza chini.
Kitenzi cha hali ya sasa au umaliziaji wa tendo.
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Wanavisoma vitabu vyao.
Kitenzi cha hali ya sasa kinachoonyesha mchakato.
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Paka amepigwa.
Kitenzi cha hali ya kutendwa (pasiviti).
Bainisha tabia ya umbo lililokolezwa wino katika kitenzi: Mti umekatika.
Kitenzi cha hali ya kumalizika, kilichopitia mchakato wa kubadilika.
Eleza maana na dhima ya kiunganishi katika sentensi.
Kiunganishi ni neno au kikundi cha maneno kinachounganisha maneno, vikundi vya maneno au sentensi ili kuonyesha uhusiano wa kimaana. Dhima yake ni kuhakikisha mtiririko wa sentensi unaeleweka, kama sababu, upinzani au nyongeza.
Tunga sentensi mbili kwa kiunganishi: kwa sababu.
Alikosa shule kwa sababu alikuwa mgonjwa. / Tunapenda mwalimu wetu kwa sababu anafundisha vizuri.
Tunga sentensi mbili kwa kiunganishi: kamba (kama ilivyoandikwa katika karatasi ya maswali).
Alisema kwamba atakuja kesho. / Ninaamini kwamba utafaulu mtihani huu.
CHECK: the paper prints “kamba”; the answer sheet uses “kwamba” for this item. Sentences given are for “kwamba”.
Tunga sentensi mbili kwa kiunganishi: ingawa.
Alifika shuleni ingawa mvua ilikuwa inanyesha. / Ingawa hakuwa na pesa nyingi, alinunua zawadi.
Tunga sentensi mbili kwa kiunganishi: lakini.
Anapenda kusoma, lakini hapendi kuandika. / Tulitaka kuondoka mapema, lakini gari lilikataa kuwaka.
“Kuambatanisha maneno ni namna mojawapo ya kuzalisha maneno mapya katika lugha ya Kiswahili.” Bainisha njia tatu za kuambatanisha maneno kisha toa mifano miwili kwa kila njia.
(i) Kuambatanisha mzizi na viambishi: mchezaji, mwalimu. (ii) Kuambatanisha maneno mawili: chakula-cha-jioni, mvinyo-mwekundu. (iii) Kuambatanisha maneno na viambishi vya nyongeza: kitabu, mtazamo.
CONTESTABLE: some morphological analyses in the key are doubtful (for example “mwalimu” as limu + mw-). Printed key kept.
Tofautisha muundo wa barua rasmi na barua za kindugu/kirafiki.
Barua rasmi hutumia lugha sanifu, ina anwani ya mwandishi na mpokeaji, kichwa cha barua, na mipaka ya heshima. Barua ya kindugu/kirafiki hutumia lugha ya kawaida, haina mpangilio mkali wa anwani, na mara nyingine ni ya mzaha.
Jifanye kuwa mfanyabiashara wa mchele unayetaka kuitangaza biashara yako nje na ndani ya nchi. Andika tangazo kuhusu biashara hiyo, jina lako likiwa Pera Mlavi.
TANGAZO LA MCHELE WA JUU WA UBORA: mchele wa hali ya juu kutoka mashamba ya Tanzania, unaouzwa Dar es Salaam na kusafirishwa ndani na nje ya nchi; simu na barua pepe; kauli mbiu ya Pera Mlavi.
“Sifa ya lugha ni kuwa na uwezo wa kupokea msamiati kutoka lugha za kigeni.” Kwa kutumia mifano, eleza sababu nne zilizokifanya Kiswahili kuwa na maneno mengi ya Kiarabu kuliko kutoka lugha nyingine za kigeni.
(i) Mahusiano ya kihistoria: safari, bima, sheha. (ii) Uenezi wa Uislamu: dua, msikiti, Quran. (iii) Elimu na maandiko: kitabu, kalamu, madrasa. (iv) Tamaduni na maisha ya kila siku: kaftani, harusi, karamu.
Eleza maana na matumizi ya methali: Kivuli cha fimbo hakimfichi mtu jua.
Maana: msaada mdogo hauwezi kumaliza tatizo kubwa. Matumizi: juhudi ndogo haziwezi kutatua matatizo makubwa.
Eleza maana na matumizi ya methali: Mchimba kisima huingia mwenyewe.
Maana: mtu anayepanga njama mbaya dhidi ya wengine huangukia kwenye mtego wake mwenyewe. Matumizi: kuwaonya watu wanaopanga mabaya.
Eleza maana na matumizi ya methali: Ukiona zinduna ambari iko nyuma.
Maana: dalili ndogo zinaashiria uwepo wa jambo kubwa linalokuja. Matumizi: kuonya kuchukua tahadhari mapema.
Eleza maana na matumizi ya methali: Waarabu wa Pemba wanajuana kwa vilemba.
Maana: watu wa jamii moja au wenye asili moja huweza kutambuana kwa alama au tabia zao. Matumizi: watu wenye uhusiano wa karibu wanatambuana kwa alama, mavazi au tabia.
Eleza maana na matumizi ya methali: Mbaazi ukikosa maua husingizia jua.
Maana: mtu anaposhindwa kutimiza wajibu wake huwalaumu wengine au mazingira badala ya kujilaumu. Matumizi: kukemea tabia ya kushindwa kutekeleza majukumu na kuwashutumu wengine.
“Washairi hutumia mashairi yao kuelimisha jamii kuhusu mambo yanayoikabili.” Thibitisha ukweli wa kauli hii kwa kutumia hoja tatu kutoka katika kila diwani kati ya diwani mbili ulizosoma.
Wasakatonge: kukemea unyonyaji na ukandamizaji; kuhimiza umoja na mshikamano (Mvuja Jasho); kutoa elimu ya haki za binadamu. Malenga Wapya: kuhimiza uongozi bora (Payuka); kuhamasisha ukombozi wa kiuchumi (Charuka); kuelimisha kuhusu umuhimu wa kilimo (Adui).
UNVERIFIED: poem titles are as printed in the answer sheet and were not checked against the diwani text.
“Mwanamke ni mtu mwenye huruma na fadhila.” Thibitisha hoja hiyo kwa kutoa hoja tatu kwa kila kitabu kutoka katika vitabu viwili vya riwaya kati ya vilivyoorodheshwa.
Takadini: huruma ya Sekai kwa Takadini; ujasiri wa Sekai katika kupinga ubaguzi; kujitolea kwa Sekai. Watoto wa Mama N’tilie: upendo wa Mama N’tilie kwa watoto; kujitolea kwa Mama N’tilie katika jamii.
CHECK: the answer sheet gives three points for Takadini and only two for Watoto wa Mama N’tilie; a third point is needed for the second novel.
“Waandishi wa tamthiliya wameshindwa kufikisha ujumbe kwa jamii iliyokusudiwa.” Kanusha kauli hii kwa kutumia hoja tatu kwa kila kitabu kutoka katika tamthiliya mbili ulizosoma.
Ngoswe: Penzi Kitovu cha Uzembe: kukemea uzembe na uvivu kazini; kukosoa matumizi mabaya ya madaraka; kuhimiza uwajibikaji na uadilifu. Orodha: kukemea rushwa na ufisadi; kuhimiza uwazi na uwajibikaji katika uongozi; kukosoa ubinafsi na tamaa ya mali.
NOT IN ANSWER SHEET: the solutions file gives no answer to Q14. Points drafted from the 2020 answer key for the same two plays. CHECK.
Tunga utenzi wenye beti nne (4) juu ya “Umuhimu wa Katiba Mpya Tanzania.” (Swali la lazima.)
Utenzi wa beti nne (4) kuhusu umuhimu wa Katiba Mpya Tanzania, wenye vina na mizani thabiti.
NOT IN ANSWER SHEET: the solutions file gives no model utenzi. Points drafted. CHECK.
Eleza sababu mbili zinazosababisha nchi mbali mbali kuhitilafiana katika muundo wake wa elimu.
Tofauti za kijamii, kiutamaduni na kihistoria kati ya nchi; malengo ya elimu hutofautiana kulingana na mahitaji ya nchi.
Fafanua namna jamii za Kiafrika zilivyokuwa zinatoa elimu kwa watu wake.
Kwa njia ya kuishi na kutenda; watoto walijifunza kazi, maadili na ufundi kwa kushirikiana na wazee.
Ni nani waliohusika kutoa elimu katika jamii za Kiafrika?
Wazazi, wazee, na watu wazima waliokuwa na maarifa na uzoefu wa maisha.
Elimu iliyotolewa katika jamii za Kiafrika na ile iliyotolewa huko Ulaya zilikuwa na malengo gani?
Afrika: kuwaandaa vijana kwa maisha ya jamii na kuendeleza mila. Ulaya: kuimarisha mila, kuwaandaa vijana kwa majukumu ya kijamii na kitaifa.
Andika kichwa cha habari kinachofaa kwa habari uliyosoma.
Tofauti za Elimu kati ya Jamii za Kiafrika na Ulaya.
Fupisha habari uliyosoma kwa maneno yasiyopungua 100 na yasiyozidi 140.
Elimu hutofautiana kulingana na mila na malengo ya taifa; lengo la kuandaa vijana kwa jamii ni la msingi katika kila jamii.
Katika sentensi “Ngoma hailii vizuri kwa kuwa imepasuka.” orodhesha kishazi huru (Safu A) na kishazi tegemezi (Safu B).
Safu A: Ngoma hailii vizuri. | Safu B: Kwa kuwa imepasuka.
Katika sentensi “Watoto walioandikishwa watakuja kesho.” orodhesha kishazi huru (Safu A) na kishazi tegemezi (Safu B).
Safu A: Watoto watakuja kesho. | Safu B: Walioandikishwa.
Katika sentensi “Kiongozi atakayefunga mkutano amepelekewa taarifa.” orodhesha kishazi huru (Safu A) na kishazi tegemezi (Safu B).
Safu A: Kiongozi amepelekewa taarifa. | Safu B: Atakayefunga mkutano.
Katika sentensi “Mtawatambua walio wasikivu.” orodhesha kishazi huru (Safu A) na kishazi tegemezi (Safu B).
Safu A: Mtawatambua. | Safu B: Walio wasikivu.
Katika sentensi “Kitabu ulichopewa kina kurasa nyingi.” orodhesha kishazi huru (Safu A) na kishazi tegemezi (Safu B).
Safu A: Kitabu kina kurasa nyingi. | Safu B: Ulichopewa.
Eleza maana ya kielezi kwa kutoa mfano wa sentensi moja.
Kielezi ni neno au maneno yanayoeleza jinsi, wapi, lini, au kiwango ambavyo kitendo hufanyika.
Pigia mstari kielezi katika tungo “Darasani kuna utulivu mkubwa” kisha taja aina yake.
Kielezi: mkubwa (Kielezi cha kiasi).
Pigia mstari kielezi katika tungo “Wanafunzi wanaimba kimasihara.” kisha taja aina yake.
Kielezi: kimasihara (Kielezi cha namna).
Pigia mstari kielezi katika tungo “Mwalimu amerudi tena.” kisha taja aina yake.
Kielezi: tena (Kielezi cha mara).
Pigia mstari kielezi katika tungo “Nitaondoka wiki inayokuja.” kisha taja aina yake.
Kielezi: wiki inayokuja (Kielezi cha wakati).
Toa maana ya neno “kibao” (maana ya kwanza kati ya tano) kisha tunga sentensi moja kwa maana hiyo.
Kibao: sahani ya mbao. Mfano: Alitumia kibao kukata mboga.
Toa maana ya neno “kibao” (maana ya pili kati ya tano) kisha tunga sentensi moja kwa maana hiyo.
Kibao: pigo kali. Mfano: Alipigwa kibao cha uso.
Toa maana ya neno “kibao” (maana ya tatu kati ya tano) kisha tunga sentensi moja kwa maana hiyo.
Kibao: ala ya muziki. Mfano: Mchezaji wa ngoma alipiga kibao kwa ustadi.
Toa maana ya neno “kibao” (maana ya nne kati ya tano) kisha tunga sentensi moja kwa maana hiyo.
Kibao: kipande cha tangazo. Mfano: Walibandika kibao cha matangazo mlangoni.
Toa maana ya neno “kibao” (maana ya tano kati ya tano) kisha tunga sentensi moja kwa maana hiyo.
Kibao: chakula cha kawaida. Mfano: Tulikula kibao cha ugali na maharage.
Toa mfano wa msimu uliovuma Tanzania muda mfupi baada ya kupata uhuru.
Uhuru na Kazi
Toa mfano wa msimu uliovuma Tanzania katika miaka ya Azimio la Arusha.
Siasa ni Kilimo
Toa mfano wa msimu uliovuma Tanzania wakati wa njaa ya mwaka 1974/1975.
Ugali wa Yanga
Toa mfano wa msimu uliovuma Tanzania katika miaka ya vita vya Kagera.
Mshikamanishe
Toa mfano wa msimu uliovuma Tanzania katika kipindi cha hali ngumu ya maisha baada ya vita vya Kagera.
Hali ya Soko Huria
Eleza maana ya kiarifu.
Kipashio cha lugha kinachotumika kubainisha au kuelezea zaidi nomino ili kuipa maana mahsusi au maalum.
Kwa kutumia mifano, taja miundo minne ya kiarifu.
Kiarifu cha maelezo; kiarifu cha sifa; kiarifu cha idadi; kiarifu cha uhusiano.
Andika barua kwa rafiki yako kuhusu mipango yako ya baadaye utakapomaliza Kidato cha Nne. Rafiki yako ni Dito Jito, S.L.P 300 Longido; wewe ni Kijito Bahari, Shule ya Sekondari Mtaweza, S.L.P 200 Dar-es-Salaam.
Barua ya kirafiki kuhusu mipango ya baada ya Kidato cha Nne: chuo cha ufundi, kujitolea, na kujifunza teknolojia.
Andika insha ya hoja isiyopungua maneno 250 na isiyozidi maneno 300 kuhusu madhara ya madawa ya kulevya nchini Tanzania.
Madawa ya kulevya yanaleta madhara ya kiafya, uhalifu na uharibifu wa familia, hivyo kuathiri maendeleo ya taifa.
“Lugha ya Kiswahili imetokana na lahaja za Kibantu.” Thibitisha kauli hii kwa kutoa hoja mbili kuelezea chanzo cha lahaja na hoja tatu kuhusu matumizi ya lahaja katika Kiswahili sanifu.
Lahaja za Kibantu zilichangia Kiswahili kupitia mazingira na mwingiliano wa jamii, na katika uchaguzi wa msamiati, matamshi na sarufi ya Kiswahili sanifu.
Fasihi simulizi ikihifadhiwa katika maandishi hupoteza uhai na uhalisia wake. Fafanua changamoto nne zinazoweza kujitokeza kwa kuhifadhi fasihi simulizi katika maandishi.
Kukosekana kwa sauti na matendo; ukosefu wa mwitikio wa moja kwa moja; ufinyu wa hadhira; gharama za uchapishaji na usambazaji.
“Msanii ni kinda la jamii husika hivyo anayoandika huihusu jamii hiyo.” Jadili kauli hii kwa kutumia hoja tatu kutoka katika kila diwani kati ya diwani mbili ulizosoma.
Washairi wa diwani zote mbili huandika kuhusu masuala yanayoigusa jamii zao, na kazi zao zinaakisi hali halisi ya jamii.
CHECK: poem titles and quotations are as given in the answer sheet; verify against the diwani.
“Elimu ni ufunguo wa maisha.” Fafanua kauli hii kwa kutoa hoja tatu kwa kila kitabu kati ya vitabu viwili vya riwaya vilivyoorodheshwa.
Elimu inafungua heshima, kujikomboa na mchango kwa maendeleo (Takadini); kuepuka tabia hatari na kujenga maadili (Watoto wa Maman’tilie).
CHECK: character names and plot details are as given in the answer sheet; verify against the novels.
“Wahusika katika kazi za fasihi ni mfano wa kuigwa na jamii kwa tabia na matendo yao.” Thibitisha kauli hii kwa kutumia hoja tatu kwa kila mhusika kutoka katika tamthiliya mbili ulizosoma.
Wahusika wa tamthiliya zote mbili hutoa mifano ya tabia za kuigwa au kuepukwa katika jamii.
CHECK: character descriptions are as given in the answer sheet; verify against the plays.
Tunga shairi la kimapokeo lenye beti nne kuhusu “Rafiki yako anayechamia shule nyingine.”
Shairi la kimapokeo la beti nne kumtakia rafiki anayehamia shule nyingine heri, kumkumbuka na kumtia moyo wa kusoma.
Andika kichwa cha habari hii kisichozidi maneno manne (habari kuhusu vivutio vya utalii Tanzania).
Vivutio vya Utalii Tanzania
Taja dhamira kuu inayotokana na habari hii.
Kuonyesha uzuri wa mazingira na vivutio vya utalii vya Tanzania.
Mwandishi anatoa ushahidi gani kuthibitisha kuwa nchi yetu ina vivutio vingi vya utalii?
Pwani zenye mchanga mweupe na maua mazuri, mbuga za wanyama wa porini kama simba na kifaru, na mashamba yenye mimea ya kijani.
Wenyeji wa nchi yetu ya Tanzania nao ni sehemu ya vivutio vya utalii. Thibitisha kauli hii kwa mujibu wa habari uliyosoma.
Wenyeji huvutia watalii kwa mavazi yao ya kitamaduni na shughuli zao za kila siku kama kilimo, zinazoonyesha maisha halisi ya Kiafrika.
Eleza maana ya neno “chanikiwiti” kama lilivyotumika katika kifungu cha habari.
Rangi ya kijani iliyochanganyika na njano.
Eleza maana ya neno “vilivyokwajuka” kama lilivyotumika katika kifungu cha habari.
Vitu vilivyotumika sana au kuchakaa.
Fupisha habari uliyosoma kwa maneno yasiyozidi arobaini (40).
Tanzania ina vivutio vingi vya utalii vinavyovutia watalii, na mchango wao mkubwa wa kiuchumi.
Eleza maana ya utohoaji.
Mchakato wa kukopa maneno kutoka lugha nyingine na kuyabadilisha ili yaendane na mfumo wa Kiswahili.
Neno “Picha” limetoholewa kutoka lugha gani?
Kireno
Neno “Duka” limetoholewa kutoka lugha gani?
Kiarabu
Neno “Shule” limetoholewa kutoka lugha gani?
Kijerumani
CONTESTABLE: key gives Kijerumani; the usual etymology cited for shule is Kiarabu. Check against the marking scheme.
Neno “Rehema” limetoholewa kutoka lugha gani?
Kiarabu
Neno “Shati” limetoholewa kutoka lugha gani?
Kihindi
Neno “Trekta” limetoholewa kutoka lugha gani?
Kiingereza
Neno “Ikulu” limetoholewa kutoka lugha gani?
Kiarabu
Neno “Bunge” limetoholewa kutoka lugha gani?
Kiarabu
Neno “Achali” limetoholewa kutoka lugha gani?
Kihindi
Taja aina ya sentensi “Maisha ni safari ndefu.” kisha eleza muundo wake.
Sentensi sahili.
Ina kiima (maisha) na kiarifu (ni safari ndefu).
Taja aina ya sentensi “Ukisoma kwa bidii utafaulu kwa kiwango cha juu.” kisha eleza muundo wake.
Sentensi sharti.
Ina kishazi tegemezi (ukisoma kwa bidii) na kishazi huru (utafaulu kwa kiwango cha juu).
Taja aina ya sentensi “Mtoto aliyelazwa hospitalini ameruhusiwa kwenda nyumbani.” kisha eleza muundo wake.
Sentensi changamani.
Ina kishazi kikuu (mtoto ameruhusiwa kwenda nyumbani) na kishazi kisaidizi (aliyelazwa hospitalini).
CHECK: key spells this 'changamani' and 4(d) 'changamano'; same sentence type. Confirm the standard spelling.
Taja aina ya sentensi “Nitakuja leo ingawa nitachelewa sana.” kisha eleza muundo wake.
Sentensi changamano.
Ina kishazi kikuu (nitakuja leo) na kishazi kisaidizi (ingawa nitachelewa sana).
CHECK: spelling differs from 4(c) in the key. Confirm the standard spelling.
Taja aina ya sentensi “Alinunua madaftari lakini kitabu cha Kiswahili alipewa na mwalimu.” kisha eleza muundo wake.
Sentensi ambatano.
Ina vishazi viwili huru: (alinunua madaftari) na (kitabu cha Kiswahili alipewa na mwalimu), vilivyounganishwa kwa kiunganishi.
Eleza maana ya urejeshi katika kitenzi.
Hali ambapo mtenda wa tendo hurejelea nafsi yake, moja kwa moja au kupitia kitendo kinachomhusu yeye mwenyewe.
Tunga sentensi inayoonesha urejeshi wa mtenda nafsi ya tatu umoja.
Mwanamke alijipamba kabla ya harusi.
Tunga sentensi inayoonesha urejeshi wa mtendwa (idadi - wingi).
Watoto walijilisha kwa mikono yao.
Tunga sentensi inayoonesha urejeshi wa mtenda (kitu).
Aliiandika ripoti mwenyewe.
Andika neno lililoundwa kwa kufananisha sauti, kisha tunga sentensi moja kwa neno hilo: Kunguru.
Kunguru
Mfano: Kunguru waliruka juu ya nyumba.
Andika neno lililoundwa kwa kufananisha sauti, kisha tunga sentensi moja kwa neno hilo: Bubu.
Bubu
Mfano: Bubu huyo anaweza kuandika vizuri.
CONTESTABLE: 'Bubu' is not an obvious sound-imitative word. Check the key against the marking scheme.
Andika neno lililoundwa kwa kufananisha sauti, kisha tunga sentensi moja kwa neno hilo: Kuku.
Kuku
Mfano: Kuku wetu wana mayai mengi.
Andika neno lililoundwa kwa kufananisha sauti, kisha tunga sentensi moja kwa neno hilo: Futa.
Futa
Mfano: Alifuta ubao baada ya somo.
CONTESTABLE: 'Futa' is not an obvious sound-imitative word. Check the key against the marking scheme.
Andika neno lililoundwa kwa kufananisha sauti, kisha tunga sentensi moja kwa neno hilo: Paa.
Paa
Mfano: Paa walikuwa wakikimbia kwenye mbuga.
CONTESTABLE: the link between 'Paa' and sound imitation is unclear. Check the key against the marking scheme.
Eleza maana ya kiambishi.
Kipashio kidogo cha lugha kinachowekwa kabla, katikati au mwishoni mwa mzizi wa neno ili kuunda neno jipya na kubeba maana maalum.
Bainisha viambishi vilivyopo katika kitenzi “Tunalima.”
Tu- (nafsi ya kwanza wingi); -na- (wakati uliopo); -lima (mzizi wa kitenzi).
Bainisha viambishi vilivyopo katika kitenzi “Wanatembea.”
Wa- (nafsi ya tatu wingi); -na- (wakati uliopo); -tembea (mzizi wa kitenzi).
Bainisha viambishi vilivyopo katika neno “Godoro.”
Hakina kiambishi; neno hili ni mzizi kamili.
Andika insha isiyozidi maneno 300 na isiyopungua maneno 250 kuhusu faida za televisheni kwa jamii.
Televisheni ina faida za elimu, burudani, na kuunganisha jamii na dunia, lakini inahitaji uangalifu katika matumizi.
Umechaguliwa kutoa risala kwa niaba ya wanakijiji wa Kisombogho kumshukuru Mkuu wa Wilaya aliyewachimbia kisima cha maji kijijini hapo. Andika risala utakayoisoma siku ya kikao.
Risala ya shukrani kwa Mkuu wa Wilaya kwa kisima cha maji kijijini Kisombogho.
Taasisi ya Elimu Tanzania (TET) na Taasisi ya Elimu ya Watu Wazima (TEWW) ni miongoni mwa asasi zilizoanza mara tu baada ya uhuru. Fafanua kazi tatu kwa kila moja katika kukua na kuenea kwa Kiswahili nchini Tanzania.
TET: kuandaa mitaala na muhtasari, kuchapisha vitabu, na kutoa miongozo kwa walimu. TEWW: elimu ya watu wazima, kuhamasisha Kiswahili vijijini, na mafunzo ya ualimu.
Kwa kutumia mifano dhahiri, jadili muundo wa vitendawili kwa kutoa hoja muhimu nne.
Muundo wa kitendawili: utangulizi, swali la kitendawili, majibu ya hadhira, na hitimisho.
Fafanua dhima tatu za vitendawili kwa jamii.
Kuelimisha, kuburudisha, na kukuza uwezo wa kufikiri.
“Mshairi ni mwalimu wa viongozi wa nchi.” Jadili kauli hii kwa kutoa hoja tatu kutoka katika kila diwani kati ya diwani mbili ulizosoma.
Washairi wanatoa mafunzo ya maadili, uwajibikaji, haki, amani na maendeleo kwa viongozi kupitia diwani zao.
CHECK: poem titles and quotations are as given in the answer sheet; verify against the diwani.
“Fasihi ya Kiswahili imemweka mwanamke katika hadhi tofauti tofauti.” Thibitisha usemi huu kwa kutumia hoja tatu kwa kila riwaya kutoka katika riwaya mbili ulizosoma.
Mwanamke ameonyeshwa kama mlezi, mkombozi na mhasiriwa wa mila (Takadini); mfanyabiashara, mlezi wa yatima na mhasiriwa wa ubaguzi (Watoto wa Maman’tilie).
CHECK: character roles and quotations are as given in the answer sheet; verify against the novels.
Kwa kutumia hoja tatu kwa kila tamthiliya kutoka katika tamthiliya mbili ulizosoma, jadili kufaulu kwa waandishi katika kipengele cha utumizi wa tamathali za semi.
Waandishi wametumia tamathali za semi kwa ufanisi: sitiari, tashibiha na tanakali sauti (Ngoswe); tashihisi, methali na lakabu (Kilio Chetu).
CHECK: the examples are as given in the answer sheet; verify that the quoted wording occurs in the plays.
Visasili ni nini?
Hadithi za kale zinazojaribu kueleza asili ya ulimwengu, matukio ya kimaumbile au tamaduni za jamii fulani.
Tungakisasili kimoja kuhusu “Mnyama unayempenda.”
Kisasili cha Simba, Mfalme wa Wanyama: wanyama wanamchagua Simba kwa nguvu na ujasiri, na anaahidi kuwalinda na kutenda haki.
Pendekeza kichwa kinachofaa kwa habari hii kisichozidi maneno manne.
Malezi na Haki za Watoto
Fafanua chanzo cha mienendo isiyofaa kwa vijana kama kilivyoelezwa na mwandishi.
Kupuuza maadili ya kimapokeo, kuathiriwa na video na muziki usio na maadili, na wazazi kushindwa kuwakanya watoto.
Kwa nini mwandishi anasema sisi sote tumehusika na mienendo mibaya ya watoto wetu?
Tumeshiriki kwa kupuuza malezi, kutoonyesha mapenzi ya kweli, na kuwaacha watoto bila kuwaongoza au kuwakosoa.
Mwandishi anatoa msimamo gani kwa wazazi kuhusu suala la mapenzi katika malezi ya watoto?
Mapenzi ni kuwaheshimu, kuwakosoa wanapokosea na kuwalea kwa maadili; si kuwapa uhuru wa kufanya wapendavyo.
“Mtoto wa mwenzetu akipotoka, pia tuwe tayari kumkosoa.” Unafikiri kwa mazingira ya sasa inawezekana? Toa maoni yako.
Ni changamoto kwa sababu ya ukosefu wa mshikamano, hofu ya wazazi wengine kukasirika, na ubinafsi; jitihada za mshikamano zinaweza kusaidia.
Opinion item: accept any reasoned answer that is consistent with the passage.
Fupisha habari uliyosoma kwa maneno mia moja (100).
Malezi bora ya watoto yanahitaji mapenzi ya kweli, ushauri, kuwakosoa, na mshikamano wa jamii.
Sentensi “Nimekwenda kwa Kondo na nimemkuta hayupo.” ina makosa. Onesha kosa kisha andika upya sentensi kwa usahihi.
Sahihi: Nimekwenda kwa Kondo lakini sikumkuta.
Sentensi “Dhumuni la Ali ni kuishi mjini.” ina makosa. Onesha kosa kisha andika upya sentensi kwa usahihi.
Sahihi: Dhumuni la Ali ni kuhamia na kuishi mjini.
Sentensi “Tunachukua nafasi hii kuwakaribisha hapa nyumbani.” ina makosa. Onesha kosa kisha andika upya sentensi kwa usahihi.
Sahihi: Tunatumia nafasi hii kuwakaribisha hapa nyumbani.
Sentensi “Mahusiano mazuri hujenga undugu.” ina makosa. Onesha kosa kisha andika upya sentensi kwa usahihi.
Sahihi: Mahusiano mazuri hujenga umoja.
CONTESTABLE: the key treats 'undugu' as wrong; it is arguable in this context. Check against the marking scheme.
Sentensi “Ni muhimu tukaelewa taratibu za lugha yetu.” ina makosa. Onesha kosa kisha andika upya sentensi kwa usahihi.
Sahihi: Ni muhimu tuelewe taratibu za lugha yetu.
Eleza njia iliyotumika kuunda neno “Msikwao.”
Uambatanishaji: M- (kiambishi cha nafsi) + si (kukanusha) + kwao.
Eleza njia iliyotumika kuunda neno “Jografia.”
Uazimaji: limeazimwa kutoka neno la Kiingereza “Geography.”
Eleza njia iliyotumika kuunda neno “Chemshabongo.”
Uchanganuzi: chemsha (kitendo cha kuchemka) + bongo (akili).
CONTESTABLE: the key calls joining two words 'uchanganuzi'; the usual term is uambatanishaji. Check against the marking scheme.
Eleza njia iliyotumika kuunda neno “Mchezaji.”
Uambatanishaji: M- (kiambishi cha nafsi) + cheza (kitendo) + -ji (kiashiria cha jina).
CONTESTABLE: the key calls affixation 'uambatanishaji'; the usual term for affixation is uambishaji. Check against the marking scheme.
Eleza njia iliyotumika kuunda neno “Kisimbuzi.”
Uambatanishaji: Ki- (kiambishi cha kitu) + simbu (kitendo cha kufichua) + -zi.
CONTESTABLE: the key calls affixation 'uambatanishaji'; the usual term for affixation is uambishaji. Check against the marking scheme.
Tumia neno lililowekwa kwenye parandesi (kwa; licha ya; pasi na; pamoja na; kwa sababu) kuunganisha: “Kijana huyu anaingia chumbani. Kijana anaingia bila hodi.”
Kijana huyu anaingia chumbani pasi na hodi.
Tumia neno lililowekwa kwenye parandesi kuunganisha: “Juma hakusalimia wazee. Juma hakuwaona wazee.”
Juma hakusalimia wazee kwa sababu hakuwaona.
Tumia neno lililowekwa kwenye parandesi kuunganisha: “Rashidi ni mrefu. Mimi ninamshinda kwa mbio.”
Licha ya Rashidi kuwa mrefu, mimi ninamshinda kwa mbio.
Tumia neno lililowekwa kwenye parandesi kuunganisha: “Wewe ni mwanafunzi lakini lazima ulipe nauli.”
Pamoja na wewe kuwa mwanafunzi, lazima ulipe nauli.
Tumia neno lililowekwa kwenye parandesi kuunganisha: “Mchezaji amerusha mpira. Mchezaji amefuata utaratibu.”
Mchezaji amerusha mpira kwa kufuata utaratibu.
Eleza kwa kifupi dhana ya utumizi wa lugha.
Jinsi watu wanavyotumia lugha kwa mawasiliano, kueleza hisia, kutoa taarifa na mawazo kulingana na muktadha wa kijamii na kiutamaduni.
Taja mambo matatu ya kuzingatia wakati wa kuteua lugha ya kutumia, kisha toa mifano miwili kwa kila moja.
Muktadha wa mawasiliano, hadhira ya mawasiliano, na lengo la mawasiliano.
Fafanua maana ya neno “bichi” kama lilivyotumika katika tungo: “Niletee shuka la kijani kibichi.”
Kijani kilicho wazi na angavu.
Fafanua maana ya neno “bichi” kama lilivyotumika katika tungo: “Hili embe bado ni bichi.”
Halijakomaa au halijafikia hatua ya kuliwa.
Fafanua maana ya neno “bichi” kama lilivyotumika katika tungo: “Msichana huyu ni mbichi kabisa.”
Hana uzoefu wa mambo ya maisha au bado ni mchanga.
Fafanua maana ya neno “bichi” kama lilivyotumika katika tungo: “Chakula hiki ni kibichi.”
Hakijapikwa kikamilifu.
Fafanua maana ya neno “bichi” kama lilivyotumika katika tungo: “Koti lake ni bichi.”
Lenye unyevunyevu au mvua.
Andika insha isiyopungua maneno 250 na isiyozidi maneno 300 kuhusu “Madhara ya Operesheni Kimbunga.”
Madhara ya kibinadamu, kiuchumi na kiusalama ya operesheni au kimbunga husika.
NOT IN ANSWER SHEET: the key gives no model essay, only a request for more detail. Points drafted. CHECK the intended topic before use.
Andika mambo ya kuzingatia katika kuandika kumbukumbu za mkutano wa mara ya pili.
Tarehe, mahali, wahudhuriaji na waliokosa, ajenda, majadiliano, maamuzi, na tarehe ya mkutano unaofuata.
Kwa kutumia hoja nne, eleza jinsi misafara ya biashara ilivyofanikisha kuenea kwa Kiswahili nchini Tanzania kabla ya uhuru.
Misafara ilieneza Kiswahili kupitia maeneo mapya, mawasiliano kati ya makabila, miji ya biashara, na uaminifu wa wafanyabiashara.
CONTESTABLE: point (iv) is headed 'Utawala' but its content is about trust and values. Key kept as printed.
Tanzu za Fasihi Simulizi huhuisha pia michezo ya watoto. Eleza faida tatu na hasara tatu za michezo ya watoto katika jamii.
Faida: mshikamano, kukuza vipaji, na kuelimisha maadili; hasara: unyanyasaji, upotevu wa muda, na hatari kwa afya.
“Mfumo wa unyonyaji katika jamii hupingwa na washairi.” Thibitisha ukweli wa kauli hii kwa kutumia hoja tatu kutoka katika kila diwani kati ya diwani mbili ulizosoma.
Washairi wa Wasakatonge na Malenga Wapya wanapinga unyonyaji kwa kukemea ukandamizaji, kuhimiza mshikamano na usawa, na kutoa matumaini.
CHECK: poem titles and content are as given in the answer sheet; verify against the diwani.
“Uongozi mbaya husababisha maendeleo ya jamii kurudi nyuma.” Thibitisha kauli hiyo kwa kutoa hoja tatu kutoka katika kila kitabu kati ya vitabu viwili vya riwaya vilivyoorodheshwa.
Uongozi mbaya unaleta ubaguzi, ufisadi, kushindwa kutatua umaskini, na kukosekana kwa uwajibikaji katika Takadini na Watoto wa Maman’tilie.
CHECK: character roles and events are as given in the answer sheet; verify against the novels.
“Waandishi wa tamthiliya wamefanikiwa kwa kiwango kikubwa katika kipengele cha muundo.” Fafanua kauli hii kwa kutumia vipengele vitatu vya muundo kwa kila kitabu kutoka katika tamthiliya mbili miongoni mwa zilizoorodheshwa.
Waandishi wamefanikiwa katika mpangilio wa matukio, migogoro, majadiliano, uwasilishaji wa maudhui, ujenzi wa wahusika na matumizi ya lugha.
CHECK: structural features are as given in the answer sheet; verify against the plays.
Andika ngonjera isiyozidi beti sita kuhusu “Wakazi waishio Mabondeni.”
Ngonjera ya beti zisizozidi sita kuhusu changamoto za wakazi wa mabondeni na wito wa kuhamia makazi bora.
CHECK: the answer sheet poem is a stanza poem without the dialogue usually found in ngonjera; check the marking scheme.
Toa maana ya neno “hamaki” kama lilivyotumika katika habari uliyosoma.
Kukurupuka au kufanya jambo bila kufikiri kwa utulivu.
Toa maana ya neno “aghalbu” kama lilivyotumika katika habari uliyosoma.
Mara nyingi au kwa kawaida.
Toa maana ya neno “muhali” kama lilivyotumika katika habari uliyosoma.
Jambo gumu au lisilowezekana.
Kwa mujibu wa habari uliyosoma, taja mambo mazuri mawili yatokanayo na uwepo wa katiba nchini.
Katiba huonyesha wajibu wa kila mwanajamii na viongozi; katiba hulinda haki na uhuru wa mtu binafsi.
Kwanini mwandishi anasema katiba hutumiwa kama sera kwa maslahi ya watawala?
Katika nchi za kiimla katiba huundwa bila maoni ya wananchi na hulinda maslahi ya watawala.
Je, ni hofu gani aliyonayo mwandishi dhidi ya vijana kuhusu katiba?
Hofu kwamba vijana hawajitumi kuzijua katiba wala kushiriki uundaji wa katiba mpya, hivyo kutojua haki zao za msingi.
Andika kichwa cha habari uliyosoma kisichozidi maneno matano.
Umuhimu wa Katiba kwa Taifa
Fupisha habari uliyosoma kwa maneno yasiyopungua mia moja (100).
Katiba ni muongozo muhimu wa taifa; wananchi wanapaswa kuelimishwa na kushiriki katika kuunda katiba.
Watumiaji wa lugha ya Kiswahili hufanya makosa mengi bila ya kudhamiria. Taja aina mbili za makosa hayo kwa kutoa mfano wa sentensi mbili kwa kila kosa.
Makosa ya sarufi na makosa ya matumizi ya maneno.
Eleza maana ya rejesta.
Mtindo wa matumizi ya lugha unaoendana na muktadha wa mawasiliano, hali ya mazungumzo, na hadhira inayohusika.
Kwa kutoa mifano, taja mambo muhimu matatu yanayomwongoza mtumiaji wa lugha katika uteuzi wa rejesta.
Hadhi ya hadhira, muktadha wa mazungumzo, na madhumuni ya mawasiliano.
Katika sentensi “Mtu anayechunguza uhalifu” andika neno moja lenye maana sawa.
Mpelelezi
Katika sentensi “Ng’ombe dume aliyehasiwa” andika neno moja lenye maana sawa.
Farasi
CONTESTABLE: key 'Farasi' (horse) looks doubtful for a castrated bull (ng'ombe dume aliyehasiwa). Check against the marking scheme.
Katika sentensi “Chombo cha usafiri kinachopita juu ya vyuma” andika neno moja lenye maana sawa.
Treni
Katika sentensi “Mti unaozaa matunda yanayotengenezwa kinywaji cha kahawa” andika neno moja lenye maana sawa.
Mkawa
Katika sentensi “Sehemu ndogo ya nchi iliyochongoka na kuzungukwa na bahari katika sehemu zake tatu” andika neno moja lenye maana sawa.
Rasi
Eleza dhima ya mofimu “li” kama ilivyotumika katika sentensi: “Shamba letu li kubwa sana.”
Kuonyesha hali au sifa ya kitu.
Eleza dhima ya mofimu “li” kama ilivyotumika katika sentensi: “Walishelewa kurudi.”
Kuonyesha wakati uliopita (kiashiria cha wakati).
Eleza dhima ya mofimu “li” kama ilivyotumika katika sentensi: “Tunalifuatilia.”
Kuonyesha uhusiano wa mtu na kitu (kiashiria cha nomino).
Eleza dhima ya mofimu “li” kama ilivyotumika katika sentensi: “Limeharibika.”
Kuonyesha tendo lililotendeka katika hali timilifu.
Eleza dhima ya mofimu “li” kama ilivyotumika katika neno: “Shikilia.”
Kuonyesha msisitizo wa tendo linalofanywa.
CONTESTABLE: in 'Shikilia' the -li- is part of the applicative extension -ilia, not a separate morpheme. Check the key against the marking scheme.
Andika katika hali ya ukanushi: “Ameshiba sana.”
Hajashiba sana.
Andika katika hali ya ukanushi: “Watoto wengi wanaogelea.”
Watoto wengi hawaogelei.
Andika katika hali ya ukanushi: “Mvua ilinyesha kwa wingi sana.”
Mvua haikunyesha kwa wingi sana.
Andika katika hali ya ukanushi: “Kijana anakula chakula kingi.”
Kijana hali chakula kingi.
Andika katika hali ya ukanushi: “Mimi nasoma polepole.”
Mimi sisomi polepole.
Jifanye wewe ni Gudhah Mukish anayeishi mtaa wa Tandamti - Gerezani, Kariakoo, na unataka kuuza gari yako aina ya Toyota Carina. Andika tangazo kwenye gazeti la Mwananchi.
Tangazo la kuuza gari aina ya Toyota Carina, likiwa na maelezo ya gari, bei na namba ya mawasiliano.
Andaa kadi ya mwaliko kwa rafiki zako ili washiriki katika mahafali ya kumaliza Kidato cha Nne shuleni kwako siku ya Jumamosi tarehe 21/11/2015, kisha tafrija fupi itakayoandaliwa na wazazi katika ukumbi wa Kijiji saa 10.00 jioni. Jina lako liwe Sili Silali wa Shule ya Sekondari Kiriche.
Kadi ya mwaliko wa mahafali ya Kidato cha Nne na tafrija fupi, yenye tarehe, mahali na muda.
Chama cha Kiswahili cha Afrika (CHAKA) ni miongoni mwa taasisi zilizojitahidi katika kukuza na kueneza Kiswahili Barani Afrika. Eleza majukumu matano ya chama hiki katika kufanikisha azma hiyo.
CHAKA huratibu ushirikiano wa kitaaluma, huchapisha majarida, hukuza matumizi ya Kiswahili elimuni, hushirikiana na vyombo vingine, na huhamasisha sera za lugha.
Kwa kutumia mifano, fafanua kanuni muhimu nne za utunzi wa mashairi ya kimapokeo.
Mizani, vina, kituo, na muundo wa ubeti.
“Kazi za fasihi hufichua mivutano iliyopo katika jamii.” Kwa kutumia hoja tatu kwa kila diwani, fafanua mivutano hiyo kutoka katika diwani mbili ulizosoma.
Diwani za Wasakatonge na Malenga Wapya zinaonyesha mivutano ya kijamii, kiuchumi, kisiasa, kitamaduni na kimaadili.
CHECK: poem titles and content are as given in the answer sheet; verify against the diwani.
“Mandhari ikiteuliwa vizuri humsaidia mwandishi katika kufikisha yale aliyokusudia kwa jamii yake.” Thibitisha hoja hiyo kwa kutoa mifano mitatu kutoka katika kila kitabu kati ya riwaya mbili zilizoorodheshwa.
Mandhari teule za Takadini na Watoto wa Maman’tilie zinafikisha ujumbe wa ubaguzi, elimu na umasikini kwa jamii.
CHECK: place names and scene content are as given in the answer sheet; verify against the novels.
Kwa kutumia tamthiliya mbili miongoni mwa zilizoorodheshwa, eleza jinsi waandishi walivyoonesha athari za utamaduni wa kigeni katika maadili ya jamii ya Kiafrika.
Tamthiliya zinaonyesha athari za utamaduni wa kigeni kupitia uzembe, ufisadi, ubinafsi, na kupotea kwa utamaduni wa Kiafrika.
CHECK: the play content is as given in the answer sheet; verify against the plays.
Vigano ni nini?
Hadithi fupi za kubuni zinazolenga kuonya kuhusu tabia zisizokubalika katika jamii, mara nyingi zikiishia na methali.
Tunga kigano kwa kutumia methali “Umdhaniaye siye kumbe ndiye!”
Kigano cha Mgeni wa Ajabu: kijana Juma anamkaribisha mgeni maskini, na wakazi wanajuta kumdharau.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (i) Uso wa biashara
Uwezo wa kuvutia wateja au kufanya kazi vizuri katika biashara.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (ii) Mkono mrefu
Tabia ya wizi au kuchukua vitu vya watu bila ruhusa.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (iii) Mara dufu
Mara mbili ya kiwango kilichokuwa hapo awali.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (iv) Chemba
Sehemu ya siri au eneo lisilo wazi ambapo mambo hufanyika kwa faragha.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (v) Ashuku
Ahisi au kupata mashaka kuhusu jambo fulani.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (vi) Suriama
Tajiri au mtu wa hadhi ya juu aliye tajwa katika muktadha huu.
CONTESTABLE: the key's meaning for 'suriama' is vague ('aliye tajwa'); check against a dictionary before use.
Kwa kuzingatia habari uliyosoma, usemi “hapo pia Rehema alipewa ruhusa” una maana ipi?
Rehema alifukuzwa au aliondolewa kazi kwa njia ya heshima.
Kutokana na habari uliyosoma taja tabia mbili za Rehema zisizofaa kuigwa katika jamii.
Kutokuwa mwaminifu kwa waajiri wake; kutengeneza mahusiano yasiyo rasmi kazini yaliyosababisha matatizo.
Fupisha habari uliyosoma kwa maneno yasiyopungua sabini na tano (75) na yasiozidi themanini (80).
Rehema alihama kazi mara kadhaa kwa sababu ya tuhuma za wizi, minong’ono na wivu; hatimaye alipata mwajiri aliyethamini kazi yake.
CONTESTABLE: the printed model summary is about 55 words, below the 75-word minimum; points are drawn from it.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (a) Mtoto alikuwa anakimbizana na wenzake.
Sentensi sahili.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (b) Akisema ukweli atasamehewa.
Sentensi sharti.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (c) Wanafunzi wanasoma kitabu na mwalimu anaandika ubaoni.
Sentensi ambatano.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (d) Kitabu kilichonunuliwa jana kitaletwa kesho darasani.
Sentensi changamano.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (e) Ingelikuwa vyema tungelifahamiana leo.
Sentensi sharti.
Taja njia iliyotumika kuunda neno: (a) Megawati
Uazimaji kutoka Kiingereza “megawatt”.
Taja njia iliyotumika kuunda neno: (b) Tunasherehekea
Uambatanishaji: kiambishi cha nafsi “tuna-” + shina “sherehe” + kiambishi “kea”.
CONTESTABLE: the key's breakdown ('sherehe' + 'kea') looks doubtful; sherehekea may be better analysed with the -ek- extension. Key kept as printed.
Taja njia iliyotumika kuunda neno: (c) Kifudifudi
Uundaji wa maneno ya sauti (onomatopea).
CONTESTABLE: the word has a reduplicated form (fudifudi); the key's 'onomatopea' may be wrong. Key kept as printed.
Taja njia iliyotumika kuunda neno: (d) Kasimawimbi
Uambatanishaji wa sehemu mbili: “kasima” na “wimbi”.
Taja njia iliyotumika kuunda neno: (e) Nyau
Uundaji wa sauti ya wanyama (onomatopea).
Taja njia iliyotumika kuunda neno: (f) Uzalishaji
Uambatanishaji: kiambishi “u-” + shina “zali” + kiambishi “shaji”.
CONTESTABLE: the key gives the suffix as '-shaji'; the usual nominal suffix is '-aji' (uzalishaji = u-zalish-aji). Key kept as printed.
Taja njia iliyotumika kuunda neno: (g) Pekepeke
Uundaji wa maneno marudio.
Taja njia iliyotumika kuunda neno: (h) Pedeli
Uazimaji kutoka Kiingereza “pedal”.
Taja njia iliyotumika kuunda neno: (i) Ufagio
Uambatanishaji: kiambishi “u-” + shina “fagia”.
Taja njia iliyotumika kuunda neno: (j) Kingamwili
Uambatanishaji: shina “kinga” + “mwili”.
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (a) Hakimu
Kuhukumu
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (b) Msamaha
Kusamehe
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (c) Msuluhishi
Kusuluhisha
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (d) Kinyambuo
Kunyambua
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (e) Uhamiaji
Kuhamia
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (f) Mafichioni
Kuficha
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (g) Shuhuda
Kushuhudia
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (h) Masimulizi
Kusimulia
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (i) Vichekesho
Kuchekesha
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (j) Upendo
Kupenda
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (a) Wewe una ua?
1. Je, una maua? 2. Je, una ua kitu?
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (b) Watoto wanamkimbilia Babu.
1. Watoto wanamfuata Babu kwa furaha. 2. Watoto wanakimbia kuelekea Babu kwa hofu.
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (c) Kaka amenunua taa.
1. Kaka amenunua kifaa cha kutoa mwanga. 2. Kaka amenunua taa kama zawadi.
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (d) Kumbe ni tembo?
1. Ni ajabu kuwa ni tembo mkubwa. 2. Ni mshangao kwamba ni tembo wa mfano.
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (e) Sawa, sasa unaweza kuandaa sherehe.
1. Unakubaliwa kuandaa sherehe sasa. 2. Umepata ruhusa ya kuandaa sherehe sasa.
Eleza maana ya kidahizo kisha tunga sentensi moja: (a) Lambo
Eneo kubwa lililochimbwa kuhifadhi maji.
Eleza maana ya kidahizo kisha tunga sentensi moja: (b) Sherasi
Pombe ya kienyeji inayotengenezwa kwa mtama au mihogo.
Eleza maana ya kidahizo kisha tunga sentensi moja: (c) Makala
Maandishi yenye uchambuzi wa kitaalamu au maelezo kuhusu mada fulani.
Eleza maana ya kidahizo kisha tunga sentensi moja: (d) Pogoa
Kukata matawi ya miti au mimea kwa lengo la kuipunguza.
Eleza maana ya kidahizo kisha tunga sentensi moja: (e) Umbeja
Tabia ya kupenda kusema kuhusu watu wengine.
Tumia kichwa cha habari “Faida nne za matumizi ya lugha ya Kiswahili katika shughuli za biashara nchini Tanzania” kuandika insha yenye maneno yasiyopungua mia tatu (300) na yasiyozidi mia nne (400).
Faida nne: urahisi wa mawasiliano, kukuza utambulisho wa kitaifa, kupanua soko la biashara, na kukuza uelewa wa bidhaa na huduma.
Jifanye wewe ni diwani wa kata ya Kanyagatwende. Andika hotuba yenye maneno yasiyopungua mia tatu (300) na yasiyozidi mia nne (400) utakayoitoa kwa wananchi wako ukikemea tabia ya kuwachoma moto watu wanaosadikiwa kuwa ni wezi.
Hotuba inayokemea kuwachoma moto watu wanaosadikiwa kuwa wezi, na kuwasihi wananchi watumie vyombo vya sheria.
Kwa kutumia hoja nne na mifano, fafanua mchango wa vipindi mbalimbali vya redio katika kuimarisha lugha ya Kiswahili nchini Tanzania.
Vipindi vya redio vimechangia kukuza msamiati, kusambaza maarifa, kuhifadhi tamaduni na kuelimisha jamii kwa Kiswahili.
Kwa kutumia hoja tano, onesha jinsi maendeleo ya sayansi na teknolojia yanavyoboresha uhifadhi wa fasihi simulizi.
Maendeleo ya sayansi na teknolojia yameboresha uhifadhi wa fasihi simulizi kupitia uchapishaji, rekodi za sauti, mitandao ya kijamii, filamu na makavazi ya kidijitali.
CONTESTABLE: the key cites 'Malenga Wapya' (a poetry collection) as a book of proverbs and tales; the other examples (e.g. 'Maangamizi: The Ancient One', Tanzania Digital Library) are not verified.
“Washairi wanasisitiza mshikamano miongoni mwa wanajamii.” Thibitisha kauli hiyo kwa kutumia hoja tatu kutoka katika kila diwani kati ya diwani mbili zilizoorodheshwa.
Diwani zote mbili zinasisitiza mshikamano wa wanajamii katika kukabiliana na changamoto na kujenga maendeleo.
UNVERIFIED: poem titles in the key ('Msaka Tonge', 'Nguvu za Umma', 'Nguvu ni Umoja', etc.) were not checked against the anthologies.
“Wasanii wanafichua ukiukwaji wa haki za binadamu.” Fafanua kauli hiyo kwa kutumia hoja tatu kutoka katika kila riwaya kati ya riwaya mbili zilizoorodheshwa.
Riwaya zote mbili zinafichua ukiukwaji wa haki kama ubaguzi, ukatili wa kijinsia, ukandamizaji na kunyimwa huduma za kijamii.
“Uzembe huleta madhara katika jamii.” Thibitisha kauli hiyo kwa kuchagua wahusika watatu kutoka kila kitabu kati ya tamthiliya mbili zilizoorodheshwa. Kwa kila mhusika toa hoja moja inayoonesha madhara ya uzembe alioufanya.
Wahusika wa tamthiliya zote mbili wanaonyesha jinsi uzembe unavyorudisha nyuma maendeleo na kuleta madhara kwa jamii.
Tunga dayalojia yenye maneno yasiyopungua 250 na yasiyozidi 300 kuhusu maisha ya shule. Dayalojia hiyo ihusishe wanafunzi waitwao Jitahada na Maarifa. (Swali la lazima.)
Dayalojia ya Jitahada na Maarifa wakizungumzia mitihani, mbinu za kusoma, msaada wa walimu na bidii kwa mafanikio ya baadaye.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (i) Uso wa biashara
Uwezo wa kuvutia wateja au kufanya kazi vizuri katika biashara.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (ii) Mkono mrefu
Tabia ya wizi au kuchukua vitu vya watu bila ruhusa.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (iii) Mara dufu
Mara mbili ya kiwango kilichokuwa hapo awali.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (iv) Chemba
Sehemu ya siri au eneo lisilo wazi ambapo mambo hufanyika kwa faragha.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (v) Ashuku
Ahisi au kupata mashaka kuhusu jambo fulani.
Toa maana za maneno na vifungu vya maneno kama vilivyotumika katika habari uliyosoma: (vi) Suriama
Tajiri au mtu wa hadhi ya juu aliye tajwa katika muktadha huu.
CONTESTABLE: the key's meaning for 'suriama' is vague ('aliye tajwa'); check against a dictionary before use.
Kwa kuzingatia habari uliyosoma, usemi “hapo pia Rehema alipewa ruhusa” una maana ipi?
Rehema alifukuzwa au aliondolewa kazi kwa njia ya heshima.
Kutokana na habari uliyosoma taja tabia mbili za Rehema zisizofaa kuigwa katika jamii.
Kutokuwa mwaminifu kwa waajiri wake; kutengeneza mahusiano yasiyo rasmi kazini yaliyosababisha matatizo.
Fupisha habari uliyosoma kwa maneno yasiyopungua sabini na tano (75) na yasiozidi themanini (80).
Rehema alihama kazi mara kadhaa kwa sababu ya tuhuma za wizi, minong’ono na wivu; hatimaye alipata mwajiri aliyethamini kazi yake.
CONTESTABLE: the printed model summary is about 55 words, below the 75-word minimum; points are drawn from it.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (a) Mtoto alikuwa anakimbizana na wenzake.
Sentensi sahili.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (b) Akisema ukweli atasamehewa.
Sentensi sharti.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (c) Wanafunzi wanasoma kitabu na mwalimu anaandika ubaoni.
Sentensi ambatano.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (d) Kitabu kilichonunuliwa jana kitaletwa kesho darasani.
Sentensi changamano.
Soma sentensi zifuatazo kisha kwa kila moja taja ni aina gani ya sentensi: (e) Ingelikuwa vyema tungelifahamiana leo.
Sentensi sharti.
Taja njia iliyotumika kuunda neno: (a) Megawati
Uazimaji kutoka Kiingereza “megawatt”.
Taja njia iliyotumika kuunda neno: (b) Tunasherehekea
Uambatanishaji: kiambishi cha nafsi “tuna-” + shina “sherehe” + kiambishi “kea”.
CONTESTABLE: the key's breakdown ('sherehe' + 'kea') looks doubtful; sherehekea may be better analysed with the -ek- extension. Key kept as printed.
Taja njia iliyotumika kuunda neno: (c) Kifudifudi
Uundaji wa maneno ya sauti (onomatopea).
CONTESTABLE: the word has a reduplicated form (fudifudi); the key's 'onomatopea' may be wrong. Key kept as printed.
Taja njia iliyotumika kuunda neno: (d) Kasimawimbi
Uambatanishaji wa sehemu mbili: “kasima” na “wimbi”.
Taja njia iliyotumika kuunda neno: (e) Nyau
Uundaji wa sauti ya wanyama (onomatopea).
Taja njia iliyotumika kuunda neno: (f) Uzalishaji
Uambatanishaji: kiambishi “u-” + shina “zali” + kiambishi “shaji”.
CONTESTABLE: the key gives the suffix as '-shaji'; the usual nominal suffix is '-aji' (uzalishaji = u-zalish-aji). Key kept as printed.
Taja njia iliyotumika kuunda neno: (g) Pekepeke
Uundaji wa maneno marudio.
Taja njia iliyotumika kuunda neno: (h) Pedeli
Uazimaji kutoka Kiingereza “pedal”.
Taja njia iliyotumika kuunda neno: (i) Ufagio
Uambatanishaji: kiambishi “u-” + shina “fagia”.
Taja njia iliyotumika kuunda neno: (j) Kingamwili
Uambatanishaji: shina “kinga” + “mwili”.
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (a) Hakimu
Kuhukumu
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (b) Msamaha
Kusamehe
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (c) Msuluhishi
Kusuluhisha
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (d) Kinyambuo
Kunyambua
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (e) Uhamiaji
Kuhamia
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (f) Mafichioni
Kuficha
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (g) Shuhuda
Kushuhudia
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (h) Masimulizi
Kusimulia
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (i) Vichekesho
Kuchekesha
Badilisha nomino ili iwe kitenzi katika kauli ya kutenda: (j) Upendo
Kupenda
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (a) Wewe una ua?
1. Je, una maua? 2. Je, una ua kitu?
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (b) Watoto wanamkimbilia Babu.
1. Watoto wanamfuata Babu kwa furaha. 2. Watoto wanakimbia kuelekea Babu kwa hofu.
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (c) Kaka amenunua taa.
1. Kaka amenunua kifaa cha kutoa mwanga. 2. Kaka amenunua taa kama zawadi.
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (d) Kumbe ni tembo?
1. Ni ajabu kuwa ni tembo mkubwa. 2. Ni mshangao kwamba ni tembo wa mfano.
Tungo zifuatazo ni tata, toa maana mbili kwa kila tungo: (e) Sawa, sasa unaweza kuandaa sherehe.
1. Unakubaliwa kuandaa sherehe sasa. 2. Umepata ruhusa ya kuandaa sherehe sasa.
Eleza maana ya kidahizo kisha tunga sentensi moja: (a) Lambo
Eneo kubwa lililochimbwa kuhifadhi maji.
Eleza maana ya kidahizo kisha tunga sentensi moja: (b) Sherasi
Pombe ya kienyeji inayotengenezwa kwa mtama au mihogo.
Eleza maana ya kidahizo kisha tunga sentensi moja: (c) Makala
Maandishi yenye uchambuzi wa kitaalamu au maelezo kuhusu mada fulani.
Eleza maana ya kidahizo kisha tunga sentensi moja: (d) Pogoa
Kukata matawi ya miti au mimea kwa lengo la kuipunguza.
Eleza maana ya kidahizo kisha tunga sentensi moja: (e) Umbeja
Tabia ya kupenda kusema kuhusu watu wengine.
Tumia kichwa cha habari “Faida nne za matumizi ya lugha ya Kiswahili katika shughuli za biashara nchini Tanzania” kuandika insha yenye maneno yasiyopungua mia tatu (300) na yasiyozidi mia nne (400).
Faida nne: urahisi wa mawasiliano, kukuza utambulisho wa kitaifa, kupanua soko la biashara, na kukuza uelewa wa bidhaa na huduma.
Jifanye wewe ni diwani wa kata ya Kanyagatwende. Andika hotuba yenye maneno yasiyopungua mia tatu (300) na yasiyozidi mia nne (400) utakayoitoa kwa wananchi wako ukikemea tabia ya kuwachoma moto watu wanaosadikiwa kuwa ni wezi.
Hotuba inayokemea kuwachoma moto watu wanaosadikiwa kuwa wezi, na kuwasihi wananchi watumie vyombo vya sheria.
Kwa kutumia hoja nne na mifano, fafanua mchango wa vipindi mbalimbali vya redio katika kuimarisha lugha ya Kiswahili nchini Tanzania.
Vipindi vya redio vimechangia kukuza msamiati, kusambaza maarifa, kuhifadhi tamaduni na kuelimisha jamii kwa Kiswahili.
Kwa kutumia hoja tano, onesha jinsi maendeleo ya sayansi na teknolojia yanavyoboresha uhifadhi wa fasihi simulizi.
Maendeleo ya sayansi na teknolojia yameboresha uhifadhi wa fasihi simulizi kupitia uchapishaji, rekodi za sauti, mitandao ya kijamii, filamu na makavazi ya kidijitali.
CONTESTABLE: the key cites 'Malenga Wapya' (a poetry collection) as a book of proverbs and tales; the other examples (e.g. 'Maangamizi: The Ancient One', Tanzania Digital Library) are not verified.
“Washairi wanasisitiza mshikamano miongoni mwa wanajamii.” Thibitisha kauli hiyo kwa kutumia hoja tatu kutoka katika kila diwani kati ya diwani mbili zilizoorodheshwa.
Diwani zote mbili zinasisitiza mshikamano wa wanajamii katika kukabiliana na changamoto na kujenga maendeleo.
UNVERIFIED: poem titles in the key ('Msaka Tonge', 'Nguvu za Umma', 'Nguvu ni Umoja', etc.) were not checked against the anthologies.
“Wasanii wanafichua ukiukwaji wa haki za binadamu.” Fafanua kauli hiyo kwa kutumia hoja tatu kutoka katika kila riwaya kati ya riwaya mbili zilizoorodheshwa.
Riwaya zote mbili zinafichua ukiukwaji wa haki kama ubaguzi, ukatili wa kijinsia, ukandamizaji na kunyimwa huduma za kijamii.
“Uzembe huleta madhara katika jamii.” Thibitisha kauli hiyo kwa kuchagua wahusika watatu kutoka kila kitabu kati ya tamthiliya mbili zilizoorodheshwa. Kwa kila mhusika toa hoja moja inayoonesha madhara ya uzembe alioufanya.
Wahusika wa tamthiliya zote mbili wanaonyesha jinsi uzembe unavyorudisha nyuma maendeleo na kuleta madhara kwa jamii.
Tunga dayalojia yenye maneno yasiyopungua mia mbili na hamsini (250) na yasiyozidi mia tatu (300) kuhusu maisha ya shule. Dayalojia hiyo ihusishe wanafunzi waitwao Jitahada na Maarifa. (Swali la lazima.)
Dayalojia ya Jitahada na Maarifa wakizungumzia mitihani, mbinu za kusoma, msaada wa walimu na bidii kwa mafanikio ya baadaye.
Eleza maana ya maneno yafuatayo kama yalivyotumika katika kifungu cha habari: (i) Fadhaa
Wasiwasi na taharuki.
Eleza maana ya maneno yafuatayo kama yalivyotumika katika kifungu cha habari: (ii) Madhila
Mateso makubwa au shida nzito.
Eleza maana ya maneno yafuatayo kama yalivyotumika katika kifungu cha habari: (iii) Kuadhiriwa
Kudharauliwa au kupewa adhabu kali.
Eleza maana ya maneno yafuatayo kama yalivyotumika katika kifungu cha habari: (iv) Ima faima
Vyovyote vile au bila budi.
Eleza maana ya maneno yafuatayo kama yalivyotumika katika kifungu cha habari: (v) Kigeugeu
Mtu asiyekuwa na msimamo.
Eleza maana ya maneno yafuatayo kama yalivyotumika katika kifungu cha habari: (vi) Kigegezi
Tabia ya kukataa au kughairi.
Eleza mchanganyiko wa fikira walizonazo wana wa Kusadikika kuhusu Karama.
Baadhi walimwona kama mtu bora wa karne yao na walitumaini ataokoka; wengine walimwona kama mjinga aliyecheza na hatari kubwa.
Kwanini bidii ya mjumbe wa Kusini imelinganishwa na bidii ya siafu? Toa sababu mbili.
Kabuli alikuwa na bidii ya kukabiliana na changamoto kubwa kama siafu anayekivuka kijito kwa maiti ya siafu wenzake; alionyesha ujasiri wa kukabiliana na hatari bila woga kwa manufaa ya jamii yake.
Ujumbe wa mwandishi wa kifungu hiki unahusu nini?
Ujumbe wa mwandishi unahusu umuhimu wa ujasiri, bidii, na kujitolea kwa viongozi wa jamii katika kukabiliana na changamoto kwa manufaa ya umma.
Fupisha habari uliyosoma katika swali la kwanza kwa maneno yasiyopungua mia moja na hamsini (150) na yasiozidi mia mbili (200).
Katika Kusadikika, Karama alizua hisia tofauti kwa umaarufu wake wa ghafla; Kabuli alijitolea kwa bidii kukabiliana na changamoto za Kusini, na ujumbe wa mwandishi unasisitiza bidii na kujitolea.
CONTESTABLE: the printed model summary is about 90 words, well under the 150-word minimum; the points are drawn from it.
Fafanua utata uliopo katika sentensi: (a) Mama anafurahia pango.
Mama anafurahia kodi ya nyumba anayopokea; au mama anafurahia kuwepo ndani ya pango la asili (shimo kubwa katika mwamba).
Fafanua utata uliopo katika sentensi: (b) Mwalimu analima barabara.
Mwalimu anafanya kazi ya shamba kwenye eneo la barabara; au anashiriki katika ujenzi au ukarabati wa barabara.
Fafanua utata uliopo katika sentensi: (c) Alimpigia ngoma.
Alimpigia mtu huyo simu; au alimpigia mtu huyo ngoma kama ishara ya mawasiliano au burudani.
Fafanua utata uliopo katika sentensi: (d) Kijana amepata fomu.
Kijana amepata hati ya kujaza taarifa; au amepata umbo au hali nzuri ya mwili.
Fafanua utata uliopo katika sentensi: (e) Baba anaunda.
Baba anatengeneza kitu kipya, kama samani au chombo; au anapanga njama au mpango fulani.
Tumia neno “Paa” katika sentensi kuunda dhana ya: (a) Nomino
“Paa alipita mbele ya gari letu.” Paa ni nomino inayorejelea mnyama anayefanana na swala.
Tumia neno “Paa” katika sentensi kuunda dhana ya: (b) Kitenzi
“Ndege wanapaa angani kila asubuhi.” Kupaa ni kitenzi kinachoeleza kitendo cha kuruka na kuelea angani.
Tumia neno “Paa” katika sentensi kuunda dhana ya: (c) Kielezi
“Ghorofa hilo limejengwa paa juu sana.” Paa ni kielezi kinachoeleza kiwango cha juu.
Tumia neno “Paa” katika sentensi kuunda dhana ya: (d) Kivumishi
“Nyumba ile ina muundo wa paa la kuvutia.” Paa imetumika kama kivumishi kueleza aina ya muundo wa nyumba.
CONTESTABLE: in the key’s sentence “muundo wa paa la kuvutia” paa looks like a noun (roof), not an adjective; check before use.
Tumia neno “Paa” katika sentensi kuunda dhana ya: (e) Shamirisho
“Wafanyakazi walipanda paa kurekebisha mabati yaliyoharibika.” Paa ni shamirisho la mahali.
Bainisha mzizi wa asili kwa neno: (a) Anawaandikisha
Mzizi: -andik-
Bainisha mzizi wa asili kwa neno: (b) Mkimbizi
Mzizi: -kimb-
Bainisha mzizi wa asili kwa neno: (c) Mlaji
Mzizi: -la-
Bainisha mzizi wa asili kwa neno: (d) Muumbaji
Mzizi: -umba-
Bainisha mzizi wa asili kwa neno: (e) Nisingelipenda
Mzizi: -pend-
Bainisha mzizi wa asili kwa neno: (f) Kuburudika
Mzizi: -burud-
Bainisha mzizi wa asili kwa neno: (g) Sadifu
Mzizi: -sadif-
Bainisha mzizi wa asili kwa neno: (h) Aliokota
Mzizi: -okot-
Bainisha mzizi wa asili kwa neno: (i) Walichopoka
Mzizi: -poka-
Bainisha mzizi wa asili kwa neno: (j) Kipambanuliwe
Mzizi: -pamban-
CONTESTABLE: the key gives -pamban-; the root of kupambanua is usually given as -pambanu-. Key kept as printed.
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (a) Badili
Badilika
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (b) Kata
Katika
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (c) Komboa
Komolewa
CONTESTABLE: printed 'Komolewa' appears to drop the -b- of komboa; the expected passive may be 'Kombolewa'. Key kept as printed.
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (d) Zuia
Zuiliwa
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (e) Fika
Fikiwa
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (f) Zoa
Zoeleka
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (g) Jenga
Jengeka
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (h) Remba
Rembeka
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (i) Tumia
Tumika
Vibadilishe vitenzi vifuatavyo viwe katika kauli ya kutendeka: (j) Lima
Limika
Fafanua maana ya neno “chenga” kwa kutumia sentensi tano tofauti.
Chenga ni kizuizi barabarani; ujanja wa kukwepa jambo; vipande vidogo vya kitu kilichovunjika; kutojibu swali kwa usahihi; hali ya kujifanya hujui kwa makusudi.
Andika insha yenye maneno yasiopungua mia mbili (200) na yasiozidi mia tatu (300) kuhusu methali isemayo “Samaki Mkunje angali mbichi”.
Methali inasisitiza umuhimu wa kumlea mtu au kuanza jambo mapema, wakati akili na mwenendo bado vinapokea mafunzo kwa urahisi.
Wewe ni mwenyekiti wa mtaa ambao umekumbwa na mafuriko lakini wananchi wako wanakataa kuhamia makazi mapya. Andaa hotuba utakayoitoa kwa wananchi wa mtaa wako ili kuwashawishi kuondoka katika sehemu hiyo. Jina la mtaa ni Kwamachombo na eneo la makazi mapya linaitwa Kitivo.
Hotuba ya kuwashawishi wananchi wa Kwamachombo wahamie Kitivo kwa usalama wa maisha yao na ya watoto wao.
Kwa kutumia hoja tano, fafanua jinsi utawala wa Waingereza ulivyoimarisha Kiswahili nchini Tanzania kwa kupitia mfumo wa elimu.
Utawala wa Waingereza ulitumia Kiswahili kama lugha ya mawasiliano na elimu ya msingi, jambo lililochangia kuimarika kwa lugha hiyo.
Kutokana na mabadiliko yanayoikumba jamii, baadhi ya methali zimepitwa na wakati. Thibitisha hoja hiyo kwa kutumia methali sita.
Methali sita zinathibitisha kuwa baadhi zimepitwa na wakati kwa sababu mazingira ya maisha yamebadilika.
“Ustadi wa msanii hudhihirishwa na fani”. Dhihirisha kauli hiyo kwa kutumia vipengele vitatu vya lugha kwa kila diwani kutoka katika diwani mbili ulizosoma.
Ustadi wa msanii unaonekana kupitia fani kama lugha ya picha, vina na mizani, nahau, ishara, mtindo wa masimulizi na lugha sanifu.
UNVERIFIED: poem titles quoted in the key (e.g. 'Umoja ni Nguvu', 'Heshima kwa Wazazi', 'Nyota ya Mafanikio') were not checked against the anthologies.
Jadili kukubalika kwa wahusika wawili kama kielelezo halisi cha wanajamii kati ya Takadini, Maman’tilie na Brown Kwacha kutoka katika riwaya mbili ulizosoma. Toa hoja tatu kwa kila mhusika.
Takadini na Maman’tilie ni wahusika wanaoakisi wanajamii halisi kupitia uvumilivu, ujasiriamali na kupinga dhana potofu.
“Kujenga jamii bora ni dhima ya mwandishi.” Thibitisha kauli hii kwa kutumia hoja tatu toka katika kila tamthiliya kati ya tamthiliya mbili ulizosoma.
Tamthiliya zote mbili zinajenga jamii bora kwa kukemea uzembe, kusisitiza uongozi wenye maadili na kuhimiza mshikamano.
Tunga tamthiliya fupi kuhusu umuhimu wa elimu kwa vijana wa Tanzania ya leo. Tamthiliya hiyo isipungue maneno mia tatu (300). (Swali la lazima.)
Juma, kijana mwenye mtazamo hasi kuhusu shule, anarudi shuleni kwa msaada wa mwalimu Mwajuma na mama yake Asha, na baadaye anakuwa mhandisi.
CONTESTABLE: the key gives a short outline (setting, characters, summary, ending), not a full play of 300 words; points are drafted from the outline.
Eleza maana ya neno “mkwasi” kama lilivyotumika katika shairi ulilolisoma.
Mtu tajiri au mwenye mali nyingi.
Eleza maana ya neno “utapasi” kama lilivyotumika katika shairi ulilolisoma.
Mafanikio au kufaulu.
Eleza maana ya neno “jikalifu” kama lilivyotumika katika shairi ulilolisoma.
Jitahidi au usikate tamaa.
Eleza maana ya neno “libasi” kama lilivyotumika katika shairi ulilolisoma.
Kazi au shughuli ya maana.
Kwa kutumia sentensi tatu (3), fafanua ujumbe wa mwandishi katika shairi hili.
Mwandishi anahimiza bidii na juhudi, maadili mema na kujiepusha na uvivu na uasi, na ushirikiano wa vijana kujenga umma bora.
Msanii ana maana gani anaposema “Ima mwanakwetu ima, dunia ni sarakasi.”
Maisha duniani yana changamoto nyingi na mabadiliko yasiyotarajiwa, hivyo ni muhimu kuwa na ustahimilivu na hekima.
Soma kifungu cha habari kifuatacho kisha fupisha habari hii kwa maneno hamsini (50).
Kijana anahitaji rafiki wa kweli kwa faraja; wazazi wamwelekeze kuchagua marafiki wenye maadili; rafiki mwema huleta mafanikio, rafiki mbaya huhatarisha maisha.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: juzi tulishiriki maandamano ya amani (neno: juzi).
Kielezi cha wakati.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: kucheza kwake kunaburudisha (neno: kucheza).
Kitenzi cha nomino.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Kijana mlevi amepata ajali (neno: mlevi).
Nomino ya sifa.
CONTESTABLE: in this sentence 'mlevi' describes 'kijana' and is usually classed as kivumishi. Key kept as printed; check the term.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Hamisi alikuwa amekwisha kwenda kulima (neno: kulima).
Kitenzi.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Wale vikongwe wamepata msaada (neno: Wale).
Kiwakilishi cha viashiria.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Mawazo hayo si yangu (neno: si).
Kiunganishi cha kukanusha.
CONTESTABLE: 'si' in 'si yangu' is usually classed as a negative copula (kitenzi kikanushi), not a kiunganishi. Key kept as printed; check.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Sitakwenda kwake asilani! (neno: asilani).
Kielezi cha namna.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Amekwenda kazini ijapokuwa ni mgonjwa (neno: ijapokuwa).
Kiunganishi cha kinyume.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Hiki kitawekwa ukumbini (neno: Hiki).
Kiwakilishi cha viashiria.
Kwa kuzingatia tungo ulizopewa, bainisha aina ya neno lililopigiwa mstari: Mbuzi amekwisha kata kamba (neno: amekwisha).
Kitenzi kisaidizi.
Unganisha tungo kwa kutumia O-rejeshi: Mafisadi wamekamatwa. Mafisadi wamefikishwa mahakamani.
Mafisadi waliokamatwa wamefikishwa mahakamani.
Unganisha tungo kwa kutumia O-rejeshi: Kitabu kimenunuliwa. Kitabu kipo kabatini.
Kitabu kilichonunuliwa kipo kabatini.
Unganisha tungo kwa kutumia O-rejeshi: Mfadhili amepatikana. Mfadhili mkarimu sana.
Mfadhili aliyepatikana ni mkarimu sana.
Unganisha tungo kwa kutumia O-rejeshi: Hukumu imetolewa. Hukumu ni ya haki.
Hukumu iliyotolewa ni ya haki.
Unganisha tungo kwa kutumia O-rejeshi: Mahali pameandaliwa. Mahali hapatoshi.
Mahali palipoandaliwa hapatoshi.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Refa alichezesha mechi vizuri.
Kauli ya kutendesha.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Mtoto amevunjwa mguu.
Kauli ya kutendwa.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Wanafunzi wanasomeana kitabu.
Kauli ya kushirikiana.
CONTESTABLE: the reciprocal form -ana is called 'kutendana' in the 2013 main paper. The key's term 'kushirikiana' is kept as printed.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Mafuta yamemwagika.
Kauli ya kutendeka.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Walevi wanapigana kilabuni.
Kauli ya kushirikiana.
CONTESTABLE: as in 5(c), the reciprocal -ana is labelled 'kushirikiana' in the key. Term kept as printed.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Mtoto analia sana.
Kauli ya kutenda.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Babu alisomewa kitabu.
Kauli ya kutendewa.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Dada anampikia mtoto uji.
Kauli ya kutendea.
CORRECTED: key printed 'kutendesha'. The -i- in 'anampikia' is the applicative (kutendea); 'kutendesha' marks the causative -sha-. Changed for this reason.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Kaka alimtuliza rafiki yake.
Kauli ya kutendesha.
Bainisha kauli inayowakilishwa na kitenzi kilichotumika katika sentensi: Gazeti linasomeka vizuri.
Kauli ya kutendeka.
Vishazi tegemezi hufanya kazi ya vivumishi viwapo katika tungo. Onesha ukweli wa kauli hiyo kwa kutumia mifano minne ya sentensi.
Kishazi tegemezi kinachofanya kazi ya kivumishi kinaeleza zaidi kuhusu nomino iliyotangulia.
Toa maana ya kamusi kisha fafanua sehemu kuu tatu zinazounda kamusi.
Kamusi ni kitabu au hifadhidata inayokusanya maneno pamoja na maana zake; sehemu kuu tatu ni maneno na maana zake, viashiria vya sarufi, na sehemu ya rejeleo.
Wewe ni Kiranja Mkuu wa Shule ya Sekondari Kazamoyo iliyoko Tanga, jina lako Uwezo Jitihada na unasoma kidato cha nne. Andika barua kwa Mkuu wa Shule ukiomba ruhusa ya kuhudhuria semina ya uelimishaji rika itakayofanyika tarehe 10/11/2013 katika Shule ya Sekondari Tutafika iliyoko Moshi. Barua yako ipitie kwa Mwalimu wa Darasa.
Barua rasmi ya kuomba ruhusa ya kuhudhuria semina ya uelimishaji rika Moshi, iliyopitishwa na Mwalimu wa Darasa.
Jifanye wewe una elimu ya kidato cha nne, jina lako Situmai Kasheshe unayeishi kijiji cha Songambele kilichopo wilayani Mpanda. Tumia taarifa zilizomo kwenye tangazo lifuatalo lililotolewa kwenye gazeti la Mwananchi la tarehe 01/12/2013 kuandika barua ya maombi ya kazi.
Barua ya maombi ya kazi ya Karani Masijala kwa Kampuni ya Kutengeneza Masufuria, Katavi, ikionyesha sifa, uzoefu na viambatisho.
Kwa kutumia hoja tano zenye mifano, eleza kwa kifupi mchango wa wamisionari wa Kikristo katika kueneza lugha ya Kiswahili nchini Tanganyika kabla ya uhuru.
Wamisionari wa Kikristo walieneza Kiswahili kwa kutafsiri Biblia, kuanzisha shule, kuchapisha vitabu, kutumia katika ibada, na kutumia vyombo vya habari.
CHECK: 'Msimulizi' is named as a Christian Swahili newspaper in the solutions. Verify the publication before using this example.
Kwa kutumia mifano, fafanua dhana: Tashibiha, kama inavyotumika katika fasihi.
Tashibiha ni tamathali ya semi inayofananisha vitu viwili kwa kutumia maneno kama “kama”, “mithili ya” au “sawa na”. Mfano: “Macho yake ni kama nyota angani.”
Kwa kutumia mifano, fafanua dhana: Takriri, kama inavyotumika katika fasihi.
Takriri ni urudiaji wa maneno au sentensi kwa lengo la kusisitiza wazo fulani. Mfano: “Tutashinda, tutashinda, tutashinda vita hii.”
Kwa kutumia mifano, fafanua dhana: Sitiari, kama inavyotumika katika fasihi.
Sitiari ni tamathali inayofananisha vitu viwili bila kutumia maneno ya kulinganisha. Mfano: “Moyo wake ni jiwe.”
Kwa kutumia mifano, fafanua dhana: Tashihisi, kama inavyotumika katika fasihi.
Tashihisi ni tamathali inayotoa uhai au hisia za kibinadamu kwa vitu visivyo na uhai. Mfano: “Upepo ulilia kwa uchungu.”
Kwa kutumia mifano, fafanua dhana: Tanakali sauti, kama inavyotumika katika fasihi.
Tanakali sauti ni matumizi ya maneno yanayoiga sauti ya kitu au tukio. Mfano: “Ngurumo ya radi ililia bum bum!”
Kwa kutumia mifano, fafanua dhana: Tasfida, kama inavyotumika katika fasihi.
Tasfida ni matumizi ya maneno ya heshima au kupunguza ukali wa jambo. Mfano: badala ya “amekufa”, tunasema “amelala usingizi wa milele.”
“Mtunzi wa mashairi huibua malalamiko ya kundi la wasionacho.” Fafanua kauli hiyo kwa kutumia hoja tatu kutoka katika kila diwani kati ya diwani mbili ulizosoma.
Diwani za Wasakatonge na Malenga Wapya zinaibua malalamiko ya wanyonge kuhusu ukandamizaji, ukosefu wa haki na unyonyaji.
CHECK: poem titles and content are as printed in the solutions; not verified against the anthologies.
“Mapenzi ya dhati huleta faraja miongoni mwa wanajamii.” Tumia hoja tatu kutoka katika kila riwaya kati ya riwaya mbili ulizosoma kuonesha jinsi wahusika wake walivyofarijika na mapenzi ya dhati.
Katika Takadini na Watoto wa Maman’tilie, wahusika wanafarijika kupitia urafiki, mapenzi ya kifamilia, kukubalika kijamii na ushirikiano.
CHECK: character details and episodes are as printed in the solutions; not verified against the texts.
Onesha kufaulu kwa dhamira za msanii kwa kutumia hoja tatu kutoka katika kila tamthiliya kati ya tamthiliya mbili ulizosoma.
Katika Ngoswe Penzi Kitovu cha Uzembe na Kilio Chetu, msanii anakemea uzembe na ukandamizaji, na kuhamasisha uwajibikaji, mshikamano na mapambano ya haki.
CHECK: the characterisations are as printed in the solutions; not verified against the texts.
Eleza maana ya ngano kisha tunga ngano yenye maneno yasiyopungua mia tatu (300) na yasiyozidi mia nne (400).
Ngano ni hadithi za fasihi simulizi zinazofundisha maadili, kuburudisha au kueleza historia ya jamii; mfano ni ngano ya Sungura na Fisi.
Eleza faida mbili zinazoweza kupatikana kwa kuhifadhi mitindo ya nyumba za asili katika kijiji cha makumbusho.
Kuhifadhi urithi wa kitamaduni kwa vizazi vijavyo; kuongeza utalii na mapato kwa taifa.
Unafikiri ni sababu gani iliifanya jamii ya Kimasai kuhamahama?
Ufugaji ulihitaji utafutaji wa malisho bora na maji kwa wanyama.
Kwa mujibu wa habari uliyoisoma vijana walikuwa na jukumu gani katika jamii zao?
Vijana walihusika na kuchunga na kulinda mifugo, kulima mashamba, na kuandaliwa kwa majukumu ya siku za usoni.
Andika kichwa cha habari kisichozidi maneno matano kinachofaa kwa habari uliyoisoma.
Maisha na Malezi ya Jamii
Andika methali ya Kiswahili inayoendana na aya ya mwisho ya habari uliyoisoma.
Samaki mkunje angali mbichi.
Fupisha habari uliyoisoma kwa maneno yasiyozidi mia moja (100).
Ufupisho wa habari usiozidi maneno 100: wajibu wa wazazi, tofauti za jamii, mafunzo ya vijana, na uhifadhi wa nyumba za asili.
Onesha nomino katika tungo ifuatayo kisha bainisha aina yake: Hatuna budi kumshukuru Mola.
Mola — Nomino ya Kipekee
Onesha nomino katika tungo ifuatayo kisha bainisha aina yake: Mazao yamestawi shambani.
Mazao, shambani — Nomino ya Kawaida
Onesha nomino katika tungo ifuatayo kisha bainisha aina yake: Uzalendo usisitizwe shuleni.
Uzalendo, shuleni — Nomino ya Dhahania na Nomino ya Kawaida
Onesha nomino katika tungo ifuatayo kisha bainisha aina yake: Mpeleke mtoto ndani.
Mtoto — Nomino ya Kawaida
Onesha nomino katika tungo ifuatayo kisha bainisha aina yake: Nimechoshwa na upweke.
Upweke — Nomino ya Dhahania
Andika tungo ifuatayo kwa usahihi: Mwenyekiti alihairisha kikao.
Mwenyekiti aliahirisha kikao.
Andika tungo ifuatayo kwa usahihi: Mtoto amedumbukia shimoni.
Mtoto amedondokea shimoni.
CONTESTABLE: 'amedumbukia' is itself a valid verb (to plunge into). The key's 'amedondokea' is a stylistic change; marking may accept either.
Andika tungo ifuatayo kwa usahihi: Kila mwanafunzi anatakiwa kuchangia deksi.
Kila mwanafunzi anatakiwa kuchangia dawati.
Andika tungo ifuatayo kwa usahihi: Mama amenunua dazani ya sufuria.
Mama amenunua dazeni ya sufuria.
Andika tungo ifuatayo kwa usahihi: Mwanafunzi msafi amepewa zawadi.
Mwanafunzi msafi amepewa zawadi.
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Hakukumbuka (njeo ya wakati uliopita)
-li-
CONTESTABLE: key gives -li-, but 'hakukumbuka' carries no -li- (the negative past uses -ku-). Key kept as printed; check.
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Wamekamatana (kauli ya kutendana)
-ana
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Akisema (hali ya masharti)
-ki-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Ananiona (kurejesha mtendwa)
-ni-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Tuliwashangilia (kurejesha watenda)
-wa-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Huimba (hali ya mazoea)
hu-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Wamelima (wakati uliopita hali timilifu)
-me-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Wanatucheka (urejeshi wa watendwa)
-tu-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Hawakusoma (ukanushi)
ha-
Tambulisha kiambishi chenye dhima iliyoonyeshwa kwenye mabano: Amenipigisha (kauli ya kutendesha)
-sha-
Onesha maana tano za neno “kata” na kwa kila maana tunga sentensi moja.
(i) kufanya kitu kiwe vipande; (ii) kukata maamuzi; (iii) kuharibu mtiririko wa kitu; (iv) sehemu ndogo ya kiutawala; (v) kukataa jambo.
Thibitisha upatanisho wa kisarufi kwa kutunga sentensi ukitumia ngeli U-I.
Mti umeanguka. / Miti imeanguka.
Thibitisha upatanisho wa kisarufi kwa kutunga sentensi ukitumia ngeli LI-YA.
Tunda limeiva. / Matunda yameiva.
CORRECTED: key printed 'matumda' for the plural; changed to 'matunda' (spelling).
Thibitisha upatanisho wa kisarufi kwa kutunga sentensi ukitumia ngeli U-ZI.
Uzi umekatika. / Nyuzi zimekatika.
Thibitisha upatanisho wa kisarufi kwa kutunga sentensi ukitumia ngeli I-ZI.
Nyumba imeanguka. / Nyumba zimeanguka.
CORRECTED: key printed 'nyumna' for the plural; changed to 'nyumba' (spelling).
Thibitisha upatanisho wa kisarufi kwa kutunga sentensi ukitumia ngeli U-YA.
Uwanja umejaa maji.
CHECK: key gives only the singular sentence; no plural form is printed.
Wewe ni mfanyabiashara mashuhuri mjini Dodoma. Andika barua ya kutuma bidhaa kwa mteja wako aitwaye Dunia Msimbo anayeishi Lindi. Jina lako liwe Nyila Sasisha.
Barua rasmi ya kutuma bidhaa kwa Dunia Msimbo wa Lindi, iliyosainiwa na Nyila Sasisha, ikiorodhesha bidhaa na muda wa kufika.
Andika tangazo kwenye gazeti la Rai ukitoa taarifa kuhusu kupotea kwa mwanao aitwaye Raha Karaha, jina lako liwe Furaha Machupa.
Tangazo la kupotea kwa mtoto Raha Karaha, lenye maelezo ya mtoto, mavazi yake, na namba ya mawasiliano.
Kwa kutumia hoja tano, onesha juhudi za Wajerumani katika kukuza na kueneza lugha ya Kiswahili nchini wakati wa utawala wao.
Juhudi za Wajerumani: kutumia Kiswahili katika utawala, kuanzisha shule, kuchapisha vitabu, kutumia kanisani, na vyombo vya habari.
Fafanua matatizo matano ya kuhifadhi kazi za fasihi simulizi kwenye kanda za kunasa sauti.
Kuharibika kwa kanda, kupitwa na wakati kwa teknolojia, uharibifu wa sauti asilia, upotevu wa kanda, na uwezo mdogo wa uhifadhi wa muda mrefu.
“Mshairi siku zote hukemea uonevu katika jamii.” Thibitisha kauli hii kwa kutoa hoja tatu kutoka katika kila diwani kati ya diwani mbili ulizosoma.
Diwani ya Wasakatonge na Malenga Wapya zinakemea ukandamizaji, uongozi mbovu, unyonyaji na ukosefu wa haki.
CHECK: poem titles and quoted lines are as printed in the solutions; not verified against the anthologies.
“Fasihi ni chuo cha kufundisha maisha kwa jamii husika.” Jadili ukweli wa kauli hii kwa kutoa hoja tatu kwa kila riwaya kati ya riwaya mbili ulizosoma.
Riwaya za Takadini na Watoto wa Maman’tilie zinafundisha upendo na kukubali tofauti, kukemea ubaguzi, na kupambana na changamoto za maisha.
CHECK: character details and examples are as printed in the solutions; not verified against the texts.
Chagua wahusika watatu wa kike, kutoka katika kila tamthiliya kati ya tamthiliya mbili ulizosoma, kisha onesha kukubalika kwao kama kielelezo cha maisha katika jamii.
Wahusika wa kike wanaonyesha uvumilivu, mshikamano, elimu, na kupigania haki za wanawake.
CHECK: character names and roles are as printed in the solutions; not verified against the texts.
Tunga tenzi yenye beti tano kuhusu ongezeko la watoto wa mitaani.
Tenzi ya beti tano kuhusu watoto wa mitaani, yenye wito wa jamii, wazazi na serikali kuwasaidia.
Fafanua maana ya msemo ufuatao kama ulivyotumika katika habari: Nzi kufa kwenye kidonda si hasara.
Kukubali matokeo ya adhabu au hasara ndogo ambayo haiathiri sana hali ya mtu.
Fafanua maana ya msemo ufuatao kama ulivyotumika katika habari: Kila mtu akashughulika na hamsini zake.
Kila mtu alijishughulisha na mambo yake binafsi.
Fafanua maana ya msemo ufuatao kama ulivyotumika katika habari: Ushikwapo shikamana.
Ukikumbwa na shida, usikate tamaa; vumilia hali hiyo.
Fafanua maana ya msemo ufuatao kama ulivyotumika katika habari: Siku za mwizi arobaini.
Mtu anayefanya kosa hatimaye hukamatwa.
Unafikiri kwanini uongozi wa shule aliyokuwa anasoma mwandishi ilipiga vita tabia ya wanafunzi kusoma wakati wa usiku wa manane?
Kusoma usiku wa manane kulihatarisha afya, kulileta hatari ya uvunjifu wa sheria, na kukiuka kanuni za shule.
Una mawazo gani kuhusu kitendo cha Tatu kufuatilia mienendo ya wanafunzi wenzake hasa kwa usiku ule wa manane?
Tatu alionyesha uwajibikaji na ushujaa, lakini kupeleleza kunaweza kukiuka haki za wengine.
Andika kichwa cha habari kinachofaa kwa habari uliyosoma kisichozidi maneno matano (5).
Usiku wa Manane Shuleni
Soma kifungu cha habari kifuatacho kisha andika ufupisho wa maneno arobaini (40).
Kamati ya wataalamu kuandika upya historia ya Afrika ili kuondoa maandishi ya wakoloni yaliyopotosha mila, utamaduni na maisha.
Kwa kutumia mifano dhahiri, fafanua dhana: Kiima.
Kiima ni kipashio cha sentensi kinachoelezea au kufafanua mhusika mkuu wa kitendo au hali inayozungumziwa. Mfano: Mwanafunzi anasoma kitabu (Kiima: Mwanafunzi).
Kwa kutumia mifano dhahiri, fafanua dhana: Chagizo.
Chagizo ni kipashio cha sentensi kinachotumika kuongeza msisitizo, maoni au hisia. Mfano: Hakika, mtihani huu ni mgumu.
Kwa kutumia mifano dhahiri, fafanua dhana: Shamirisho.
Shamirisho ni kipashio cha sentensi kinachokamilisha maana ya kitenzi au kueleza zaidi kitendo au hali. Mifano: Mwizi aliiba mkate (la moja kwa moja); Alimpa mtoto zawadi (lisilo la moja kwa moja).
Kwa kutumia mifano dhahiri, fafanua dhana: Utohoaji.
Utohoaji ni mchakato wa kuchukua maneno kutoka lugha nyingine na kuyarekebisha ili yaendane na mfumo wa Kiswahili. Mifano: Kompyuta (computer); Baisikeli (bicycle).
Kwa kutumia mifano dhahiri, fafanua dhana: Urudufishaji.
Urudufishaji ni mchakato wa kurudia neno au sehemu ya neno ili kutoa maana fulani, kama kusisitiza, kuonyesha wingi au hali ya kudumu. Mifano: mrefu-mrefu; kitoto-toto.
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Mkono (badili kuwa kielezi)
Kimkono (Mfano: Alibeba mzigo kimkono.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Kwenda (badili kuwa nomino)
Mwendo (Mfano: Mwendo wa gari ulikuwa wa kasi.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Bora (badili kuwa kitenzi)
Kuboresha (Mfano: Alijitahidi kuboresha matokeo yake.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Ogopa (badili kuwa kivumishi)
Wa kuogofya (Mfano: Simba ni mnyama wa kuogofya.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Mzazi (badili kuwa kitenzi)
Kuzalisha (Mfano: Wakulima walifanikiwa kuzalisha mazao mengi.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Bisha (badili kuwa kivumishi)
Wa kubishana (Mfano: Alikuwa mtu wa kubishana sana.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Refu (badili kuwa kitenzi)
Kurefusha (Mfano: Walijaribu kurefusha daraja hilo.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Linda (badili kuwa nomino)
Mlinzi (Mfano: Mlinzi alisimama mlangoni.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Kabati (badili kuwa kielezi)
Kikabati (Mfano: Vitabu viliwekwa kikabati.)
Badili neno lifuatalo kuwa aina iliyoelezwa kwenye mabano: Uguza (badili kuwa nomino)
Muuguzi (Mfano: Muuguzi alimshughulikia mgonjwa.)
Kamusi ni muhimu kwa mtumiaji yeyote wa lugha. Taja hoja tano zinazothibitisha umuhimu huo.
Kamusi huongeza msamiati, husaidia tafsiri, huweka wazi maana za maneno, hutoa usaidizi wa sarufi, na huhifadhi historia ya lugha.
Kwa kutumia mifano ya lugha ya Kiswahili, taja sababu tano za utata katika mawasiliano.
Utata katika mawasiliano hutokana na maneno yenye maana nyingi, misimu, tafsiri isiyo sahihi, matamshi tofauti, na lahaja mbalimbali.
Kwa kutumia mifano, taja miundo mitano ya kirai nomino.
Miundo ya kirai nomino: rahisi, kilichopanuliwa, chenye kiwakilishi, chenye kitenzi, na chenye kivumishi.
Jifanye kuwa umepata barua ya mwaliko wa sherehe ya siku ya kuzaliwa kwa rafiki yako aitwaye Faraja Matata, itakayofanyika tarehe 10/10/2012. Kwa bahati mbaya siku tatu kabla ya sherehe umepata safari ya kikazi kuelekea mkoani Singida. Andika barua kumtaarifu rafiki yako kuwa hutaweza kuhudhuria sherehe hiyo. Jina lako liwe Tumaini Baraka.
Barua ya kumtaarifu rafiki kuwa hataweza kuhudhuria sherehe kwa sababu ya safari ya kikazi kuelekea Singida.
Andika insha yenye maneno yasiyopungua mia mbili na hamsini (250) na yasiyozidi mia tatu (300) kuhusu umuhimu wa huduma za simu ya mkononi.
Insha yenye utangulizi, hoja nne (mawasiliano, uchumi, elimu, afya), changamoto, na hitimisho.
Kwa kutumia mifano, onesha jinsi shughuli za dini, utawala, biashara na elimu zinavyokuza na kueneza lugha ya Kiswahili nchini Tanzania.
Dini, utawala, biashara na elimu vimechangia kukuza na kueneza Kiswahili nchini Tanzania.
“Maana ya methali inafungamana na muktadha, hivyo ikitumiwa vibaya inaweza kuleta madhara makubwa kwa jamii.” Dhihirisha dai hilo kwa kutumia methali sita za Kiswahili.
Methali sita zinaonyesha kuwa matumizi yasiyo sahihi ya methali yanaweza kuhalalisha dhuluma, unyanyasaji, uzembe na migogoro.
“Washairi ni wataalamu wazuri na waliobobea katika kutumia taswira zinazotoa ujumbe kwa jamii.” Tumia taswira tatu kwa kila diwani kati ya diwani mbili zilizoorodheshwa kuthibitisha kauli hiyo.
Taswira za bahari, ndege na giza/nuru katika Wasakatonge; mlima, ua na mvua katika Malenga Wapya, zikifikisha ujumbe kwa jamii.
CHECK: poem titles and imagery are as printed in the solutions; not verified against the anthologies.
Tumia vitabu viwili vya riwaya kati ya vilivyoorodheshwa, kutoa hoja tatu kwa kila kitabu, zinazothibitisha dai kuwa mwanaume ni kikwazo cha mafanikio katika jamii.
Katika Watoto wa Maman’tilie na Takadini, tabia za wanaume (ulevi, kutowajibika, mila kandamizi) zinakwamisha mafanikio ya familia na jamii.
CHECK: character names and events are as printed in the solutions; not verified against the texts.
Tumia vitabu viwili vya tamthiliya kati ya vilivyoorodheshwa, kujadili madhara ya ukosefu wa elimu katika jamii. Toa hoja tatu kwa kila tamthiliya.
Katika Ngoswe Penzi Kitovu cha Uzembe na Orodha, ukosefu wa elimu unazaa imani potofu, uzembe, ujinga kuhusu magonjwa, na kudorora kwa maadili na ushiriki wa kijamii.
CHECK: the solutions spell the author of Orodha 'Reynolds', while the paper list prints 'Raynolds'. Title kept as printed; characters not verified against the texts.
Umeteuliwa kuwa mmoja kati ya waandaaji wa shindano la sanaa za maonesho litakalofanyika wakati wa kusherehekea siku ya walimu duniani mwaka 2013. Andika majigambo yenye beti nne ya mhusika ambaye ni mwalimu.
Majigambo ya beti nne ya mwalimu anayejivunia kazi yake ya kuelimisha na kulea kizazi kipya kwa maendeleo ya taifa.
Eleza maana ya neno lililokolezwa wino: kiza totoro.
Giza zito sana au giza nene lisilo na mwanga.
UNVERIFIED: paper text unreadable; passage taken from the solutions, which are garbled in places. CHECK: section letter inferred.
Eleza maana ya neno lililokolezwa wino: kutayamana.
Kutembea kwa kusitasita au kwa mashaka.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Eleza maana ya neno lililokolezwa wino: wakibokoboka.
Kutembea kwa hatua za polepole, kama mtu asiyekuwa na haraka.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Eleza maana ya kifungu cha maneno kilichokolezwa wino: mnoga wa kiberiti.
Harufu nzuri au ladha inayotokana na moshi wa kiberiti.
UNVERIFIED: the phrase may be garbled in the solutions and cannot be checked against the paper. CHECK: section letter inferred.
Eleza maana ya neno lililokolezwa wino: buhuri.
Harufu nzuri ya moshi unaoambatana na matumizi ya ibada au mila.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Eleza mandhari ya habari hii.
Mandhari ya porini yenye giza, hofu na sauti za ajabu za wanyama.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Kiongozi katika habari hii alikuwa ni mhusika mwenye wasifu gani?
Kiongozi Bwana Msa alikuwa jasiri, mwenye hekima, na mwenye uwezo wa kuongoza.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Unafikiri ni kwa sababu gani wahusika katika safari hii walitembea bila kuzungumza chochote?
Kwa sababu ya hofu na tahadhari iliyosababishwa na giza, sauti za wanyama na mazingira yenye mashaka.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Eleza sababu mbili zilizomfanya Najum kusema kuwa mambo mawili aliyoyataja Bwana Msa yanapingana yenyewe kwa yenyewe.
Njia za Bwana Msa zilipingana na hali halisi ya mazingira, kama hofu dhidi ya matumaini na kutumia kiberiti katika moshi mzito.
UNVERIFIED: passage from garbled solutions. CHECK: section letter inferred.
Fupisha aya ya sita (6) ya habari uliyoisoma kwa maneno yasiyozidi sabini (70).
Wahusika walitembea kupitia jua na kivuli katika giza na nuru, wakakumbwa na upepo na moshi, wakijitahidi kusafisha njia.
UNVERIFIED: aya ya sita cannot be checked against the paper. CHECK: section letter inferred.
Kwa kutumia mifano, eleza chanzo cha misimu na taja matumizi matatu (3) ya misimu.
Misimu hutokana na makundi ya kijamii, mazingira ya kijiografia na maisha ya kisasa; hutumika kwa utambulisho, kuburudisha na kuficha maana.
CHECK: section letter inferred.
Onyesha kivumishi katika tungo ifuatayo kisha bainisha aina yake: Kikombe cha kaka kimevunjika.
Cha kaka — Kivumishi cha sifa.
CONTESTABLE: 'cha kaka' expresses possession and is often classed as kivumishi cha kumiliki; the key says sifa. Key kept as printed. CHECK: section letter inferred.
Onyesha kivumishi katika tungo ifuatayo kisha bainisha aina yake: Wachezaji wenu wanatafuta mpira.
Wenu — Kivumishi cha kumiliki.
CHECK: section letter inferred.
Onyesha kivumishi katika tungo ifuatayo kisha bainisha aina yake: Msichana mrembo anajikwatua.
Mrembo — Kivumishi cha sifa.
CHECK: section letter inferred.
Onyesha kivumishi katika tungo ifuatayo kisha bainisha aina yake: Viatu vyote vimechafuka.
Vyote — Kivumishi cha idadi.
CHECK: section letter inferred.
Onyesha kivumishi katika tungo ifuatayo kisha bainisha aina yake: Wanafunzi wachache wamenunua vitabu.
Wachache — Kivumishi cha idadi.
CHECK: section letter inferred.
“Lugha inapotumika vibaya inaweza kupotosha lengo la msemaji.” Fafanua ukweli wa usemi huu kwa mifano mitano (5).
Lugha isiyoeleweka, misimu isiyoeleweka, tafsiri isiyo sahihi, matusi, na kutozingatia muktadha vinaweza kupotosha lengo la msemaji.
CHECK: section letter inferred.
Fafanua dhima ya ‘ji’ katika neno: Jitu.
‘Ji’ linatumika kuonyesha ukubwa wa kiumbe.
CHECK: section letter inferred.
Fafanua dhima ya ‘ji’ katika neno: Uzalishaji.
‘Ji’ linaonyesha hali ya kuwa na kitu fulani; hapa linaonyesha uzalishaji wa mali au bidhaa.
CONTESTABLE: 'uzalishaji' ends in the suffix -aji, not the prefix ji-. The key's explanation does not match the word. Key kept as printed. CHECK: section letter inferred.
Fafanua dhima ya ‘ji’ katika neno: Anajikwatua.
‘Ji’ linaonyesha hali ya kujifanyia jambo mwenyewe, yaani kujikadiria au kujipamba.
CHECK: section letter inferred.
Fafanua dhima ya ‘ji’ katika neno: Jicho.
‘Ji’ linaonyesha kiungo cha mwili kinachofanya kazi maalum; hapa ni kiungo cha kuona.
CHECK: section letter inferred.
Kwa kutumia mifano, eleza maana ya: Kamusi wahidiya.
Kamusi ya kina inayofafanua maana za maneno kwa undani na kutoa mifano. Mfano: Kamusi Kuu ya Kiswahili.
CHECK: section letter inferred.
Kwa kutumia mifano, eleza maana ya: Rejesta.
Mkusanyiko wa maneno au istilahi zinazotumika katika muktadha fulani maalum. Mfano: rejesta ya kilimo hutumia maneno kama “jembe” na “mbolea.”
CHECK: section letter inferred.
Kwa kutumia mifano, eleza maana ya: Misemo.
Maneno mafupi yenye maana pana, hutumika kufikisha ujumbe fulani. Mfano: “Maji usiyoyafika hujui kina chake.”
CONTESTABLE: the example given is a proverb (methali), not a misemo. Key kept as printed. CHECK: section letter inferred.
Kwa kutumia mifano, eleza maana ya: Lahaja.
Matamshi na maneno tofauti ya lugha moja yanayotumika katika maeneo tofauti. Mfano: Lahaja ya Kimvita ya Kiswahili.
CHECK: section letter inferred.
Kwa kutumia mifano, eleza maana ya: Lugha ya mazungumzo.
Lugha rahisi inayotumika katika mazungumzo ya kawaida. Mfano: “Habari yako? Nimekusalimia.”
CHECK: section letter inferred.
Andika risala kwa niaba ya wenzako wanaomaliza Kidato cha Nne katika shule ya sekondari ya Kwedukwazu. Mgeni rasmi ni Afisa Elimu wa Mkoa.
Risala ya shukrani kwa mgeni rasmi, kwa walimu na wazazi, ikitaja changamoto, ahadi na ombi la kuungwa mkono.
CHECK: section letter inferred.
Kwa niaba ya Shirika la Umeme Tanzania, andika tangazo kwenye gazeti la Mwananchi ukiwajulisha wananchi wa eneo la Yombo Dovya kuhusu tatizo la kukatika kwa umeme siku ya tarehe 4/10/2011. Jina lako liwe Jimbi Tambitambi.
Tangazo la kukatika kwa umeme Yombo Dovya tarehe 4/10/2011 kwa matengenezo, lenye kuomba radhi na mawasiliano.
CHECK: section letter inferred.
Kwa kutumia mifano mitatu dhahiri, fafanua mfanano wa miundo ya Kiswahili na lugha nyingine za Kibantu.
Kiswahili kinafanana na lugha nyingine za Kibantu katika muundo wa nomino, muundo wa vitenzi, na mfuatano wa vipashio katika sentensi.
CHECK: section letter inferred.
Semi zina vipera vyake. Fafanua kipera cha methali kwa kutoa mfano mmoja.
Semi fupi zenye sehemu mbili zinazotumia lugha ya mafumbo kueleza ukweli au hekima ya kijamii. Mfano: Mwenda pole hajikwai. Maana: anayefanya mambo kwa tahadhari hujiepusha na matatizo.
CHECK: section letter inferred.
Semi zina vipera vyake. Fafanua kipera cha nahau kwa kutoa mfano mmoja.
Semi zinazotumia maneno kwa maana isiyo ya kawaida kueleza dhana kwa picha au taswira. Mfano: Kula njama. Maana: kupanga siri au mpango wa siri dhidi ya mtu au jambo.
CHECK: section letter inferred.
Semi zina vipera vyake. Fafanua kipera cha misemo kwa kutoa mfano mmoja.
Semi zinazotumiwa mara kwa mara katika mazungumzo kueleza hali au tabia ya kijamii. Mfano: Penye nia pana njia. Maana: mwenye dhamira ataweza kupata njia ya kulitekeleza.
CHECK: section letter inferred.
Semi zina vipera vyake. Fafanua kipera cha vitendawili kwa kutoa mfano mmoja.
Semi zinazotumia mafumbo ya maneno ambapo msikilizaji anatakiwa kutambua jibu sahihi. Mfano: Nina mji mmoja, wenye mlango mmoja, watu wanatoka na kuingia. Jibu: Yai.
CHECK: section letter inferred.
Semi zina vipera vyake. Fafanua kipera cha mafumbo kwa kutoa mfano mmoja.
Semi zinazotumia lugha ya kificho au ya mafumbo kufikisha ujumbe kwa njia isiyo ya moja kwa moja. Mfano: ndege wawili wanaruka pamoja, mmoja haoni lakini anatoa mwelekeo. Maana: macho na miguu.
CHECK: section letter inferred.
Falsafa na msimamo wa mwandishi ni nguzo muhimu katika kujenga kazi yake. Jadili kauli hii kwa kutumia diwani teule mbili kati ya zilizoorodheshwa. Toa hoja mbili kwa kila diwani.
Diwani za Wasakatonge na Malenga Wapya zinaonyesha falsafa na msimamo wa waandishi kuhusu wanyonge, umoja, mabadiliko na elimu.
CHECK: poem titles and quoted lines are as printed in the solutions; not verified against the anthologies. CHECK: section letter inferred.
Jadili jinsi wahusika wakuu walivyotumika katika kukamilisha kazi za waandishi wawili wa riwaya mbili teule ulizosoma. Toa hoja tatu kwa kila riwaya.
Takadini na Watoto wa Mama N’tilie hutumia wahusika wakuu kuonyesha ubaguzi, uvumilivu, changamoto za malezi na uonevu wa kijinsia.
CHECK: the 2011 P key calls Mama N’tilie a widow, but the 2012 key describes her husband Mzee Lomolomo as alive. Verify before use. CHECK: section letter inferred.
Waandishi wa tamthiliya wameonyesha migogoro na jitihada ya kuiondoa katika jamii ili kujenga jamii mpya. Jadili kauli hii ukitumia tamthiliya mbili teule ulizosoma. Toa hoja tatu kwa kila tamthiliya.
Ngoswe Penzi Kitovu cha Uzembe na Orodha zinaonyesha migogoro ya uzembe, uongozi mbovu, umasikini na ubaguzi, na jitihada za kujenga jamii yenye haki.
CHECK: the solutions describe the plays in general terms; not verified against the texts. CHECK: section letter inferred.
Eleza tofauti iliyo kati ya vigano na visasili. Toa mfano mmoja wa kisasili au wa kigano.
Vigano ni hadithi fupi zinazotoa mafunzo ya kimaadili kwa kutumia wahusika wakiwemo wanyama; visasili ni hadithi zinazoeleza asili ya vitu, matukio au desturi.
CHECK: section letter inferred.
Kwa mujibu wa habari uliyosoma watu wengi hufikiria nini juu ya misitu?
Watu wengi wanafikiri misitu ni mingi na haitakwisha kamwe, hivyo wanaendelea kukata miti bila kupanda au kuhifadhi.
Mwandishi wa habari hii anasema ni jambo gani huleta uharibifu wa misitu?
Mawazo potofu kwamba misitu haitakwisha, na kuendelea kukata miti bila juhudi za upandaji na uhifadhi.
Mwandishi anashauri misitu ikatwe katika sehemu gani?
Ikilazimika kukata misitu kwa kilimo, ikatwe katika sehemu ambazo hazijahifadhiwa.
Je, ni madhara gani yatatokea endapo misitu itatoweka kabisa?
Upungufu mkubwa wa mbao na upungufu wa maji, pamoja na taabu ya kupika na gharama kubwa za ujenzi.
Je, ni sahihi kusema kuwa kwa vile kuna misitu iliyohifadhiwa hakuna haja ya kushughulika na kupanda miti nchini? Kwa nini?
Si sahihi, kwa sababu misitu iliyohifadhiwa haitatosheleza mahitaji yote; ni lazima kuiongeza kwa kupanda miti mingine.
Fupisha aya tatu (3) za mwisho za habari uliyosoma kwa maneno themanini (80).
Misitu iliyohifadhiwa ni muhimu kwa Taifa, inapaswa kudumu kwa vizazi vijavyo, na ni lazima kuotesha misitu mipya kwa mahitaji ya mbao.
Tumia kiambishi “KA” kuonesha matukio kumi (10).
Kiambishi ka huonyesha wakati usiodhihirika, vitenzi sambamba, kuagiza au kuamuru, na matumizi ya lahaja ya Kipemba.
“Kila lugha ina tabia ya kuchukua maneno kutoka lugha nyingine ili kukidhi mahitaji yake kimsamiati.” Fafanua kauli hii ukitumia maneno kumi (10) ya Kiswahili.
Kiswahili kimekopa maneno kutoka lugha mbalimbali, kama meza (Kireno), shule (Kijerumani), kitabu (Kiarabu) na hospitali (Kiingereza), kukidhi mahitaji yake ya msamiati.
CHECK: etymologies are as printed in the solutions. A few (serikali, pesa) should be checked against a standard dictionary before use.
Yapange maneno yafuatayo kama yanavyoonekana katika kamusi: Falsafa, Barizi, Anuwai, Barubaru, Kinda, Ajuza, Fanusi, Ghaibu, Goigoi, Kinanda.
Mpangilio wa alfabeti: Ajuza, Anuwai, Barizi, Barubaru, Falsafa, Fanusi, Ghaibu, Goigoi, Kinanda, Kinda.
CORRECTED: the key puts Anuwai before Ajuza and Fanusi before Falsafa. Dictionary order is Ajuza (j before n) and Falsafa (l before n), so the order was changed.
Eleza maana ya neno Falsafa kwa kutoa mfano mmoja (1) wa sentensi.
Taaluma inayohusu uchunguzi wa masuala ya msingi kuhusu uwepo, maarifa, maadili, akili na lugha; filosofia. Mfano: Anasoma falsafa katika chuo kikuu ili kuelewa maana ya maisha.
Eleza maana ya neno Barizi kwa kutoa mfano mmoja (1) wa sentensi.
Kaa au keti mahali pa wazi kwa ajili ya kupumzika au mazungumzo. Mfano: Wazee hupenda kubarizi chini ya mti mkubwa kijijini.
Eleza maana ya neno Anuwai kwa kutoa mfano mmoja (1) wa sentensi.
Tofauti au aina mbalimbali. Mfano: Soko hili lina matunda anuwai kutoka sehemu mbalimbali.
Eleza maana ya neno Barubaru kwa kutoa mfano mmoja (1) wa sentensi.
Kijana aliyekomaa; balehe. Mfano: Barubaru wale walishiriki katika mashindano ya michezo shuleni.
Eleza maana ya neno Kinda kwa kutoa mfano mmoja (1) wa sentensi.
Mtoto wa ndege kabla ya kupevuka; pia hutumika kumaanisha mtoto mdogo. Mfano: Kinda la kunguru lilidondoka kutoka kwenye kiota.
Eleza maana ya neno Ajuza kwa kutoa mfano mmoja (1) wa sentensi.
Mwanamke mzee sana. Mfano: Ajuza yule ana hekima nyingi kutokana na uzoefu wa maisha.
Eleza maana ya neno Fanusi kwa kutoa mfano mmoja (1) wa sentensi.
Taa inayotumia mafuta au umeme, mara nyingi ikiwa na kioo kinachozunguka mwanga ili kuulinda na upepo. Mfano: Alitumia fanusi kuangaza chumba wakati wa kiza.
Eleza maana ya neno Ghaibu kwa kutoa mfano mmoja (1) wa sentensi.
Hali ya kutokuwepo; kutokuwapo; kutoonekana. Mfano: Alikuwa ghaibu katika mkutano wa jana bila taarifa.
Eleza maana ya neno Goigoi kwa kutoa mfano mmoja (1) wa sentensi.
Mtu asiye na bidii; mzembe; mvivu. Mfano: Goigoi hawezi kumaliza kazi kwa wakati uliopangwa.
Eleza maana ya neno Kinanda kwa kutoa mfano mmoja (1) wa sentensi.
Chombo cha muziki chenye funguo zinazopigwa kwa vidole ili kutoa sauti; piano. Mfano: Anapenda kupiga kinanda katika matamasha ya muziki.
Eleza maana ya upatanisho wa kisarufi. Fafanua jibu lako kwa kutoa mifano minne.
Upatanisho wa kisarufi ni kukubaliana kati ya nomino (kiima) na viambishi vya maneno mengine kulingana na ngeli ya nomino husika.
CORRECTED: the key's plural for the last example is 'wanalilia'. Its own explanation gives 'wanalia', so the sentence was changed to 'watoto wadogo wanalia'.
“Misemo mingi hutumika kwa madhumuni ya kulinda heshima na kuvuta makini ya watu.” Fafanua usemi huu kwa kutumia misemo mitano (5).
Misemo hutumika kufikisha ujumbe kwa njia ya kificho au isiyo ya moja kwa moja, kulinda heshima na kuvuta makini ya wasikilizaji.
Andika insha isiyo ya kisanaa yenye maneno mia mbili na hamsini (250) kuhusu mandhari ya shule yenu.
Insha ya maelezo kuhusu mandhari ya shule: eneo lenye mazingira rafiki, majengo, eneo la michezo, bustani na usafi.
Andika kumbukumbu za kikao cha wanafunzi kuhusu sherehe ya kumuaga mkuu wenu wa shule aliyepata wadhifa wa kuwa Afisa Elimu wa Mkoa.
Muhtasari wa kikao: tarehe, muda, mahali, wahudhuriaji, ajenda, maamuzi ya maandalizi ya sherehe, na kufunga kikao.
Fafanua athari ya Waarabu katika lugha ya Kiswahili kwa kutoa hoja nne (4).
Waarabu waliathiri Kiswahili kupitia ukopaji wa msamiati, mfumo wa uandishi (Ajami), fasihi na ushairi, na kueneza Uislamu.
“Sifa muhimu mojawapo ya methali ni kujenga picha au taswira ambazo huchotwa katika mazingira yanayoizunguka jamii.” Thibitisha hoja hii kwa kutumia methali tano (5).
Methali tano zinaonyesha taswira zinazotokana na mazingira ya jamii, kama guu lililovunjika, samaki, nguo na uvungu.
“Maelekezo yanayotolewa na msanii wa fasihi hukidhi matarajio ya jamii yake.” Kwa kutoa hoja tatu (3) kwa kila mshairi, jadili kauli hii kwa kuwatumia washairi wawili (2) kati ya walioorodheshwa.
Mashairi ya Wasakatonge na Malenga Wapya yanakidhi matarajio ya jamii kwa kuhimiza maadili, kuelimisha, kulinda tamaduni na kujenga uzalendo.
CHECK: poem titles and their content are as printed in the solutions; not verified against the anthologies.
“Nyimbo ni mbinu ya kifani ambayo wasanii wengi huitumia ili kufikisha ujumbe uliokusudiwa kwa hadhira.” Thibitisha usemi huu kwa kutumia waandishi wawili (2) wa riwaya kati ya waliorodheshwa.
Nyimbo katika riwaya za Takadini na Watoto wa Maman’tilie zinaonyesha unyanyapaa, zinakemea ubaguzi, zinahamasisha uvumilivu na mshikamano.
CHECK: song lyrics quoted in the solutions are not verified against the novels.
Jadili jinsi wasanii wawili (2) wa tamthiliya mbili (2) ulizosoma walivyotumia mbinu ya kicheko kutoa ujumbe walioukusudia kwa jamii.
Katika Ngoswe Penzi Kitovu cha Uzembe na Orodha, kicheko kinatumika kukosoa uzembe, wivu na migogoro, na kuhimiza nidhamu na mshikamano.
CHECK: character details and episodes are as printed in the solutions; not verified against the texts. The solutions spell the author 'Reynolds' while the paper list prints 'Raynolds'.
Eleza muundo wa soga. Tunga soga ya kusisimua kuhusu kisa cha kubuni.
Muundo wa soga una kichwa, utangulizi, mfululizo wa matukio, kilele na hitimisho lenye funzo; soga ya kubuni inafuata muundo huo.
Eleza sababu mbili (2) zilizowafanya wananchi wa Umuofia waisubiri kwa uchu mkubwa siku iliyoelezewa kwenye kifungu cha habari.
Walifurahia kwa kuwa ilikaribia majira ya vyakula vipya na mwanzo wa mwaka mpya; pia ilikuwa siku ya kutoa kafara kwa Ani.
Kwa mujibu wa kifungu cha habari, eleza sifa moja (1) iliyomtofautisha Okonkwo na watu wengine wa Umuofia.
Okonkwo hakuwa na furaha na sikukuu; alipenda kazi ya shamba kuliko kukaa bila kazi.
Eleza maana ya kifungu cha maneno kilichokolezwa wino: “Kafara kwa Ani”.
Sadaka iliyotolewa kwa Mungu wa rutuba ili kuonyesha shukrani na kuomba baraka.
Eleza maana ya kifungu cha maneno kilichokolezwa wino: “Mkono wenye nguvu”.
Mtu mwenye uwezo wa kifedha au rasilimali za kuandaa na kualika wageni wengi.
Unafikiri ni sababu ipi kubwa iliyosababisha kutupwa kwa viazi vyote vya zamani na vyombo vyote kuoshwa?
Kuonyesha heshima kwa mwaka mpya na kuhakikisha mavuno mapya yanaanza kwa usafi wa hali ya juu.
Andika kichwa cha habari kisichozidi maneno matano (5) kinachofaa kwa habari uliyosoma.
Sikukuu ya Viazi Mpya.
Soma kifungu cha habari kifuatacho kisha andika ufupisho wa maneno sitini (60) kuhusu habari hiyo.
Mila na desturi zimezuia mijadala kuhusu masuala muhimu kama majina ya wazazi, balehe, mbegu za kiume na mimba; mila hizo zinahitaji kutazamwa upya.
Eleza tofauti za msingi mbili (2) zilizopo kati ya kirai na kishazi. Toa mifano miwili kwa kila tofauti.
Kirai hakina kitenzi wala maana kamili; kishazi kina kitenzi na maana kamili.
Ni kigezo kipi kinachotumika katika kuunda ngeli za kimapokeo? Dhihirisha utumiaji wa kigezo hicho kwa kutunga sentensi tano (5) za ngeli tofauti.
Kigezo ni mwafaka wa upatanisho wa kisarufi kati ya kiambishi awali cha nomino na vitenzi vinavyoielezea nomino hiyo.
Kwa kutoa mifano, taja matumizi matano (5) tofauti ya kiunganishi “Kwa”.
Kiunganishi kwa hutumika kuonyesha sababu, chombo au zana, njia ya mawasiliano, mahali, na uhusiano wa muda.
CHECK: the 'mahali' example as printed ('kwa shambani') is doubtful Swahili. Key kept as printed; marking may accept any clear locative use.
Eleza tofauti kati ya viambishi awali na viambishi tamati. Toa maoni yako kuhusu dhana ya viambishi “kati” katika Kiswahili.
Viambishi awali huwekwa kabla ya shina la kitenzi, tamati baada ya shina, na viambishi kati hukaa kati ya shina na viambishi vingine.
CONTESTABLE: some key examples are doubtful. 'A-li-pika' shows -li-, a tense infix, not a tamati; the 'wa' in 'a-na-wa-pikia' is an object prefix (awali), not kati. Key kept as printed.
“Mofimu huru zina hadhi ya neno.” Fafanua usemi huu kwa kutumia sentensi tano (5) tofauti.
Mofimu huru ni mofimu zinazojisimamia na kuwa na maana kamili kama maneno huru, kama nomino, vitenzi, vivumishi na vielezi.
Eleza tofauti iliyopo kati ya hotuba na risala. Andika hotuba kuhusu “Maji ni Uhai.”
Hotuba ni mazungumzo ya mtu binafsi yenye malengo mbalimbali; risala ni hotuba fupi ya niaba ya kundi yenye salamu, shukrani na mapendekezo.
Wewe kama afisa ununuzi, andika barua kwa mfanyabiashara mashuhuri wilayani kwenu kuhusu agizo la bidhaa.
Barua rasmi ya agizo la bidhaa za ujenzi (saruji, nondo, mabati) kwa duka la Nyota, ikiomba ankara ya proforma.
Kwa kutumia mifano, thibitisha ubantu wa Kiswahili kwa hoja madhubuti nne (4).
Kiswahili ni lugha ya Kibantu kutokana na msamiati wake wa msingi, mfumo wa ngeli, muundo wa sentensi na fonolojia.
CONTESTABLE: the key's example of the 'ki-' class as diminutive ('kitabu', 'kijana') is doubtful; these words are not diminutives of a root. Key kept as printed.
Fafanua misemo ifuatayo: (i) Mungu si Athumani; (ii) Kata mzizi wa fitina; (iii) Mtu kidole; (iv) Kondoo si mali; (v) Kuiba kauli.
Misemo hii inafafanuliwa kwa maana zake: Mungu hafanyi makosa; kuondoa chanzo cha fitina; mtu asiye na ushawishi; kitu chema chenye thamani ndogo; kuchukua kauli za wengine.
“Kiongozi katika jamii ni nahodha ambaye hutakiwa aongoze chombo kisiende mrama.” Kwa kutumia hoja tatu (3) kutoka katika kila diwani jadili kauli hii ukitumia wasanii wawili uliowasoma.
Viongozi bora ni walezi wa maadili, wasimamizi wa rasilimali, wahamasishaji wa umoja, walinzi wa haki na waongozaji wa njia.
CHECK: the solutions attribute general claims to the anthologies without quoting poems. Not verified against the texts.
Jadili jinsi fani ilivyotumika kukamilisha kazi za waandishi wawili (2) wa riwaya ulizosoma, ukizingatia mtindo na mandhari.
Katika Takadini na Joka la Mdimu, waandishi hutumia mtindo (lugha, nafsi ya usimulizi) na mandhari (kijiji au mji, mazingira ya familia) kufikisha maudhui.
CHECK: narrative person and setting claims are as printed in the solutions; not verified against the novels.
Waandishi wa tamthiliya wamemchora mwanamke katika sura tofauti. Thibitisha kauli hii kwa kutumia waandishi wawili (2) wa tamthiliya mbili (2) ulizosoma.
Ebrahim Hussein (Alikiona) na Penina Muhando (Hatia) wamemchora mwanamke kama mleta fitina, mpenda anasa, mleta mabadiliko, kiongozi, mlezi, na mhanga wa mfumo dume.
CHECK: 'Alikiona' and 'Hatia' are not on the book list printed in the 2010 paper. Characterisations are as printed in the solutions; not verified.
Tunga shairi la kimapokeo lenye beti nne (4) kuhusu unyanyasaji wa kijinsia.
Shairi la kimapokeo la beti nne kuhusu unyanyasaji wa kijinsia, lenye vina na mizani, likitoa wito wa kukemea na kuwalinda wanawake na wasichana.
Kulingana na kifungu cha habari “Uzalendo”: Mwandishi ana misimamo gani kuhusu uzalendo?
Uzalendo ni tabia ya kiasili inayopaswa kuwa ya kweli na isiyo na choyo; uzalendo wa kweli hauhusishi chuki kwa nchi nyingine.
Mwandishi anatoa angalizo gani kuhusu uzalendo?
Uzalendo wa uwongo unaotokana na choyo au nia mbaya unaweza kuharibu maadili; uzalendo wa kweli lazima uambatane na matendo, hasa nyakati za changamoto.
“Kupinga pishi ya hoja zako kwa ukufi wa hoja zao.” Usemi huu una maana gani kulingana na habari uliyoisoma?
Kupinga mawazo ya mtu mwingine bila kutoa hoja za maana au za kina zinazoweza kuhalalisha pingamizi hilo.
Andika kichwa cha habari kinachofaa kwa kifungu cha habari ulichosoma.
Kichwa cha habari kinachofaa: “Maana na Thamani ya Uzalendo.”
Andika muhtasari wa aya mbili za mwisho za habari uliyoisoma kwa maneno yasiyozidi sitini (60).
Mapenzi ya nchi lazima yaendane na matendo. Uzalendo wa kweli hujidhihirisha katika kujitolea kwa maisha, mali, na jamaa kwa manufaa ya nchi, hasa wakati wa changamoto.
Vitenzi vya Kiswahili vina tabia zake. Kwa kutumia mifano ya sentensi tano (5), onesha tabia tano (5) tofauti za vitenzi.
Vitenzi huonyesha: kitendo kilichofanywa; wakati; hali ya kuendelea; umilikaji; amri. Kila tabia na mfano wake.
Kuna tofauti gani kati ya mofimu huru na mofimu tegemezi? Eleza kwa kutumia sentensi nne (4), mbili (2) kwa kila mofimu.
Mofimu huru hujisimamia na kubeba maana kamili; mofimu tegemezi hutegemea mofimu nyingine ili kupata maana kamili.
CONTESTABLE: the solutions' free-morpheme examples 'mtoto' and 'nyumba' each contain a class prefix plus a stem; a stricter answer would use a bare stem.
Eleza maana ya vidahizo vifuatavyo: (i) Kinyenyezi (ii) Matandu (iii) Matlaba (iv) Sandali (v) Uzimbezimbe
Kinyenyezi: nyota ndogo inayong'aa angani; Matandu: makovu au alama za majeraha mwilini; Matlaba: mahitaji au matakwa; Sandali: kiatu cha wazi kinachovaliwa hasa wakati wa joto; Uzimbezimbe: tabia ya mtu kuwa goigoi au mvivu wa kufanya kazi.
Tunga sentensi moja (1) kwa kila kidahizo kilichotajwa katika swali 5(a).
Sentensi moja kwa kila kidahizo, kama zilivyotolewa katika solutions.
Vitenzi vishirikishi hukamilisha ujumbe katika sentensi. Kwa kutumia mifano mitano (5), thibitisha ukweli huo.
Vitenzi vishirikishi kuwa, kuja, kwenda, kuwa na na kufanya hukamilisha ujumbe; kila kimoja kina mfano wake.
Fafanua dhana ya kiunganishi huru. Kwa kutumia mifano dhihirisha tofauti kati ya kiunganishi huru na aina nyingine ya kiunganishi.
Kiunganishi huru huunganisha sentensi mbili huru zisizotegemeana, kama “lakini”; kiunganishi tegemezi huunganisha sentensi moja inayotegemea nyingine, kama “kama”.
Andika insha yenye maneno 250 kuhusu moja ya mada zifuatazo: (a) Aisifuye mvua imemnyeshea. (b) Elimu ya msingi ina umuhimu wake katika jamii. (c) Maradhi yanavyorudisha nyuma maendeleo ya familia hatimaye Taifa. (d) Kuelimika kwa msichana ni kuelimika kwa jamii. (e) Wanyama pori.
Insha ya maneno 250. Solutions zinatoa mfano kwa mada (b): Elimu ya msingi ina umuhimu wake katika jamii.
Katika kuadhimisha siku ya kuzaliwa kwako, unahitaji marafiki kwa ajili ya kusherehekea siku hiyo. Andaa kadi ya mwaliko ili kuwapa taarifa rafiki zako.
Kadi ya mwaliko yenye salamu, sababu ya mwaliko, tarehe, muda, mahali, namba ya kuthibitisha ushiriki, na kufunga.
CHECK: the model card dates the party 30 Januari 2025, which does not match the 2009 paper. Use the layout, not the date.
Baada ya Kiswahili kuteuliwa kuwa lugha ya taifa vyombo mbalimbali viliundwa kwa lengo la kukuza na kueneza Kiswahili. Fafanua kuhusu uundwaji wa asasi tano (5) zilizoanzishwa kwa minajili hiyo.
Asasi tano: BAKITA, BAKAMA, CHAKAMA, Taifa Kiswahili Commission (TKC) na Idara za Kiswahili katika vyuo vikuu; kila moja na madhumuni yake.
Andika methali tatu zinazofanana na methali isemayo “Kata pua uunge wajihi” kisha ueleze maana na umuhimu wa methali hii katika jamii.
Methali zinazofanana: “Asiyekubali kushindwa si mshindani”, “Fimbo ya mbali haiui nyoka”, “Mtu ni jitihada”. Maana: kufanya maamuzi magumu kwa manufaa ya baadaye.
CONTESTABLE: 'Mtu ni jitihada' is not a standard methali; the marker may accept other proverbs with the same meaning.
Linganisha na linganua miundo iliyotumiwa na waandishi wa diwani mbili ulizosoma kati ya hizo zilizoorodheshwa. (Wasakatonge; Malenga Wapya)
Wasakatonge: lugha nyepesi, maudhui ya maisha ya watu wa hali ya chini, mashairi ya kimapokeo. Malenga Wapya: mchanganyiko wa maneno ya kimapokeo na istilahi za kisasa, maudhui ya maendeleo.
Lugha anayoitumia mwandishi katika kazi yake ya fasihi ndiyo inayosaidia katika kufikisha wazo lake kwa hadhira. Kwa kutumia riwaya teule mbili (2) ulizosoma, jadili jinsi wasanii wa riwaya hizo walivyotumia kipengee cha tamathali za semi.
Takadini: tashibiha, tashihisi, methali. Watoto wa Mama N'tilie: sitiari, takriri, methali.
CONTESTABLE: the solutions give 'Kila mwanga wa alfajiri hubeba matumaini mapya' as a methali; it is not a standard proverb, so use the other examples.
Jadili kufaulu na kutofaulu kimaudhui kwa waandishi wawili wa tamthiliya teule ulizosoma. (Ngoswe Penzi Kitovu cha Uzembe; Kilio Chetu)
Ngoswe Penzi Kitovu cha Uzembe: kufaulu katika kuonyesha uzembe na uwajibikaji, lakini burudani inazidi suluhisho. Kilio Chetu: kufaulu katika ukosefu wa haki na mshikamano, lakini maudhui yanarudiwa na suluhisho halijaelezwa vya kutosha.
Umeteuliwa kushiriki katika shindano la uandishi wa ngonjera la Afrika ya Mashariki. Tunga ngonjera yenye beti nne (4) kuhusu maandalizi ya uchaguzi wa mwaka 2010.
Ngonjera ya beti nne kuhusu maandalizi ya uchaguzi wa 2010 kwa amani, bila rushwa, kwa haki na kweli. Mfano umetolewa katika solutions.
Kichwa cha habari hii kinachofaa ni kipi?
Ghasia za Wahamiaji Afrika Kusini
Vijana wengi kusini mwa Afrika wamemiminika Afrika Kusini ili wapate ajira. Eleza mambo mawili (2) yaliyosababisha vijana hao wapate ajira Afrika ya Kusini.
Makampuni ya Afrika Kusini kuchukua nafasi za makampuni ya nchi jirani; ukosefu wa vibali rasmi vya kazi unawafanya wageni kutumia njia za panya kupata kazi.
Ungeishauri nini serikali ya Afrika ya Kusini?
Kuimarisha sera za ajira kwa kuwapa kipaumbele vijana wa nchi hiyo, na kuelimisha umma kuhusu mshikamano wa kikanda na kuzuia chuki dhidi ya wahamiaji.
Makampuni yanahofia kuwaajiri vijana wa Afrika Kusini. Ipi sababu kubwa ya hofu hiyo?
Hofu kubwa inatokana na maambukizi ya virusi vya UKIMWI, ambayo yanaathiri uwezo wa vijana wa kufanya kazi za sulubu.
Andika ufupisho wa aya mbili za mwisho za habari uliyoisoma kwa maneno hamsini (50).
Afrika Kusini inakabiliwa na changamoto za ajira kutokana na elimu duni na maambukizi ya UKIMWI kwa vijana. Ghasia dhidi ya wahamiaji zinatia doa maandalizi ya Kombe la Dunia la 2010.
Viambishi awali na viambishi tamati vina uwezo wa kubadili umbo na maana ya neno. Katika neno “Watakapotupambanisha” eleza dhima ya kila kiambishi.
wa: nafsi ya tatu wingi; ta: njeo ya wakati ujao; ka: hali ya masharti; tu: nafsi ya kwanza wingi (kiambishi cha objekti); pamban: shina la kupigana; ish: kauli ya kutendesha; a: kiambishi tamati cha hali.
CONTESTABLE: the final vowel '-a' is an indicative final vowel, not a perfect marker; the solutions' 'hali kamilifu' label is doubtful.
Katika neno “Sielekezi” eleza dhima ya kila kiambishi.
si: ukanushi wa nafsi ya kwanza umoja; elekez: shina la kitenzi kuelekeza; i: kiambishi tamati cha hali ya kitenzi.
CONTESTABLE: the function given for the final '-i' is vague; check against the marking scheme before use.
Upatanisho wa kisarufi hufanya nomino mbalimbali kuwa katika kundi moja. Fikiria nomino tano na kwa kutumia sentensi moja kwa kila nomino zipange katika makundi yake.
Mtu (M-WA), Kitabu (KI-VI), Jicho (LI-YA), Nyumba (I-ZI), Ukuta (U-ZI).
Uchanganuzi wa sentensi hufanyika hatua kwa hatua. Ukitumia hatua hizo changanua sentensi ifuatayo kwa njia ya jedwali: “Wale wawili watakuwa wamepimwa virusi vya UKIMWI hivyo afya zao zitakuwa nzuri.”
Kiashiria: wale. Kiima: wale wawili. Kitenzi: watakuwa wamepimwa. Yambwa: virusi vya UKIMWI. Kiunganishi: hivyo. Kiima cha pili: afya zao. Kitenzi cha pili: zitakuwa. Yambwa cha pili: nzuri.
CORRECTED: the solutions' table is misaligned (its row puts 'wawili' under Kitenzi and 'hivyo afya zao zitakuwa nzuri' in one cell). Re-analysed here; 'nzuri' is a complement, so check the column label before use.
Eleza njia zilizotumika kuunda msamiati: Sigara.
Kukopa kutoka lugha ya kigeni (Kireno: cigarro).
Eleza njia zilizotumika kuunda msamiati: Mwanajeshi.
Uambatanisho wa mofimu (mwana + jeshi).
Eleza njia zilizotumika kuunda msamiati: Kipima pembe.
Uambatanisho wa maneno mawili (kipima + pembe).
CORRECTED: the solutions say 'maneno matatu' but list two words (kipima + pembe); changed to 'maneno mawili' to match the list.
Eleza njia zilizotumika kuunda msamiati: Pembe tatu.
Uambatanisho wa nomino na kivumishi (pembe + tatu).
Eleza njia zilizotumika kuunda msamiati: Mtutu.
Uambatanisho wa kiambishi cha ngeli (M-) na shina la neno (tutu).
“Vitenzi vifuatavyo vinatofautiana kiasili”. Toa sababu za kuthibitisha jibu lako, kisha vipange vitenzi hivyo kutegemeana na uasili wake: Lima, Arifu, Ruka, Sali, Pamoja, Adhibu, Weka, Buni, Stahimili, Chambua.
Asilia: Lima, Ruka, Weka. Kigeni: Arifu, Sali, Adhibu, Stahimili. Uambatanisho: Buni, Chambua, Pamoja.
CONTESTABLE: Buni and Chambua are often treated as Bantu asili, and Pamoja is more often an adverb than a verb; the grouping may be disputed.
Muundo wa uandishi wa barua za kirafiki na barua za kikazi ni tofauti. Thibitisha kauli hiyo.
Barua za kirafiki zina anuani moja (ya mtumaji), lugha ya kawaida na malengo ya mawasiliano ya kawaida. Barua za kikazi zina anuani mbili (mtumaji na mpokeaji), lugha rasmi na malengo rasmi.
Manyanda akiwa mfanyakazi wa kiwanda cha korosho Tanita alipewa taarifa kuhusu ugonjwa wa baba yake. Wewe kama Manyanda andika barua ya kuomba ruhusa. Anuani ya kiwanda ni S.L.P. 1030, Kibaha.
Barua ya kikazi ya kuomba ruhusa kwa Meneja, yenye anuani ya mtumaji na mpokeaji, Yah: Ombi la Ruhusa, sababu, muda wa ruhusa, ahadi ya kurejea, na kufunga.
CHECK: the model letter uses 2025 dates (25/01/2025; leave 26/01 to 30/01/2025). Keep the layout, not the dates.
Eleza jinsi shughuli za Waarabu zilivyosaidia kukuza na kueneza lugha ya Kiswahili nchini Tanzania kabla ya uhuru.
Waarabu walikuza Kiswahili kupitia biashara, dini ya Kiislamu, ujenzi wa miji, utawala, na maandishi ya Kiswahili kwa herufi za Kiarabu.
“Ngonjera na majigambo ni vipera vya fasihi simulizi vinavyofanana kimuundo na kiuwasilishaji”. Kubali au kataa kauli hii.
Nakubali: ngonjera na majigambo vinafanana katika lugha ya kishairi na uwasilishaji mbele ya hadhira, lakini vinatofautiana katika malengo, maudhui na idadi ya washiriki.
“Mshairi ni mhakiki wa jamii”. Kwa kutumia vitabu teule viwili (2) vya ushairi ulivyosoma, jadili kauli hii.
Nakubali: washairi huhakiki jamii. Wasakatonge: ufisadi na ubaguzi wa kijinsia. Malenga Wapya: maadili, umaskini na ukosefu wa ajira.
CHECK: 'Wasakatonge' is not on the 2008 booklist printed in the paper (which lists Diwani ya Mloka, Malenga Wapya, Mashairi ya Chekacheka). Title kept as the solutions print it.
“Jina la kitabu ni kivutio cha wasomaji wa riwaya”. Kwa kutumia riwaya teule mbili (2) ulizosoma, linganisha majina ya vitabu jinsi yanavyosadifu yaliyomo.
Takadini: jina la mhusika mwenye ulemavu wa ngozi anayenyanyapaliwa. Joka la Mdimu: jina linaashiria uovu uliojificha, usaliti na tamaa.
CHECK: 'Takadini' and 'Joka la Mdimu' are not on the 2008 booklist (which lists Kusadikika, Watoto wa Mama N'tilie, Kiu ya Haki). UNVERIFIED: the meaning given for Takadini ('tumekosa nini') is not confirmed.
“Waandishi wengi huandika kazi zao kwa lengo la kutoa ujumbe katika jamii”. Kwa kutumia tamthiliya mbili (2) zilizoorodheshwa, thibitisha ukweli wa kauli hii.
Ngoswe Penzi Kitovu cha Uzembe: ujumbe kuhusu uzembe, ulevi na elimu. Orodha: ujumbe kuhusu rushwa, matumizi mabaya ya madaraka na maadili.
CHECK: 'Orodha' (Steve Reynolds in the solutions) is not on the 2008 booklist, which lists Mfalme Juha. Title kept as the solutions print it.
“Tenzi zina kanuni maalumu”. Tunga utenzi wenye beti tatu (3) unaohusu ugonjwa wa UKIMWI.
Utenzi wa beti tatu kuhusu UKIMWI, wenye mizani, vina na mistari minne kwa kila ubeti. Mfano umetolewa katika solutions.
CONTESTABLE: the model stanzas do not share one rhyme ending across all four lines; use the model as a content guide, not a strict form model.
Mwandishi wa habari hii ana matatizo ya: A. kupewa talaka na mumewe B. umaskini uliokithiri C. kutelekezwa na mumewe D. kutokuwa na usafiri E. kuwa na watoto wengi
C — kutelekezwa na mumewe
Binetuu ni: A. rafiki yake mwandishi B. bibi mkwe wake mwandishi C. mke mwenzie mwandishi D. hawana uhusiano wowote E. jirani wa mwandishi
C — mke mwenzie mwandishi
Mwandishi anaposema “katika urafiki mna upendo mkuu … unakomaa wakati wa matatizo”, anamaanisha kuwa: A. akufaaye kwa dhiki ndiye rafiki wa kweli B. rafiki wa kweli ni yule anayekupenda wakati wa dhiki tu C. kila shetani na mbuyu wake D. huruma ya kweli inapatikana wakati wa dhiki E. rafiki ni yule mwenye upendo wa chati
A — akufaaye kwa dhiki ndiye rafiki wa kweli
Nyanya kama lilivyotumiwa na mwandishi maana yake ni: A. tunda linaloungwa kwenye mboga B. rafiki mzee C. mama wa mzazi wako D. ajuza E. yote si kweli
C — mama wa mzazi wako
Kulingana na habari hii kuna vitu vitatu muhimu vinavyotumika wakati wa kuendesha gari. Navyo ni: A. Usukani, breki na klachi B. Kiti cha dereva, klachi na akselereta C. Pedali, klachi na breki D. Klachi, akselereta na breki E. Akselereta na breki
D — Klachi, akselereta na breki
Neno “jamala” kama ilivyotumiwa na mwandishi linamaanisha: A. wema wako B. juhudi zako C. rehema zako D. upendo wako E. upole wako
A — wema wako
Kulingana na habari hii Modu ni: A. jina la mume wa mwandishi B. aina ya gari C. halijulikani maana yake D. majibu yote si kweli E. ni rafiki wa sonara
B — aina ya gari
Rafiki yake mwandishi kazi yake ni: A. sonara B. mfanyabiashara C. muuza magari D. afisa E. dereva
A — sonara
Sifa za watoto wa mwandishi kulingana na habari hii ni: A. wenye upendo, huruma, wavumilivu na wapole B. wavumilivu na wenye furaha wakati wote C. wakaidi na wanaocheka ovyo D. wakaidi kwa majirani na marafiki E. sifa zote hizo wanazo
A — wenye upendo, huruma, wavumilivu na wapole
Mwandishi anazungumzia matatizo yanayowakumba wanawake: A. katika jamii B. wasio na upendo C. waliotelekezwa na waume zao D. walioachiwa watoto kuwalea peke yao E. wote wenye ndoa
C — waliotelekezwa na waume zao
Soma kifungu cha habari kifuatacho kisha andika ufupisho wa maneno 60 kuhusu habari hiyo. (Vijana ni tegemeo la taifa; malezi yao yamekuwa changamoto; ulevi, bangi na starehe; burudani zilizokuwa na mipaka zamani; kuzaa nje ya ndoa kulilaumiwa.)
Vijana ni tegemeo la taifa, lakini malezi yao yamekuwa changamoto. Baadhi wanajihusisha na ulevi, bangi, na maisha ya starehe. Hali hii inatishia mustakabali wa taifa. Zamani burudani zilikuwa na mipaka, na kuzaa nje ya ndoa kulilaumiwa. Wazazi na jamii wanapaswa kuzingatia malezi bora ili kujenga kizazi chenye maadili.
Orodha A: (i) Nyanya. Chagua kifungu sahihi kutoka Orodha B: A Irabu; B Shina; C Irabu/ fonimu; D Shina/mzizi; E Sentensi; F Sentensi shurutia; G Thelathini; H Ishirini na tano; I Nomino; J Nomino/Tata.
I — Nomino
CONTESTABLE: 'J Nomino/Tata' could also fit 'Nyanya'; key kept as I.
Orodha A: (ii) a, e, i, o, u. Chagua kifungu sahihi kutoka Orodha B: A Irabu; B Shina; C Irabu/ fonimu; D Shina/mzizi; E Sentensi; F Sentensi shurutia; G Thelathini; H Ishirini na tano; I Nomino; J Nomino/Tata.
A — Irabu
CONTESTABLE: 'C Irabu/ fonimu' could also fit the vowels; key kept as A.
Orodha A: (iii) Starehe. Chagua kifungu sahihi kutoka Orodha B: A Irabu; B Shina; C Irabu/ fonimu; D Shina/mzizi; E Sentensi; F Sentensi shurutia; G Thelathini; H Ishirini na tano; I Nomino; J Nomino/Tata.
B — Shina
CONTESTABLE: 'D Shina/mzizi' could also fit; key kept as B.
Orodha A: (iv) Angewahi angenikuta. Chagua kifungu sahihi kutoka Orodha B: A Irabu; B Shina; C Irabu/ fonimu; D Shina/mzizi; E Sentensi; F Sentensi shurutia; G Thelathini; H Ishirini na tano; I Nomino; J Nomino/Tata.
F — Sentensi shurutia
Orodha A: (v) Idadi ya fonimu za Kiswahili. Chagua kifungu sahihi kutoka Orodha B: A Irabu; B Shina; C Irabu/ fonimu; D Shina/mzizi; E Sentensi; F Sentensi shurutia; G Thelathini; H Ishirini na tano; I Nomino; J Nomino/Tata.
G — Thelathini
Katika sentensi “Kiboko kinaogelea.” onesha kosa la kisarufi kisha andika sentensi hiyo kwa usahihi.
Kiboko anaogelea (sentensi sahihi kama ilivyotolewa katika solutions).
CONTESTABLE: 'kiboko' is KI-VI, so 'kinaogelea' is correct concord and the solutions' correction is doubtful. Key kept as printed; check before use.
Katika sentensi “Arusi ya kaka yenu zitakuwa Disemba 2006.” onesha kosa la kisarufi kisha andika sentensi hiyo kwa usahihi.
Arusi ya kaka yenu itakuwa Disemba 2006.
Katika sentensi “Mwaka huu mvua zinanyesha sana.” onesha kosa la kisarufi kisha andika sentensi hiyo kwa usahihi.
Mwaka huu mvua inanyesha sana.
CONTESTABLE: 'mvua zinanyesha' is also accepted in standard Swahili, so the marker may not penalise the plural.
Katika sentensi “Tafadhali nikope shilingi elfu kumi nitakurudishia kesho.” onesha kosa la kisarufi kisha andika sentensi hiyo kwa usahihi.
Tafadhali nikopeshe shilingi elfu kumi nitakurudishia kesho.
Andika insha yenye maneno mia moja (100) kuhusu moja ya mada zifuatazo: (a) Maandalizi ya uchaguzi mkuu wa Oktoba 2005. (b) Upimaji wa virusi vya Ukimwi. (c) Mwenda tezi na omo marejeo ngamani.
Insha ya maneno 100. Solutions zinatoa mfano kwa mada (b): Upimaji wa virusi vya Ukimwi.
Tunga tungo yenye vipashio vifuatavyo: Nomino + Kishazi tegemezi + Prediketa + Shamirisho.
Mfano: Mtoto aliyelala amelala kitandani.
CHECK: in the example, 'kitandani' is a chagizo of place, not a shamirisho; the example does not fully match the pattern.
Tunga tungo yenye vipashio vifuatavyo: Kiima hapa + Prediketa + Chagizo.
Mfano: Hapa palikuwa na nyumba nzuri.
Tunga tungo yenye vipashio vifuatavyo: Kirai nomino + Kishazi huru + Kishazi tegemezi.
Mfano: Nyumba kubwa imejengwa na fundi aliyepata mafunzo bora.
Eleza dhima ya kiambishi “ni” kilichopigiwa mstari katika sentensi: “Alinisaidia.”
Kiambishi “ni” kinaonyesha nafsi ya kwanza umoja (mimi) kama mtendewa.
Eleza dhima ya kiambishi “ni” kilichopigiwa mstari katika sentensi: “Wajumbe wapo mkutanoni.”
Kiambishi “ni” kinaonyesha mahali ambapo wajumbe wapo (kielezi).
Eleza dhima ya kiambishi “ni” kilichopigiwa mstari katika sentensi: “Wakubalieni.”
Kiambishi “ni” kinaonyesha hali ya kauli ya kurejesha mtendwa.
CONTESTABLE: the final '-ni' may instead mark the plural (ninyi) of the imperative; the solutions' gloss is unclear. CHECK before use.
Eleza dhima ya kiambishi “ni” kilichopigiwa mstari katika sentensi: “Yeye ni mvivu.”
Kiambishi “ni” kinaonyesha kiambatanishi cha kielezi kinachojenga sentensi ya kuelezea tabia au sifa.
CONTESTABLE: here 'ni' is the copula (kitenzi kishirikishi), not an adverb marker as the solutions say. Check the marking scheme.
Eleza dhima ya kiambishi “ni” kilichopigiwa mstari katika sentensi: “Nina kalamu.”
Kiambishi “ni” kinaonyesha nafsi ya kwanza umoja (mimi) kama mtenda.
Bainisha kauli tano (5) za vitenzi na kila kauli itungie sentensi moja.
Kutendwa, kutendesha, kutendeka, kutendana, kujifanyia; kila kauli na sentensi yake.
Kwa kutumia mifano ya sentensi eleza dhima tano (5) za mofimu “ku”.
Dhima tano za “ku” kwa mifano: wakati usio halisi; kuonyesha hali ya kutenda; kuendeleza tendo; njia au namna; kuonyesha wazo au dhana.
CHECK: the solutions' example for (i) 'Tunakwenda sokoni' does not clearly show 'ku' in the labelled function, and the label for (iv) also needs a look.
Wakati wa ukoloni, Kiswahili kilienea zaidi Tanzania kuliko Kenya na Uganda. Taja sababu tano (5) zilizosababisha hali hiyo.
Makao makuu ya Wajerumani, Wajerumani kuhimiza Kiswahili, miji ya kibiashara, ushirikiano wa kikanda, na wamisionari.
Fafanua fani na maudhui ya methali: Mgaagaa na upwa hali wali mkavu.
Fani: taswira ya mtu anayejitahidi kutafuta chakula pwani (upwa). Maudhui: bidii na juhudi hulipa.
Fafanua fani na maudhui ya methali: Asiyesikia la mkuu huvunjika guu.
Fani: taswira ya kuvunjika guu kama adhabu ya kutotii. Maudhui: onyo kuhusu kutotii ushauri wa wenye hekima au wakuu.
Fafanua fani na maudhui ya methali: Mchumia juani hulia kivulini.
Fani: picha ya jua na kivuli kuonyesha juhudi na matunda yake. Maudhui: matunda ya kazi ngumu huleta faraja baadaye.
Fafanua fani na maudhui ya methali: Kipenda roho hula nyama mbichi.
Fani: taswira ya upendo uliopitiliza hadi mtu anafanya mambo yasiyo ya kawaida. Maudhui: nguvu ya upendo.
Fafanua fani na maudhui ya methali: Haba na haba hujaza kibaba.
Fani: taswira ya kibaba, kipimo cha kitamaduni. Maudhui: uvumilivu na hatua ndogo ndogo hupelekea mafanikio.
“Mwandishi wa fasihi ni mchunguzi wa jamii ambaye huyaweka wazi maovu mbalimbali”. Jadili jinsi kazi za washairi wawili (2) kati ya hao walioorodheshwa zilivyosadifu kauli hii.
Malenga Wapya: uongozi mbaya, matabaka, ukosefu wa usawa wa kijinsia. Mashairi ya Chekacheka: ubinafsi na tamaa, mmomonyoko wa maadili, unyanyasaji wa kijinsia.
CHECK: the solutions label this answer with the Q13 statement 'Matendo yasiyo na utu...'; the item uses the paper's Q12 wording. UNVERIFIED: poem titles cannot be checked against the printed booklist.
“Matendo yasiyo na utu hujadiliwa na wasanii”. Thibitisha kauli hii kwa kutumia riwaya mbili (2) kati ya hizo zilizoorodheshwa.
Takadini (Ben Hanson) na Joka la Mdimu (A.J. Safari) zinaonyesha matendo yasiyo na utu: unyanyapaa wa albino, imani potofu, familia kumtelekeza; rushwa za viongozi, unyanyasaji wa wanawake, na wenye fedha kuwaonea wasio nacho.
CHECK: Takadini and Joka la Mdimu are not on the 2007 booklist printed in the paper (which lists Kusadikika, Watoto wa Mama N'tilie, Kiu ya Haki).
Kwa kutumia tamthiliya mbili (2) kati ya hizo zilizoorodheshwa, jadili jinsi kazi za wasanii hao zilivyochangia katika ujenzi wa jamii.
Ngoswe Penzi Kitovu cha Uzembe: uzembe, matumizi mabaya ya madaraka, elimu. Kilio Chetu: umaskini, haki za binadamu, huduma za afya, mshikamano.
Soma shairi lifuatalo kisha jibu swali. Kichwa cha shairi hili chaweza kuwa: A. Rawaiza B. Zawadi C. Ua si ruwaaza njema D. Tuzo ya mtu kupewa E. Zawadi ya harusi
C — Ua si ruwaaza njema
CHECK: section letter inferred; the 2006 paper text is unreadable.
Neno “nikaha” kama lilivyotumika katika shairi hili lina maana ya: A. pingwa ya maisha B. ndoa C. sherehe ya harusi D. siasa ya mji E. siku ya tamasha
B — ndoa
CHECK: section letter inferred; the 2006 paper text is unreadable.
Kulingana na habari hii watu wanaotakiwa kupewa zawadi ya ua ni: A. watu wa enzi, wapenzi na marusi B. wazee, bibi harusi, mgeni wa wapenzi C. watoto na pote katika shughuli maalum D. bibi harusi na mgeni E. watu wa heshima
A — watu wa enzi, wapenzi na marusi
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: option wording is garbled in the solutions; key kept as printed.
Ubeti wa saba una maana kwamba: A. zawadi ya maua si stahiki kwa mtukufu mgeni B. ua huwa zawadi isitumaini kwa wavrafika wapo watu wengi haiwependi C. zawadi ya maua kwa watu wengine ni bora kuonyesha heshima D. ua ni zawadi ya kawaida, tena linadondoka E. zawadi ya maua haifai, linafutwa ondoka
E — zawadi ya maua haifai, linafutwa ondoka
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: options B and E are garbled in the solutions; key kept as printed.
Neno “ruwaaza” kama lilivyotumika na mwandishi lina maana ya: A. zawadi B. nia C. adabu D. tabia E. nikaha
A — zawadi
CHECK: section letter inferred; the 2006 paper text is unreadable.
Mwandishi anaposema “ishara ya usuhuba” ana maana ya: A. ishara ya husuda B. alama ya ushirikiano wa wapenzi wawili C. ishara ya upendo D. dalili ya wivu E. tabia nzuri
B — alama ya ushirikiano wa wapenzi wawili
CHECK: section letter inferred; the 2006 paper text is unreadable.
Mawazo makuu ya mwandishi katika shairi lake ni: A. zawadi ya maua ni sturi sana kwani ni utamaduni wa kigeni na kiafrika pia B. zawadi ya maua hufaa kwa baadhi ya watu wa enzi lakini kwa wengine haina uchuro C. zawadi ya maua haina hadhi kwa watu wenye enzi bora kuonyesha thamani D. ua linafaa kwa marusi tu E. zawadi ya ua haina hadhi yoyote
E — zawadi ya ua haina hadhi yoyote
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: option B may also fit the poem's idea that flowers suit some occasions.
Neno “furaha” kama lilivyotumika lina maana ya: A. muhimu B. fahari C. nia D. faida E. lazima
B — fahari
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: 'fahari' is the key given; check it against the poem's context.
Mwandishi katika ubeti wa mwisho anasema kuwa: A. maua hupendeza ikiwa na watu tu B. maua huchipuka kwa muda mfupi C. maua yana thamani sana kwa wageni D. maua yanapendeza lakini yanadondoka E. maua hufifia na kupotea
D — maua yanapendeza lakini yanadondoka
CHECK: section letter inferred; the 2006 paper text is unreadable.
Mwandishi anasisitiza “niaijemkusara” anamaanisha: A. heshima kwa watu wa tabaka B. sherehe nzuri kwa kila jamii C. tabia ya majaliwa ndani ya harusi D. faida ya usawa kwa taifa E. nia ya ubora wa zawadi
E — nia ya ubora wa zawadi
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: the quoted word 'niaijemkusara' does not appear in the poem as printed in the solutions.
Unapofupisha habari unahitaji kuzingatia mambo gani muhimu? Yataje mambo matano na ueleze umuhimu wa kila jambo katika kufupisha habari.
Kuchagua hoja kuu; kuepuka maelezo yasiyo ya lazima; kutumia lugha rahisi na sahihi; kuwa na mpangilio mzuri; kuhifadhi maana asili ya habari.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: the solutions give no explanation for point (v); its explanation is drafted.
Orodha A: (i) Hatua ya kwanza ya uchanganuzi wa sentensi. Chagua kifungu sahihi kutoka Orodha B: A Sentensi nyofu; B Ni kipashio cha kiarifu; C Shule; D Kuainisha maneno ya sentensi; E Mashule; F Sentensi tata; G Hukaliwaza maneno ya vitenzi; H Usemi huu ni sahihi; I Usemi huu si sahihi; J Kuainisha sentensi.
J — Kuainisha sentensi
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: 'D Kuainisha maneno ya sentensi' could also fit; key kept as J.
Orodha A: (ii) Kanda. Chagua kifungu sahihi kutoka Orodha B: A Sentensi nyofu; B Ni kipashio cha kiarifu; C Shule; D Kuainisha maneno ya sentensi; E Mashule; F Sentensi tata; G Hukaliwaza maneno ya vitenzi; H Usemi huu ni sahihi; I Usemi huu si sahihi; J Kuainisha sentensi.
B — Ni kipashio cha kiarifu
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: the solutions do not explain 'kanda', and the key B looks doubtful.
Orodha A: (iii) Shamirisho. Chagua kifungu sahihi kutoka Orodha B: A Sentensi nyofu; B Ni kipashio cha kiarifu; C Shule; D Kuainisha maneno ya sentensi; E Mashule; F Sentensi tata; G Hukaliwaza maneno ya vitenzi; H Usemi huu ni sahihi; I Usemi huu si sahihi; J Kuainisha sentensi.
G — Hukaliwaza maneno ya vitenzi
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: option G is garbled in the solutions; key kept as printed.
Orodha A: (iv) “Mofimu ni kiambishi”. Chagua kifungu sahihi kutoka Orodha B: A Sentensi nyofu; B Ni kipashio cha kiarifu; C Shule; D Kuainisha maneno ya sentensi; E Mashule; F Sentensi tata; G Hukaliwaza maneno ya vitenzi; H Usemi huu ni sahihi; I Usemi huu si sahihi; J Kuainisha sentensi.
I — Usemi huu si sahihi
CHECK: section letter inferred; the 2006 paper text is unreadable.
Orodha A: (v) Wingi wa shule. Chagua kifungu sahihi kutoka Orodha B: A Sentensi nyofu; B Ni kipashio cha kiarifu; C Shule; D Kuainisha maneno ya sentensi; E Mashule; F Sentensi tata; G Hukaliwaza maneno ya vitenzi; H Usemi huu ni sahihi; I Usemi huu si sahihi; J Kuainisha sentensi.
E — Mashule
CHECK: section letter inferred; the 2006 paper text is unreadable.
Sentensi “Tulikaribishwa chai rangi na maandazi.” ina makosa. Iandike vizuri kwa kuepuka makosa hayo.
Tulikaribishwa chai ya rangi na maandazi.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: the solutions give only the corrected sentence; the error is not explained.
Sentensi “Barua uliyonidikia ndiyo hii.” ina makosa. Iandike vizuri kwa kuepuka makosa hayo.
Barua uliyonitumia ndiyo hii.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: the solutions give only the corrected sentence; the error is not explained.
Sentensi “Wasichana wa kike wanaitwa.” ina makosa. Iandike vizuri kwa kuepuka makosa hayo.
Wasichana wanaitwa.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: the solutions give only the corrected sentence; the error is not explained.
Sentensi “Tanzania nzima kwa ujumla itakabiliwa na njaa mwaka huu.” ina makosa. Iandike vizuri kwa kuepuka makosa hayo.
Tanzania nzima itakabiliwa na njaa mwaka huu.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: the solutions give only the corrected sentence; the error is not explained.
Sentensi “Wote munaombwa mfike bila kukosa.” ina makosa. Iandike vizuri kwa kuepuka makosa hayo.
Wote mnaombwa mfike bila kukosa.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: the solutions give only the corrected sentence; the error is not explained.
Eleza kwa kutoa mifano kuonyesha rejesta inayotumika hotelini.
Nani mbuzi?
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: 'Nani mbuzi?' is not a credible hotel-register example; check the key before use.
Eleza kwa kutoa mifano kuonyesha rejesta inayotumika mahakamani.
Mheshimiwa Hakimu, ninaomba ruhusa ya kuwasilisha hoja zangu.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: marking point drafted.
Eleza kwa kutoa mifano kuonyesha rejesta inayotumika sokoni.
Sabuni kumi miatano.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: marking point drafted.
Eleza kwa kutoa mifano kuonyesha rejesta inayotumika hospitalini.
Meza dawa hizi moja mara mbili.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: marking point drafted.
Eleza kwa kutoa mifano kuonyesha rejesta inayotumika ndani ya mabasi.
Tafadhali lipa nauli yako kabla ya kuendelea na safari.
CHECK: section letter inferred; the 2006 paper text is unreadable. NOT IN ANSWER SHEET: marking point drafted.
Istilahi moja inaweza kuwa na majina mawili. Andika majina mengine ya dhana: Chagizo.
Kihusishi au kivumishi cha mahali.
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: a chagizo is an adverbial phrase; a kihusishi (preposition) or kivumishi is not the same thing. Key kept as printed.
Istilahi moja inaweza kuwa na majina mawili. Andika majina mengine ya dhana: Shamirisho.
Kiambatisho au kiendelezo.
CHECK: section letter inferred; the 2006 paper text is unreadable.
Istilahi moja inaweza kuwa na majina mawili. Andika majina mengine ya dhana: Prediketa.
Kiarifu.
CHECK: section letter inferred; the 2006 paper text is unreadable. CORRECTED: from 'Kitenzi au sehemu ya kiima' to 'Kiarifu'. Prediketa is the predicate, and 'sehemu ya kiima' names the subject. NOT IN ANSWER SHEET: the second point is drafted.
Istilahi moja inaweza kuwa na majina mawili. Andika majina mengine ya dhana: Mofimu za wakati.
Viambishi vya wakati au maelezo ya wakati.
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: 'maelezo ya wakati' is not a standard alternate name; key kept as printed.
Istilahi moja inaweza kuwa na majina mawili. Andika majina mengine ya dhana: Kuainisha.
Kuweka makundi au kupambanua.
CHECK: section letter inferred; the 2006 paper text is unreadable.
Tumia neno “alikuwa” kuonyesha kitenzi kisaidizi (TS). Toa mfano.
Alikuwa akisoma kitabu wakati wa mchana.
CHECK: section letter inferred; the 2006 paper text is unreadable. CHECK: the solutions omit the question number; labelled 7 here.
Tumia neno “alikuwa” kuonyesha kitenzi kishirikishi (t). Toa mfano.
Nyumba hiyo ilikuwa ya familia yake.
CHECK: section letter inferred; the 2006 paper text is unreadable. CHECK: question number inferred as 7.
Tumia neno “alikuwa” kuonyesha shina la neno “alikuwa”. Toa mfano.
Shina lake ni -kuwa.
CHECK: section letter inferred; the 2006 paper text is unreadable. CHECK: question number inferred as 7.
Changanua sentensi ifuatayo kwa njia ya matawi kwa kutumia hatua nne za uchanganuzi: “Mwalimu hodari atakuwa anafundisha vizuri.”
Kiima: Mwalimu hodari. Kitenzi kisaidizi: atakuwa. Kitenzi kikuu: anafundisha. Chagizo cha namna: vizuri.
CHECK: section letter inferred; the 2006 paper text is unreadable. CORRECTED: the solutions call 'anafundisha' a kishazi tegemezi and 'vizuri' a shamirisho. Changed because the sentence has one clause, and 'vizuri' modifies the verb.
Eleza kwa kutoa mifano dhima tatu za viambishi.
Kiambishi cha nafsi, kiambishi cha wakati, na kiambishi cha hali, kila kimoja kikiwa na mfano.
CHECK: section letter inferred; the 2006 paper text is unreadable.
Taja maana tano za Mswahili.
Mkaazi wa pwani; mzungumzaji wa Kiswahili; mwenye utamaduni wa Kiswahili; Mwislamu (katika baadhi ya muktadha); mtu asiyeaminika (matumizi ya kisasa, yenye mwelekeo hasi).
CHECK: section letter inferred; the 2006 paper text is unreadable. CONTESTABLE: meanings (d) and (e) are contextual or pejorative senses; the marker may expect other senses.
Eleza shughuli za utawala wa Wajerumani kabla ya uhuru zilizoanza na kueneza Kiswahili nchini Tanzania.
Wajerumani walitumia Kiswahili kama lugha rasmi ya utawala, elimu, biashara, nyaraka na jeshi.
CHECK: section letter inferred; the 2006 paper text is unreadable. The date range (1885-1919) is taken from the solutions.
Kwa kutumia mifano madhubuti, jadili vipengele vinavyoibainisha fasihi simulizi.
Msimuliaji, hadhira, uwasilishaji wa mdomo, matumizi ya lugha ya kisanaa, mandhari, na maudhui; kila kipengele na mfano wake.
CHECK: section letter inferred; the 2006 paper text is unreadable.
“Kufuatana na mabadiliko ya sayansi na teknolojia nafasi ya fasihi andishi katika Tanzania ya sasa ni muhimu”. Jadili kauli hiyo kwa kutumia vitabu viwili vya ushairi vilivyoorodheshwa.
Vitabu vya ushairi Wasakatonge na Malenga Wapya vinaonyesha kuwa fasihi andishi inaelimisha, inaburudisha na kuhifadhi utamaduni katika mabadiliko ya sayansi na teknolojia.
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: the 2006 booklist is not readable; poem titles and content claims come from the solutions only.
Kujikomboa ni kwa aina nyingi katika maisha ya binadamu. Eleza ukombozi huo ukithibitisha kwa mifano kutoka riwaya mbili (2) zilizoorodheshwa.
Takadini na Joka la Mdimu zinaonyesha ukombozi wa kijamii na kiuchumi kupitia juhudi binafsi na msaada wa wengine.
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: the 2006 booklist is not readable; plot points come from the solutions only.
Eleza jinsi wahusika na mandhari wanavyowezesha kujenga na kufikisha ujumbe wa kazi ya fasihi kwa wasomaji kwa kutumia tamthiliya mbili (2) zilizoorodheshwa.
Ngoswe Penzi Kitovu cha Uzembe: mhusika Ngoswe na mandhari ya ofisi huonyesha uzembe. Kilio Chetu: wahusika wa tabaka tofauti na mandhari ya vijiji na miji huonyesha usawa, haki na mshikamano.
CHECK: section letter inferred; the 2006 paper text is unreadable. UNVERIFIED: the 2006 booklist is not readable; character and setting readings come from the solutions only.
Soma kifungu cha habari kisha jibu swali. Kichwa cha habari kinachofaa kwa habari hii ni A. Ukoloni wa Waafrika B. Ukuzaji wa Kiswahili na Utamaduni C. Wamarekani, Waafrika na Waarabu D. Ukombozi wa Waafrika na Waweusi E. Afrika na maendeleo ya Uchumi
D — Ukombozi wa Waafrika na Waweusi
Sababu ni kuwa habari hii inazungumzia mapambano ya Waafrika na Waweusi dhidi ya ukandamizaji, pamoja na harakati za kujikomboa na kuendeleza bara la Afrika.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Kwame Nkrumah alihusiana na mapambano ya A. Waafrika wa Afrika B. Waafrika na Waweusi C. Waafrika wa Magharibi na Amerika D. Wamarekani na Waafrika E. Wamarekani na Ulaya
B — Waafrika na Waweusi
Sababu ni kuwa Nkrumah alisisitiza mshikamano kati ya Waafrika na Waweusi wa Amerika ili kushirikiana kupinga ukoloni na ubaguzi.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Mtazamo wa Bara hili unaoelezwa na habari ni A. Waafrika walistahili B. Waafrika walikuwa wanyonge C. Waafrika walipaswa kuungana D. Waafrika walihitaji misaada ya Ulaya E. Waafrika walikuwa wategemezi
C — Waafrika walipaswa kuungana
Sababu ni kuwa kifungu kinasisitiza mshikamano wa Waafrika na Waweusi ili kufanikisha ukombozi na maendeleo.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Ukabaila, ubaguzi na ukoloni katika Afrika ulisababisha nini? A. Mashindano ya viwanda Ulaya B. Utumwa wa Waafrika C. Migongano mipya D. Vita vya dunia E. Maendeleo ya kiuchumi
C — Migongano mipya
Sababu ni kuwa ukabaila na ukoloni vilisababisha migongano mipya kati ya Waafrika na wakoloni, jambo lililowalazimu kupigania uhuru.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Jamii iliyoshirikiana na Waafrika kwa wingi wa umoja ni A. Waarabu B. Wajerumani C. Wafuransi D. Waingereza E. Wamarekani
E — Wamarekani
Sababu ni kuwa Waafrika walishirikiana na Waamerika weusi waliokuwa wanapigania haki zao dhidi ya ubaguzi.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Utagii wa Bara la Afrika ni wa A. Kwanza duniani B. Pili duniani C. Tatu duniani D. Nne duniani E. Wote waliomo Afrika
A — Kwanza duniani
Sababu ni kuwa kifungu kinaeleza kuwa Afrika ni bara la kwanza lenye utajiri mkubwa wa rasilimali.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Ili Waafrika tujikomboe na rasilimali zetu zisitubidili A. Tusome sana tupate elimu ya kutosha B. Tuunganishe juhudi, rasilimali, ujana na shabaha zetu C. Tufanye mipango maalumu ya Wamarekani na Ulaya D. Tuwe wafanyakazi wa wakoloni E. Tufanye vita vya wenyewe kwa wenyewe ili tuungane
B — Tuunganishe juhudi, rasilimali, ujana na shabaha zetu
Sababu ni kuwa mshikamano na umoja wa Waafrika ndio suluhisho la kutumia rasilimali zao kwa manufaa ya bara.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Vita vilipiganwa kwa karne nyingi kwa sababu ya A. Rasilimali za Afrika B. Ukombozi, utulivu, uhuru, upendo na ustahimilivu C. Kukataa utawala wa miji D. Kuletewa migogoro na Marekani na Ulaya E. Kushindana lugha ngeni
A — Rasilimali za Afrika
Sababu ni kuwa vita vingi vilipiganwa kwa sababu ya tamaa ya wakoloni kutaka kumiliki rasilimali za bara la Afrika.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Tulijifunza wapi tulatue vyema na makoloni kwa A. Kudumisha lugha ngeni B. Kudumisha utamaduni wa Kizungu C. Kudumisha umoja, mshikamano na Kiswahili D. Kuendeleza Waingereza, Kifaransa na Kiarabu E. Kuendeleza lugha ngeni
C — Kudumisha umoja, mshikamano na Kiswahili
Sababu ni kuwa Kiswahili ni lugha inayowaunganisha Waafrika na inarahisisha mshikamano na mapambano ya pamoja.
UNVERIFIED: stem wording garbled in source; key from solutions. CHECK: section letter inferred.
Nchi zenye viwanda huku nyuma zilikazania A. Ushirikiano wa kisiasa na kiuchumi B. Migawanyiko ya viwanda mipya C. Maendeleo ya utamaduni D. Mageuzi ya kifalsafa E. Vitega uchumi na maendeleo
E — Vitega uchumi na maendeleo
Sababu ni kuwa nchi zenye viwanda zilizingatia maendeleo ya kiuchumi na vitega uchumi ili kuendeleza ustawi wao.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Soma kifungu cha habari kisha andika ufupisho wa maneno 40. (Habari ya Rashidi, kazi ya ukuli, madeni na matumaini ya kubadilika.)
Ufupisho wa maneno 40: Rashidi alifanya kazi ngumu ya ukuli bila nafuu, alikuwa na madeni, hakuweza kufurahia anasa, kisha alijipa moyo kuwa hali yake itabadilika.
UNVERIFIED: reading passage not in source; points from the model summary. CHECK: section letter inferred.
Chunguza orodha A na B. Eleza maana ya 'Malaika, shetani, mzimu' (Orodha A) kwa kutumia Orodha B. Andika herufi ya jibu kando ya namba ya swali.
A — Nomino za mguso
UNVERIFIED: Orodha B not in source; letter and label as printed in solutions. CHECK: section letter inferred.
Chunguza orodha A na B. Eleza maana ya 'Hucheza' (Orodha A) kwa kutumia Orodha B.
B — Neno lenye silabi moja
UNVERIFIED: Orodha B not in source. CONTESTABLE: 'hucheza' has three syllables (hu-che-za), not one. CHECK: section letter inferred.
Chunguza orodha A na B. Eleza maana ya 'Juzi asubuhi' (Orodha A) kwa kutumia Orodha B.
D — Njeo ya wakati uliopo
UNVERIFIED: Orodha B not in source. CONTESTABLE: 'juzi asubuhi' refers to past time, so 'wakati uliopo' looks doubtful. CHECK: section letter inferred.
Chunguza orodha A na B. Eleza maana ya 'Mwalimu wetu anakuja' (Orodha A) kwa kutumia Orodha B.
C — Kirai kielezi
UNVERIFIED: Orodha B not in source; letter and label as printed in solutions. CHECK: section letter inferred.
Chunguza orodha A na B. Eleza maana ya 'Nywa' (Orodha A) kwa kutumia Orodha B.
J — Kiambishi
CONTESTABLE: 'nywa' looks like a verb form rather than a kiambishi; check the pairing. UNVERIFIED: Orodha B not in source. CHECK: section letter inferred.
Andika sentensi zifuatazo kwa usahihi. (a) Nimekodisha lori liniletee vifaa vya ujenzi. (b) Ng’ombe wangu ni mjazito wa miezi minane. (c) Nilikwenda kwa nauli yangu mwenyewe. (d) Nilipotoka nje nilikutana na mgeni. (e) Baba yangu ana ugonjwa wa kisukari.
Kila sentensi isahihishwe kwa sarufi, tahajia na mpangilio sahihi wa maneno; sentensi isiyo na kosa ithibitishwe.
NOT IN ANSWER SHEET: solutions give the sentences but no corrected forms; points drafted. CHECK: section letter inferred.
Taja aina ya neno lililopigiwa mstari: Juma ndiye msomaji mzuri.
Ndiye ni kiwakilishi rejelezi.
CHECK: section letter inferred.
Taja aina ya neno lililopigiwa mstari: Kucheza tunakupenda lakini kunapoteza muda.
Kucheza ni kitenzi nomino.
CHECK: section letter inferred.
Taja aina ya neno lililopigiwa mstari: Chumbani kupempika.
Chumbani ni kielezi cha mahali.
CHECK: section letter inferred.
Taja aina ya neno lililopigiwa mstari: Nenda chumbani ukapumzike.
Chumbani ni kielezi cha mahali.
CHECK: section letter inferred.
Maana na mpangilio wa maneno katika sentensi ni vigezo muhimu vya kumsaidia mtu kutambua aina za vielezi. Tumia mbinu hizo kueleza aina nne za vielezi.
Vielezi vinne: vya namna, vya mahali, vya wakati na vya kiwango.
CHECK: section letter inferred.
Nini maana ya mzizi wa neno?
Mzizi wa neno ni sehemu ya neno isiyobadilika na ndiyo msingi wa maana ya neno.
CHECK: section letter inferred.
Onesha mzizi wa neno: Salisha.
Mzizi ni -lish-.
CONTESTABLE: key gives a causative stem with the -ish- suffix; check against the bare root. CHECK: section letter inferred.
Onesha mzizi wa neno: Anakunywa.
Mzizi ni -nyw-.
CHECK: section letter inferred.
Onesha mzizi wa neno: Onyesha.
Mzizi ni -nyesh-.
CONTESTABLE: key gives a causative stem with the -esh- suffix; check against the bare root. CHECK: section letter inferred.
Onesha mzizi wa neno: Oneshe.
Mzizi ni -nesh-.
CONTESTABLE: key gives a causative stem with the -esh- suffix; check against the bare root. CHECK: section letter inferred.
Onesha idadi ya silabi za maneno yaliyopigiwa mstari: Baba amefuga mbwa mkali.
Mbwa: silabi 1. Mkali: silabi 3 (m-ka-li).
CONTESTABLE: 'mbwa' is often counted as two syllables (m-bwa); key printed as 1. CHECK: section letter inferred.
Onesha idadi ya silabi za neno lililopigiwa mstari: Yai la mbuni ni kubwa kuliko la kuku.
Mbuni: silabi 3 (m-bu-ni).
CHECK: section letter inferred.
Onesha idadi ya silabi za neno lililopigiwa mstari: Haya ni maji ya kunywa tu kwa.
Kwa: silabi 1.
CHECK: section letter inferred.
Onesha idadi ya silabi za neno lililopigiwa mstari: Mbuni ukiota unaishi miaka mingi.
Mbuni: silabi 3 (m-bu-ni).
CHECK: section letter inferred.
Onesha idadi ya silabi za neno lililopigiwa mstari: Magonjwa mengi husababishwa na nzi.
Nzi: silabi 1.
CHECK: section letter inferred.
Taja tofauti tano zilizoko baina ya barua ya kirafiki na barua ya kikazi.
Barua ya kirafiki ina mtindo usio rasmi; barua ya kikazi ina mtindo rasmi.
CHECK: section letter inferred.
Andika barua kwa mlezi/mzazi wako ili umweleze siku utakayowasili nyumbani baada ya kumaliza Mtihani wako wa Kidato cha Nne. Jina lako liwe Sondo Msondoka; jina la mlezi/mzazi wako liwe Msondoka Maringo wa Kitongoji cha Matemata. Anuani yako iwe S.L.P. 40, Mabuchani.
Barua ya kirafiki yenye anwani, tarehe, salamu, mwili unaoeleza siku ya kuwasili, na kufunga.
CHECK: section letter inferred.
Fafanua kwa kifupi taasisi tano zinazotumiwa kukuza na kueneza Kiswahili Tanzania.
TUKI, BAKITA, CHAKITA, vyombo vya habari na idara za Kiswahili vyuoni.
CORRECTED: solutions gloss TUKI as 'Taifa ya Uchunguzi wa Kiswahili'; changed to 'Taasisi ya Uchunguzi wa Kiswahili', the institute's name. CHECK: section letter inferred.
Ni mambo gani ya kimsingi katika Fasihi Simulizi yanayodhihirisha uhai na uhalisi wake?
Fasihi simulizi huwasilishwa kwa mdomo, hutumia lugha ya kawaida, huhusisha jamii, hubadilika na hurithiwa kizazi hadi kizazi.
CHECK: section letter inferred.
“Dhana ya mapenzi inajitokeza kwa ukweli na uongo”. Fafanua kauli hiyo ukitumia riwaya mbili kati ya zilizoorodheshwa.
Mapenzi ya kweli na ya uongo yanajitokeza katika riwaya mbili: Watoto wa Mama N’tilie na Kiu ya Haki.
CHECK: section letter inferred; set-book list is not in source, titles as printed in solutions.
Taswira ni kipengele muhimu katika kuipamba lugha ya ushairi na kufikisha ujumbe kwa hadhira. Onesha ukweli huo kwa kutumia vitabu viwili vya ushairi kati ya vilivyoorodheshwa.
Taswira za ucheshi, kejeli, ukoloni na matumaini zinafikisha ujumbe mzito wa kijamii katika diwani mbili.
CHECK: section letter inferred; set-book list is not in source, titles as printed in solutions.
Wahusika katika tamthiliya hupambanishwa na mwandishi kwa nia ya kuibua matatizo katika jamii na kuyatolea utatuzi. Dhihirisha kauli hiyo kwa kutumia tamthiliya mbili kati ya zilizoorodheshwa.
Wahusika wavivu na wachapa kazi, waovu na wananchi, na wajasiri na waoga huibua matatizo na kuonyesha suluhisho.
CHECK: section letter inferred; set-book list is not in source, titles as printed in solutions.
Soma kifungu cha habari kisha jibu swali. Kichwa cha habari kinachofaa kwa kifungu hiki ni A. imani za kishirikina B. msaada wa jini C. matokeo ya ushirikina dhidi ya binadamu D. imani potofu za kijamii E. matumaini yaliyopotea
C — matokeo ya ushirikina dhidi ya binadamu
Sababu ni kuwa kifungu kinaeleza jinsi imani za kishirikina zilivyomfanya mhusika kula nyama ya kinyesi na kunywa maji machafu, jambo lililomletea matatizo makubwa ya kiafya na kimaisha.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Hali ya upekee iliyomfanya mhusika kujivunia ni A. kuzaliwa na nasaba bora B. kuwa na nguvu kubwa za kimwili C. kula kwa imani kubwa badala ya kinywa D. kuepukana na kuepushwa kwa mabalaa pa mazungumzo E. kuwa kiongozi wa mboga na ardhi
A — kuzaliwa na nasaba bora
Sababu ni kuwa mwanzoni mwa kifungu, mhusika alijivunia kwa nasaba alizozaliwa nazo na alijiona bora kuliko wengine.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Desturi ya miti ni A. kula kwa imani kubwa badala ya kinywa B. kusimulia hadithi za kimaisha C. kusimulia hadithi ya maisha ya miti D. kutumika kama mwongozo kwa urithi E. kuamua kuwasaidia walioegemea
A — kula kwa imani kubwa badala ya kinywa
Sababu ni kuwa kifungu kinaeleza kuwa mhusika aliambiwa awe anakula nyama badala ya kunywa maji, lakini si kwa kinywa, bali kwa imani, akiamini atapona.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Kusema kinga inaambaa nilipokula kufa, si mjera. Hii ina maana A. vita vya mwizi vilivyowakumba vilivyosababisha vita baina ya wakuu kuzua matatizo mapya B. ni imani isiyo ya kweli C. ni udanganyifu unaotokana na ndoto za kishirikina D. ni matokeo ya kutojua kwamba zote tegemezi zilizowekwa na dhoruba E. ni mazoea yaliyokuwepo ya kula nyama kwa imani badala ya kinywa
B — ni imani isiyo ya kweli
Sababu ni kuwa mhusika alipoambiwa kula kwa imani ili apone, aliendelea kuteseka. Hivyo ilionekana kama imani potofu isiyo na ukweli wowote.
UNVERIFIED: stem and options D-E garbled in source; key from solutions. CHECK: section letter inferred.
Sababu iliyowaonyesha watu wendeleke kudumu miti uliotela maafa ni A. kwa imani ya kishirikina B. ni desturi ya muda mrefu wa mapokeo hayo C. kuepuka usumbufu wa jamii D. ni desturi ya urithi wa kifamilia E. ni maagizo ya viongozi waliopita
A — kwa imani ya kishirikina
Sababu ni kuwa watu waliendelea kushikilia desturi hizo kwa imani kwamba zina kinga, licha ya madhara yake.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Kipindi cha utukufu cha miti huo kilikuwa A. miaka mitatu ilipopita B. miaka kumi na tano mfululizo C. miaka kumi D. miaka kumi mpaka mwaka uliofuata tukio E. miaka baada ya kuipata kinga kivuli
C — miaka kumi
Sababu ni kuwa kifungu kimeeleza kuwa desturi hiyo ya kuabudu miti na kushiriki katika matambiko iliendelea kwa miaka kumi.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Msemo wa kufaana umejidhihirisha katika habari hii? A. Miti mingi ilio’ka na nyumba kadhaa kuharibika B. Watoto walipanda hadi kuchubuka C. Ni ushuhuda wa dhoruba kwa vile lililia nyati D. Mashahidi walionekana kuvunjika kioo katika shina la miti wakati watoto wakiwa wamelala E. Miti uka’ka na watu wakapumzika
A — Miti mingi ilio’ka na nyumba kadhaa kuharibika
Sababu ni kuwa msemo huu umeonyesha hali halisi iliyotokea baada ya maafa, kuonyesha uhusiano wa maneno na matukio.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Watu walishka kuabudu kuabudu kulisha miti ule kwa sababu A. waliikaribia sana B. miti hiyo ilishabihishwa vifo C. masharti yalionekana kutoa chanzo cha vifo vya watoto wawili D. shujaa wa kifo kuwa na imani iliyoshawishiwa E. imani na matumaini ya miti, vililevya na sumu
C — masharti yalionekana kutoa chanzo cha vifo vya watoto wawili
Sababu ni kuwa watu walipoona masharti ya kishirikina yakihusishwa na vifo vya watoto, waliona sababu ya kuacha desturi hiyo.
UNVERIFIED: reading passage not in source; key from solutions. CHECK: section letter inferred.
Neno “desturi” katika aya ya nne lina maana ipi? A. Mila B. Methali C. Semi D. Methali au methali zinazotegemewa E. Imarisha
A — Mila
Sababu ni kuwa “desturi” ni utamaduni wa kijamii unaorithiwa na kufuatwa kizazi kwa kizazi.
UNVERIFIED: options D and E garbled in source; key from solutions. CHECK: section letter inferred.
Herufi ya mstari wa mwisho wa risala yake ulii na pamoja na A. aliona msaada mkubwa na risala hizo kupewa msaada B. watu walipinga risala hiyo kwa jibu la kulifufua sadaka C. akatamka kwa maombi maalum risala hiyo ilipewa nguvu D. imani ilipewa sadaka kwa jibu na kufufua sadaka E. imani ilipatiwa sadaka kwa mwendelezo wa matambiko
D — imani ilipewa sadaka kwa jibu na kufufua sadaka
Sababu ni kuwa kifungu kinaeleza kwamba matambiko yalifanywa na sadaka zilitolewa ili kuendeleza imani potofu.
UNVERIFIED: stem and options garbled in source; key from solutions. CHECK: section letter inferred.
Soma kifungu cha habari kisha andika ufupisho wa maneno 60 kuhusu habari hiyo.
Ufupisho wa maneno 60: Ashura alikataa ndoa na desturi zilizopitwa na wakati, alitamani masomo, wazee walimwona mwenye kiburi, mwalimu alitetea msimamo wake, na wazazi walibaki nyuma.
UNVERIFIED: reading passage not in source; points from the model summary. CHECK: section letter inferred.
Chagua kifungu cha maneno kutoka ORODHA B kinachotoa maelezo sahihi ya maneno/neno katika ORODHA A: Atakuja. Orodha B kama ilivyonukuliwa: A Ni sentensi shurtia; B Atakuja lina mofimu nne; C Ni sentensi yenye kosa la kisarufi; F Ni ufukara; G Ni umaskini. (Herufi D na E hazikunukuliwa.)
A — Ni sentensi shurtia
UNVERIFIED: Orodha B incomplete in source (D, E missing). CHECK: section letter inferred.
Chagua kifungu cha maneno kutoka ORODHA B kinachotoa maelezo sahihi ya maneno/neno katika ORODHA A: Kinyongo kina uwezo wa kubadilisha rangi. Orodha B kama ilivyonukuliwa: A Ni sentensi shurtia; B Atakuja lina mofimu nne; C Ni sentensi yenye kosa la kisarufi; F Ni ufukara; G Ni umaskini. (Herufi D na E hazikunukuliwa.)
C — Ni sentensi yenye kosa la kisarufi
CONTESTABLE: the sentence looks grammatical (kinyongo ... kina), so the 'kosa la kisarufi' label is doubtful. UNVERIFIED: Orodha B incomplete. CHECK: section letter inferred.
Chagua kifungu cha maneno kutoka ORODHA B kinachotoa maelezo sahihi ya maneno/neno katika ORODHA A: Kimkam'ata. Orodha B kama ilivyonukuliwa: A Ni sentensi shurtia; B Atakuja lina mofimu nne; C Ni sentensi yenye kosa la kisarufi; F Ni ufukara; G Ni umaskini. (Herufi D na E hazikunukuliwa.)
B — Atakuja lina mofimu nne
CONTESTABLE: option B describes 'atakuja', not 'kimkam'ata'; check the pairing. UNVERIFIED: Orodha B incomplete. CHECK: section letter inferred.
Chagua kifungu cha maneno kutoka ORODHA B kinachotoa maelezo sahihi ya maneno/neno katika ORODHA A: Ukwa. Orodha B kama ilivyonukuliwa: A Ni sentensi shurtia; B Atakuja lina mofimu nne; C Ni sentensi yenye kosa la kisarufi; F Ni ufukara; G Ni umaskini. (Herufi D na E hazikunukuliwa.)
F — Ni ufukara
UNVERIFIED: Orodha B incomplete in source. CHECK: section letter inferred.
Chagua kifungu cha maneno kutoka ORODHA B kinachotoa maelezo sahihi ya maneno/neno katika ORODHA A: Wingi wa nyumba. Orodha B kama ilivyonukuliwa: A Ni sentensi shurtia; B Atakuja lina mofimu nne; C Ni sentensi yenye kosa la kisarufi; F Ni ufukara; G Ni umaskini. (Herufi D na E hazikunukuliwa.)
G — Ni umaskini
CONTESTABLE: 'wingi wa nyumba' (many houses) does not obviously mean poverty; check the pairing. UNVERIFIED: Orodha B incomplete. CHECK: section letter inferred.
Sentensi ni tata. Toa maana mbili ili kuthibitisha utata huo: Nimenunua paa.
Amenunua paa la nyumba, au amenunua mnyama paa.
CHECK: section letter inferred.
Sentensi ni tata. Toa maana mbili ili kuthibitisha utata huo: Usisahau kuchukua pamba.
Pamba ya kufua au kusafisha vidonda, au pamba ya kuvalia.
CHECK: section letter inferred.
Sentensi ni tata. Toa maana mbili ili kuthibitisha utata huo: Ukija njoo na nyanya.
Njoo na mama yako (nyanya), au njoo na mboga za nyanya.
CHECK: section letter inferred.
Sentensi ni tata. Toa maana mbili ili kuthibitisha utata huo: Ninakuomba usivunje nyumba yangu.
Asivunje nyumba halisi, au asivunje familia yake.
CHECK: section letter inferred.
Sentensi ni tata. Toa maana mbili ili kuthibitisha utata huo: Daktari ataningua mkono.
Daktari atafanya upasuaji na kuondoa mkono, au atasaidia mkono wangu ulioumia.
CHECK: section letter inferred.
Onesha aina nne (4) za vielezi kwa kutoa maana ya kielezi na kisha kuandika sentensi ya kila aina ya kielezi na kupigia mstari.
Vielezi vinne: vya namna, vya wakati, vya mahali na vya kiwango.
CHECK: section letter inferred.
Ainisha neno 'kaa' katika sentensi: Tafadhali kaa hapa unisubiri.
Kaa ni kitenzi cha amri.
CHECK: section letter inferred.
Ainisha neno 'tupa' katika sentensi: Nolea tupa kisu chako.
Tupa ni nomino inayomaanisha sehemu ya kifaa (kama mpini).
CONTESTABLE: the noun reading of 'tupa' is unusual; check against a dictionary. CHECK: section letter inferred.
Ainisha neno 'kaa' katika sentensi: Watu wengi hula kaa.
Kaa ni nomino ya mnyama wa baharini.
CHECK: section letter inferred.
Ainisha neno 'tupa' katika sentensi: Kama umeshiba tupa kilichobaki.
Tupa ni kitenzi cha amri.
CHECK: section letter inferred.
Ainisha neno 'kaa' katika sentensi: Ukila kaa chini usisimame.
Kaa ni kitenzi cha amri.
CHECK: section letter inferred.
Tunga sentensi na kupigia mstari mofimu 'ki' yenye dhima ya kuonyesha mtendwa jambo.
Alipewa kitabu na mwalimu.
CONTESTABLE: the model uses 'kitabu', where 'ki-' is a noun-class prefix, not the mtendwa marker. CHECK: section letter inferred.
Tunga sentensi na kupigia mstari mofimu 'ki' yenye dhima ya kuleta upatanisho wa kisarufi.
Kiatu chake kimechanika.
CHECK: section letter inferred.
Tunga sentensi na kupigia mstari mofimu 'ki' yenye dhima ya kuunda mzizi wa kitenzi.
Aliweza kimbia haraka.
CONTESTABLE: the model 'Aliweza kimbia' is ungrammatical as printed (infinitive needs ku-); check the example. CHECK: section letter inferred.
Tunga sentensi na kupigia mstari mofimu 'ki' yenye dhima ya kuonyesha masharti.
Kikija mvua sitatoka.
CHECK: section letter inferred.
Tunga sentensi na kupigia mstari mofimu 'ki' yenye dhima ya kuonyesha idadi ya umoja.
Nina kijiti kimoja.
CHECK: section letter inferred.
Eleza kwa kutumia mifano maana ya: Shina.
Shina ni sehemu kuu ya neno isiyobadilika, mfano -soma katika kusoma na msomaji.
CHECK: section letter inferred.
Eleza kwa kutumia mifano maana ya: Shamirisho.
Shamirisho ni neno linaloongezwa ili kuimarisha maana, mfano: alipiga sana.
CHECK: section letter inferred.
Eleza kwa kutumia mifano maana ya: Chagizo.
Chagizo ni neno au kifungu cha maneno kinachotumika kuongeza msisitizo, mfano: Lo! Tazama!
CONTESTABLE: the examples are interjections (vihisishi); check the definition against the examples. CHECK: section letter inferred.
Eleza kwa kutumia mifano maana ya: Njeo.
Njeo ni kipengele cha kisarufi kinachoonyesha muda wa tendo, mfano: jana alikuja.
CHECK: section letter inferred.
Eleza kwa kutumia mifano maana ya: Kundi nomino (KN).
Kundi nomino ni muundo wa maneno unaojengwa na nomino na viambajengo vyake, mfano: kitabu chetu kipya.
CHECK: section letter inferred.
Taja mambo matano ya kuzingatia wakati wa utungaji wa dayolojia.
Dayolojia iwe na wahusika wawili, mazungumzo ya moja kwa moja na ya uhalisia, yaendane na hadhi ya wahusika, yawe mafupi, na yawe na mtiririko.
CHECK: section letter inferred.
Eleza kwa ufupi sababu tano (5) zilizosaidia kuenea kwa Kiswahili nchini Tanzania kabla ya Uhuru.
Biashara za Pwani, dini ya Uislamu, ukoloni, umisionari wa Kikristo, na shughuli za kijamii na ndoa baina ya makabila.
CHECK: section letter inferred.
Fasihi simulizi ina sifa gani za pekee zinazoitofautisha na fasihi andishi?
Hupitishwa kwa mdomo, hubadilika kila inapowasilishwa, huhusisha hadhira, hutokea katika jamii, hutumia methali na nyimbo, na ni urithi wa kizazi hadi kizazi.
CHECK: section letter inferred.
Sanaa ya ushairi inapevushwa kwa kutumia: (i) Mtindo na muundo (ii) Lugha na matumizi ya picha. Jadili vipengele hivyo kwa kutumia washairi wawili kati ya walioorodheshwa.
Mloka (Diwani ya Mloka) na Takiluki (Malenga Wapya) hutumia mtindo, muundo, lugha na picha kwa njia tofauti.
CHECK: section letter inferred; set-book list is not in source, titles as printed in solutions.
Kwa kutumia riwaya mbili zilizoorodheshwa, onyesha uhalisia wa dhamira nne kwa jamii.
Dhamira za ukandamizaji, haki na ukweli, mshikamano wa kijamii, elimu, mapenzi ya kweli, na usaliti na uongo.
CHECK: section letter inferred; set-book list is not in source, titles as printed in solutions.
Taja maadui sita (6) na fafanua jinsi mwandishi wa tamthiliya Ngoswe – Penzi Kitovu cha Uzembe ya E. Semzaba alivyojitokeza kupambana na maadui hao.
Uzembe, ulevi, tamaa ya mali, ndoa za kulazimishwa, maadili duni na umasikini.
CHECK: section letter inferred; set-book title as printed in solutions.
Taja maadui sita (6) na fafanua jinsi mwandishi wa tamthiliya Mfalme Juha ya F. Topan alivyojitokeza kupambana na maadui hao.
Dhuluma za watawala, ufisadi wa viongozi, unyonge wa wananchi, ukosefu wa haki, migawanyiko ya kijamii, na hofu.
CHECK: section letter inferred; set-book title as printed in solutions.
Kichwa cha habari kinachofaa kwa kifungu hiki ni A. Matumizi ya dawa B. Faida za dawa C. Athari za pombe na dawa za kulevya D. Dawa zetu E. Dawa za kulevya
A — Matumizi ya dawa
Kifungu chote kimeeleza juu ya matumizi ya dawa, faida zake na madhara yake kwa mtumiaji na jamii.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
“Dawa tunazotumia nyingi ni muhlai kwa afya zetu”. Maana yake ni A. dawa zinatolesha balaa ya afya zetu B. dawa zenye kutokubaliana na afya zetu C. afya za binadamu lazima ziboreshwe kwa dawa D. dawa za kulevya ni hatari kwa afya zetu E. dawa tunazotumia ni zenye hali nzuri kwa afya zetu
C — afya za binadamu lazima ziboreshwe kwa dawa
Kifungu kinaonyesha kwamba dawa nyingi hutumika kuboresha afya za binadamu ingawa zikinywewa vibaya huleta madhara.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Neno “aghalabu” katika kifungu hiki limetumika kama A. hususan B. kwa kuwa C. angalau D. mara nyingi E. hatuna budi
D — mara nyingi
Neno “aghalabu” lina maana ya jambo linalojirudia mara kwa mara, yaani “mara nyingi.”
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Mwandishi ana maana gani anaposema “Mazaha mazaha mwisho utashi”? A. Dawa zinaweza kuleta usaha mtu akizidiwa B. Tusisweke dawa karibu na watoto C. Tuwe makini na matumizi ya dawa D. Tusicheze pombe E. Hatutwezi kufanya dawa kama kiburudisho
C — Tuwe makini na matumizi ya dawa
Msemo huu unasisitiza kwamba tusicheze na dawa au kuzidharau kwa sababu mwishowe huleta madhara makubwa.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Matokeo ya matumizi mabaya ya dawa ni A. kisukari, kifafa na kifo kikuu B. utumaji wa bangi, heroini na kokeini C. kupenda anasa za dunia D. watu kuacha pombe, heroini na bangi E. watu kupata matatizo shuleni, nyumbani na katika jamii
E — watu kupata matatizo shuleni, nyumbani na katika jamii
Kifungu kinaeleza kuwa matumizi mabaya ya dawa husababisha matatizo katika nyanja zote za kijamii.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Sababu kuu ya watu kutumia dawa ni A. kujiburudisha wao wenyewe B. kupunguza matatizo shuleni C. kujitibu wanapopatwa matatizo ya afya D. kurefusha maisha wanapokaribia kufa E. kuzuia dawa kwa uangalifu zisidhuru afya
C — kujitibu wanapopatwa matatizo ya afya
Dawa hutumika kwa lengo la kutibu wagonjwa na kupunguza makali ya magonjwa.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Kwa ujumla aya ya kwanza katika kifungu hiki inaelezea nini? A. Dawa zote ni haramu B. Dawa zote ni kwa ajili ya watu C. Utumiaji wa dawa udhiane na sheria za shule na za jamii D. Dawa zote zina uwezo wa kuathiri afya zetu E. Dawa za kulevya ni hatari kuliko dawa nyingine zote
D — Dawa zote zina uwezo wa kuathiri afya zetu
Aya ya kwanza imeeleza kuwa matumizi mabaya ya dawa husababisha matatizo shuleni, nyumbani na katika jamii.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Neno “takribani” katika kifungu hiki maana yake ni A. karibu B. mara kwa mara C. ambapo D. ingawa E. jingekuwa
A — karibu
“Takribani” ni neno linaloonyesha makadirio ya ukaribu wa idadi au jambo fulani.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Mwandishi anatusia nini katika kifungu hiki? A. Dawa zote ni nzuri B. Mazoea hujenga tabia C. Dawa zitumike kwa uangalifu D. Dawa zichunguzwe na Mkemi Mkuu kabla ya kutumika E. Watu wengi hawafahamu kutumia dawa wanazopewa
C — Dawa zitumike kwa uangalifu
Ujumbe mzima wa kifungu ni kwamba dawa zinaweza kusaidia au kudhuru kulingana na zinavyotumika.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Mwandishi anadokeza nini juu ya pombe? A. Ina masharti magumu kwa watumiaji B. Ni chanzo kikuu cha uzembe C. Haifai kwa madereva wote D. Ni kiburudisho cha watu wengi E. Huweza kuleta madhara kwa watu mbalimbali
E — Huweza kuleta madhara kwa watu mbalimbali
Kifungu kinasema pombe huweza kuathiri akili za watu na kuwasababisha kushindwa kujimudu.
UNVERIFIED: passage not readable; key from answer sheet. CHECK section.
Soma kifungu cha habari kisha andika ufupisho wa maneno hamsini (50).
Ufupisho wa maneno 50 unaonyesha mambo makuu ya kifungu: historia, maadili na mila za jamii zilizohifadhiwa kwa fasihi simulizi.
NOT IN ANSWER SHEET: points drafted from the model summary in the solutions. CHECK word count (50) and section.
Wamewaibia (orodha A) – maana yake kwa kutumia orodha B: (Uambishaji wa maneno)
A — Uambishaji wa maneno
Orodha B haijaonyeshwa kikamilifu katika majibu; herufi ni kutoka kwenye majibu.
UNVERIFIED: list B text not in solutions; key is the letter only. CHECK section.
za Kilimanjaro nzuri zaidi (orodha A) – maana yake: (Kiwakilishi cha-unganifu)
F — Kiwakilishi cha-unganifu
Herufi ni kutoka kwenye majibu ya Swali 3.
UNVERIFIED: list B text not in solutions; key is the letter only. CHECK section.
utoto wa mzee Sungura (orodha A) – maana yake: (Kiambishi cha nafsi ya pili wingi)
G — Kiambishi cha nafsi ya pili wingi
Herufi ni kutoka kwenye majibu ya Swali 3.
UNVERIFIED: list B text not in solutions; key is the letter only. CHECK section.
Jioshe (orodha A) – maana yake: (Agizo)
H — Agizo
Herufi ni kutoka kwenye majibu ya Swali 3.
UNVERIFIED: list B text not in solutions; key is the letter only. CHECK section.
Manyambuliko (orodha A) – maana yake: (Manyambuliko)
J — Manyambuliko
Herufi ni kutoka kwenye majibu ya Swali 3.
UNVERIFIED: list B text not in solutions; key is the letter only. CHECK section.
Sentensi zifuatazo ni tata. Toa maana mbili ili kuthibitisha utata huo: (a) Juma amenunua mbuzi. (b) Ile nyumba ya wageni. (c) Yeye aliwachezea wanangu. (d) Zame amejiia fedha yake. (e) Unaweza kuimba babu alimwuliza mtoto.
Kila sentensi ina maana mbili zinazowezekana.
CHECK section.
Andika insha yenye maneno 100 kuhusu moja ya mada zifuatazo: (a) Mtu ambaye natamani kuonana naye (b) Mechezo kwetu hutuzwa (c) Siku ya wapendanao.
Insha ya maneno 100 yenye utangulizi, kiini na hitimisho, mfano: Mtu ambaye natamani kuonana naye.
NOT IN ANSWER SHEET for the mark scheme; points drafted from the model essay. CHECK section and word count.
Kwa kutumia mifano, eleza kwa ufupi maana na aina tatu za tungo.
Tungo ni sentensi kamili; aina tatu ni tungo rahisi, changamano na tata.
CHECK section.
Changanua sentensi zifuatazo kwa njia ya jedwali: (a) Dada mmoja alitenda kanga nzuri (b) Paka amemla panya.
(a) kiwakilishi cha idadi (mmoja), kiarifu (alitenda), nomino (dada, kanga); (b) nomino (paka, panya), kitenzi (amemla).
CHECK section.
Ainisha maneno katika sentensi zifuatazo: (a) Wanafunzi hodari hufulu mara kwa mara (b) Kucheza kwao si kupendwa tena (c) Hivi ni matatizo barua mapema (d) Paka ana panya ni maadui (e) Nilipolipiza likalipuka lilip.
Uainishaji wa maneno katika kila sentensi kama ulivyo kwenye majibu.
CHECK section. Sentence (c) and (e) are printed as in the answer sheet.
Nominisha vitenzi vifuatavyo: Hujumu, Azimia, Sifu, Tubu, Tangaza, Kufa, Dunda, Tambika, Lia, Zindika.
Hujumu–hujuma; Azimia–azimio; Sifu–sifa; Tubu–toba; Tangaza–tangazo; Kufa–kifo; Dunda–dundo; Tambika–tambiko; Lia–kilio; Zindika–uzinduzi.
CHECK section.
Andika mambo muhimu manne yanayopatikana katika maana ya lugha na kisha uyafafanue.
Lugha ni chombo cha mawasiliano, hujengwa na maneno, sarufi na matamshi, hubeba utamaduni, na ni nyenzo ya elimu na utafiti.
CHECK section.
Jadili athari zinazokusumbua fasihi simulizi iliyohifadhiwa katika maandishi.
Fasihi simulizi inapohifadhiwa kwenye maandishi hupoteza uhalisia wake na sifa nyingine za kimsingi.
CHECK section. Question 11 is in section E (two of four required).
“Ukosefu wa elimu katika jamii hurudisha maendeleo ya jamii nyuma.” Jadili kauli hiyo kwa kutumia vitabu viwili vya tamthiliya ulivyosoma kati ya vilivyoorodheshwa.
Ukosefu wa elimu unarudisha maendeleo nyuma; mifano kutoka Ngoswe – Penzi Kitovu cha Uzembe na Mfalme Juha.
CHECK section. Question 12 is in section E.
“Miongoni mwa kazi za fasihi ni kuweka wazi maovu yaliyofichika na kuyakemea.” Chagua washairi wawili kati ya walioorodheshwa na jadili jinsi walivyoitekeleza wajibu huo.
Washairi C. Mloka (Diwani ya Mloka) na washairi wa Malenga Wapya (Takiluki) walifichua na kukemea maovu ya jamii.
CHECK section. Question 13 is in section E.
“Mwanamke anaonekana kama kiumbe dhaifu katika kutetea haki zake.” Jadili hoja hii kwa kutumia vitabu viwili vya riwaya ulivyosoma kati ya vilivyoorodheshwa.
Riwaya Kusadikika (S. Robert) na Watoto wa Mama Ntilie (E. Mbogo) zinaonyesha mwanamke kama dhaifu katika kutetea haki zake.
CHECK section. Question 14 is in section E. Novel titles as printed in the answer sheet.
Kichwa cha habari kinachofaa kwa habari hii ni: A. Kufikirika B. Elimu katika nchi ya Kufikirika C. Matokeo ya kutokufanya kazi D. Maisha na shida E. Maisha mapya yenye faraja
C — Matokeo ya kutokufanya kazi
Key from answer row (i=C). CHECK section.
CHECK section. Passage not in solutions; options as printed.
Wananchi wa Kufikirika walifanya kazi kwa muda mrefu kwa sababu: A. walikuwa wanazoea B. walihitaji kitabu C. walitaka kuwa mfano mojawapo D. Mfalme aliwaagiza wao na mke wake E. walikuwa wanafuata desturi ya Mfalme wao
D — Mfalme aliwaagiza wao na mke wake
Key from answer row (ii=D). The passage gives desturi ya kufanya kazi kwa muda mwingi; the printed option D is not clearly supported.
CONTESTABLE: option wording garbled in source; the passage supports a desturi-based option more than D. CHECK section.
Mwandishi anaposema "hali hii ilipaswa kuzuiwa na Wafikirika wote wangaliungana katika juhudi za pamoja" ana maanisha: A. walitakiwa kutumikia B. walitakiwa kuacha kazi C. walitakiwa kuhamasishana D. walitakiwa kuwasihi wengine E. walitakiwa kususia masomo
C — walitakiwa kuhamasishana
Key from answer row (iii=C).
CHECK section.
Wananchi wa Kufikirika walikosa kazi kuliko usingizi kwa sababu: A. waliamini uzalishaji unaleta furaha B. hawakujua umuhimu wa kupumzika C. waliamini kuwa maisha yao ya kazi yalikua sahihi D. walijisukuma kuamini kuwa kazi ni bora kuliko afya E. walikosa uongozi bora wa kisiasa
D — walijisukuma kuamini kuwa kazi ni bora kuliko afya
Key from answer row (iv=D).
CONTESTABLE: option wording garbled in source. CHECK section.
Sharti la kazi ambalo lilihamasisha Mwanakufikirika kufanya kazi bora ni: A. walikubaliana na pendekezo hili B. waliona faida moja kwa moja C. walihimiza wananchi wengine kuwa mfano wa umarufu D. walionekana kuvunja mila kupitia ushauri mpya E. waliona uzalishaji ulikuwa wa pendekezo hilo
E — waliona uzalishaji ulikuwa wa pendekezo hilo
Key from answer row (v=E).
CONTESTABLE: option wording garbled in source. CHECK section.
Mwandishi anasisitiza umuhimu wa Mwanakufikirika kwa kazi kutokana na: A. upendo wake bora B. mshikamano bora wa utulivu C. maneno yaliyojaa msukumo wa heshima D. utulivu uliopatikana kwa dhana ya matumizi bora E. misingi mipya
C — maneno yaliyojaa msukumo wa heshima
Key from answer row (vi=C).
CONTESTABLE: option wording garbled in source. CHECK section.
Mwandishi anaposema "umoja madhubuti ulioisimama imara" ana maana ya: A. umoja sharti usimamie B. umoja usiofifetereka C. umoja ni nguvu D. kupata idhini ya serikali E. umoja ni dhihaka isayoonekana
C — umoja ni nguvu
Key from answer row (vii=C).
CHECK section.
Asiyefanya kazi katika nchi ya Kufikirika alifanishwa na: A. jangili B. mvivu wa kutupwa C. mwizi wa mali au kitu chochote D. mpenda masa E. mzembe
B — mvivu wa kutupwa
Key from answer row (viii=B). Passage: kumwita mtu mvivu ilikuwa hatia kubwa.
CHECK section.
Mwandishi anaposema "anapaliuliwa" ana maana kuwa: A. anafungua jambo B. anakubaliana C. anahusika D. anasimamia E. anatengeneza sheria
B — anakubaliana
Key from answer row (ix=B).
CONTESTABLE: the stem word does not appear in the passage as reproduced in the solutions; key from answer row. CHECK section.
Juhudi za kukubalika kushindwa bali kufanikisha uliowekwa na nchi kama Mwanakufikirika kwa: A. kufanya kazi kila siku B. kupuuza malengo na kuburudika C. kusisitiza misimamo mipya D. kusisitiza maisha ya fursa yaliyoelekezwa kwa uvumbuzi mpya E. kutojali juhudi za kisiasa bali kutumia nguvu mpya
D — kusisitiza maisha ya fursa yaliyoelekezwa kwa uvumbuzi mpya
Key from answer row (x=D).
CONTESTABLE: stem and options garbled in source. CHECK section.
Soma kifungu cha habari kifuatacho kisha andika ufupisho wa maneno 40.
Ufupisho wa maneno 40: mfalme aliwaza kuhusu mabadiliko ya asili bustanini na siri ya kifo.
NOT IN ANSWER SHEET for the mark scheme; points drafted from the model summary. CHECK word count (40) and section.
Sentensi zifuatazo zina makosa. Ziandike vizuri kwa kuepuka hayo makosa: (a) Nyinyi wote mna makosa. (b) Mhasibu amewasilisha fedha mashuleni. (c) Hupandaga mahindi shamba lote. (d) Kinyonga kinabadili rangi. (e) Mama alimpiga mwanae.
Sentensi zilizosahihishwa kama zilivyo kwenye majibu.
CHECK section.
(i) Ngeli – (I) Kariakoo, Tanga, Iringa na Ali
I — Kariakoo, Tanga, Iringa na Ali
Ngeli ni sehemu ya sarufi inayohusiana na majina. Key from answer row.
UNVERIFIED: list B item text as printed; CHECK section.
(ii) Sentensi sahili – (F) Mnaimba
F — Mnaimba
Sentensi sahili ni sentensi yenye muundo rahisi na ina maana kamili.
CHECK section.
(iii) Nomino za pekee – (A) Pangani, Asha, usingizi na John
A — Pangani, Asha, usingizi na John
Nomino za pekee ni majina ya vitu au watu maalumu.
CONTESTABLE: 'usingizi' is not a proper noun; key follows the answer sheet. CHECK section.
(iv) Neno lenye foninmu nne (4) – (C) Chaki
C — Chaki
Neno lenye silabi nne. Stem printed as 'foninmu' in source.
CHECK section. Stem wording 'foninmu' as printed; source intends 'fonimu/silabi'.
(v) Kiambishi cha nafsi ya pili (2) wingi – (J) Wewe ni mvivu
J — Wewe ni mvivu
Key from answer row. Answer sheet explanation is weak.
CONTESTABLE: explanation in source does not match the matched item. CHECK section.
Taja mambo matano muhimu ya kuzingatia katika utungaji mzuri wa insha. Eleza umuhimu wa kila jambo.
Mambo matano: ulinganifu wa mawazo, uwazi, ufanisi wa sentensi, mtindo wa uandishi, na umakini katika matumizi ya lugha.
CHECK section.
Isitilahi moja inaweza ikawa na majina mawili. Andika jina lingine kwa kila moja ya dhana zifuatazo: (a) Sentensi huru (b) Kitenzi kikuu (c) Kirai nomino (d) Kitamkwa cha msingi.
Majina mbadala: (a) sentensi kamili; (b) kitenzi cha msingi; (c) kirai kinachotumia nomino; (d) jina kuu la kivumishi.
CONTESTABLE: item (d) and parts of (c) are weak in the source; key follows the answer sheet. CHECK section.
Andika nomino tano (5) za ngeli ya Li-/Ya na kwa kila moja tunga sentensi ya umoja na wingi.
Mifano: pipa, ziwa, jogoo, beberu, pazia; sentensi za umoja na wingi kwa kila moja.
CONTESTABLE: some sentences in the source have concord and spacing errors; corrected forms shown in points. CHECK section.
Tunga sentensi kisha onyesha kishazi huru na kishazi tegemezi.
Mfano: "Mzee alikufa baada ya muda mrefu." Kishazi huru: Mzee alikufa; kishazi tegemezi: baada ya muda mrefu.
CONTESTABLE: 'baada ya muda mrefu' is a phrase rather than a clear dependent clause. CHECK section.
Eleza dhima ya mofimu "na" iliyopigiwa mstari katika sentensi: (a) Asha na John wataoana (b) Ananata sana mtoto huyu (c) Nani kati yenu anajua kusoma vizuri? (d) Naomba mtege masikio yenu vizuri.
"Na" hufanya kazi tofauti katika kila sentensi: uhusiano, umoja wa dhana, uhusiano katika swali, na kiungo.
CHECK section. Sentence (b) is printed as 'Ananata' in source.
Andika lahaja tano za Kiswahili.
Lahaja tano: Kiunguja, Kimvita, Kiamu, Kipemba, Kimrima.
CHECK section. Q10 is listed under D or E: infer.
Kabla ya uhuru, Waarabu walitumia njia gani zilizosababisha kukua na kuenea kwa Kiswahili Tanzania?
Waarabu walichangia kukua na kuenea kwa Kiswahili kupitia biashara, dini ya Kiislamu, ndoa, na maandishi ya Kiarabu.
CHECK section.
Kwa kutumia mchoro vichambue vipera vya fasihi simulizi.
Tanzu nne: Hadithi, Semi, Ushairi, Sanaa za Maonesho, pamoja na vipera vyake.
CHECK section. Diagram is not reproduced; points list the categories.
Fasihi ni chuo chenye kufundisha malezi kwa kila mwanajamii husika. Thibitisha hoja hiyo kwa kutumia vitabu viwili vya ushairi vilivyoorodheshwa.
Diwani za Wasakatonge na Malenga Wapya zinathibitisha hoja kwa mafunzo ya kuboresha tabia na jamii.
CHECK section. Q12 is compulsory per paper instructions. Diwani and poem titles as printed in source.
Eleza tofauti ya kitendawili na methali, kisha toa mifano miwili miwili ili kuthibitisha tofauti hizo.
Kitendawili ni fumbo linalouliza kwa kuchangamsha akili; methali ni semi fupi zenye hekima na funzo.
CHECK section. Answer: two examples of each as printed in the solutions.
Fafanua muundo wa hadithi za fasihi simulizi kwa kutumia mfano wa hadithi moja unayoifahamu.
Hadithi ina utangulizi, wahusika, ujenzi wa mgogoro, upeo, na suluhisho; mfano ni “Sungura na Fisi”.
CHECK section.
“Wasanii ni askari wa haki za wanyonge na silaha zao ni kalamu na karatasi.” Jadili ukweli wa hoja hiyo kwa kutumia washairi wawili kati ya hao waliotajwa.
Washairi wametumia kalamu na karatasi kufichua dhuluma na kutetea haki za wanyonge, mfano C. Mloka na A. Andanenga.
CHECK section. Poets and diwani titles as printed in the solutions.
Jadili muundo wa kazi za washairi wawili kati ya hao waliotajwa.
C. Mloka alitumia muundo wa jadi wenye vina na mizani; A. Andanenga alitumia muundo huru wa kisasa.
CHECK section.
“Mara nyingi riwaya zinatoa changamoto kwa vijana.” Jadili kauli hiyo kwa kutumia riwaya mbili zilizotajwa.
Riwaya Kusadikika (S. Robert) na Zawadi ya Ushindi (B. Mtobwa) zinatoa changamoto kwa vijana.
CHECK section.
Jadili utofauti na ufanano wa wahusika wawili kati ya Rusia, Farida na Karama.
Rusia ni shujaa jasiri; Farida ni mwenye uoga na utiifu; wote walikuwa kielelezo cha mafunzo kwa vijana.
UNVERIFIED: title of the play or novel is not named in the solutions. CHECK section.
“Biashara yoyote haramu haisaidii maendeleo ya jamii.” Jadili kauli hiyo kwa kutumia tamthiliya mbili zilizotajwa.
Katika Hawala ya Fedha (A. Lihamba) na Ngoswe – Penzi Kitovu cha Uzembe (E. Semzaba), biashara haramu ilidhoofisha maendeleo.
CHECK section.
Toa sababu za kifasihi zilizowafanya watunzi wawili wa tamthiliya hizo kuzipa majina hayo.
Majina yanaakisi dhamira kuu: Hawala ya Fedha (rushwa), Mfalme Juha (uongozi dhaifu), Ngoswe (uzembe na ulevi).
CHECK section. Q8 is in section A.
Andika kichwa cha habari kinachofaa kwa shairi hili (shairi halijaonyeshwa katika majibu).
Kichwa kinachofaa ni “Madhara ya Matendo Mabaya”.
UNVERIFIED: poem text not in solutions. CHECK section. Section B item 9 is part of the poem question.
Ubeti wa tano wa shairi unatafsiri nini?
Ubeti wa tano unaeleza madhara ya ulevi na unasisitiza tahadhari dhidi ya pombe.
UNVERIFIED: poem text not in solutions. CHECK section.
Eleza maana ya maneno yaliyopigiwa mstari: “mushikeli”, “falau”, “dhallii”.
Mushikeli: tatizo au shida kubwa; falau: kuonekana kama au kufanana na kitu; dhallii: udanganyifu au kupoteza mwelekeo.
UNVERIFIED: words underlined in the poem are not shown in the solutions. CHECK section.
Watu gani wanashutumiwa katika shairi hili?
Walevi wanaopoteza maadili, wezi na wahalifu, na wanaopuuza hekima za wengine.
UNVERIFIED: poem text not in solutions. CHECK section.
Shairi hili linashabihiana na methali ipi kimaudhui?
Linashabihiana na methali “Haraka haraka haina baraka” na “Mtaka cha mvunguni sharti ainame”.
CHECK section.
Andika insha yenye maneno 250 kuhusu moja ya mada zifuatazo: (a) Madhara ya ajira kwa watoto (b) Unyanyasaji wa kijinsia (c) Malumbano ya kidini (d) Hata aruke vipi kipungu hafiki mbingu.
Insha ya maneno 250, mfano: Madhara ya ajira kwa watoto.
NOT IN ANSWER SHEET for the mark scheme; points drafted from the model essay. CHECK section and word count.
Tumia mzizi wa kitenzi -imb- kuunyambulisha katika hali zifuatazo, kwa kupigia mstari sehemu hiyo: (a) hali ya urejeshi (b) hali ya kuelekeza ya uyakinishi (c) hali ya ukamilishi nafsi ya tatu umoja (d) hali ya kutendewa (e) hali ya kutendeka.
(a) nimerejesha / nimeimbwa; (b) ninaimba wimbo; (c) ame imba shairi; (d) nimeimbiwa shairi; (e) wimbo umeimbwa kwa ufasaha.
CONTESTABLE: some forms in the source are irregular (e.g. 'ame imba', 'nimerejesha nimeimbwa'); keys follow the solutions. CHECK section.
Tunga sentensi kuonyesha matumizi ya “ku” kwa kupigia mstari “ku” kama: (a) kivumishi nomino (kitenzi kuwa nomino) (b) kusaidia shina la kitenzi la silabi moja kubeba mofimu za wakati (c) kuonyesha mtendwa nafsi ya pili umoja (d) kuunda mzizi wa kitenzi (e) kuonyesha mofimu ya wakati.
Mfano wa kila matumizi ya “ku” katika sentensi.
CHECK section. Sentence examples are as printed in the solutions.
Hadithi ni utanzu wenye dhima kubwa katika burudani na elimu katika fasihi simulizi. Unafautishaje dhima hii na ile ya kazi ya fasihi andishi?
Hadithi ya fasihi simulizi hutoa burudani na elimu moja kwa moja kwa hadhira; fasihi andishi hutolewa kwa maandiko yanayosomwa peke yake.
CHECK section.
Mendelezo wa kisasa ya kijamii na ya kiuchumi ni masimulizi kuhusu ustawi wa jamii na fasihi simulizi: hasara inayoonekana kutokana na masiisho hayo ni mikubwa au midogo. Jadili ukitolea mifano.
Maendeleo ya kisasa yamepunguza fasihi simulizi, na kuleta hasara kubwa ya usanii wa mdomo na mshikamano wa kijamii.
CHECK section. The question wording is garbled in the source; headline follows the answer sheet.
Mshairi mzuri ni msusi wa lugha tu, bali pia mtumaji wa lugha kisanaa na kwa uangalifu anapozungumza jambo. Chagua vitabu viwili kati ya hivyo vilivyotajwa hapo juu ili uthibitishe kauli hii.
Washairi hutumia lugha kisanaa, kwa uangalifu, kuibua hisia na kufikisha mafunzo ya kijamii.
CHECK section. Titles as printed in the solutions.
Mshairi si shabiki wa mambo mabaya, bali ni msanii na mchambuzi wa masuala ya kijamii na maisha. Jadili kauli hiyo ukitumia vitabu viwili kati ya hivyo vilivyotajwa hapo juu.
Washairi walikemea maovu ya kijamii na kuelimisha jamii, wakiwa wachambuzi na walinzi wa jamii.
CHECK section.
Wahusika katika riwaya humsindikiza kutonesha maisha kuluvuwezayo kuyazoa katika mazingira ya maisha halisi tunayoyaishi. Jadili kauli hii kwa kutumia vitabu viwili kati ya hivyo vilivyotajwa hapo juu.
Wahusika katika riwaya zinaakisi maisha halisi ya kijamii, kama kioo cha jamii.
CONTESTABLE: the question statement is garbled in the source. CHECK section.
Ujasiri na uadilifu ni misingi isiyotenganishwa katika ujenzi wa jamii yenye ustawi. Unakubaliana? Thibitisha jibu lako kwa kutumia vitabu viwili kati ya hivyo vilivyotajwa hapo juu.
Ndiyo, ujasiri na uadilifu ni misingi inayojenga jamii yenye ustawi.
CHECK section.
Aghalabu watu hutenda makosa kwa kutenda makosa kwa kuwa ujinga wao na kutokua kama watendaji. Jadili kauli hii kwa kutumia vitabu viwili kati ya hivyo vilivyotajwa hapo juu.
Watu hutenda makosa kutokana na ujinga na uzembe, na tamthiliya zinaonyesha hali hii kupitia wahusika wao.
CHECK section. The question wording is garbled in the source.
Watazamaji wa leo wangefikadi sana na Tamthiliya kama wangekuzwa na utamaduni wa tamthiliya. Thibitisha kauli hii kwa kutumia vitabu viwili kati ya hivyo vilivyotajwa hapo juu.
Watazamaji wangeelewa na kuhusiana zaidi na masuala ya kijamii kama wangelelewa kwa utamaduni wa tamthiliya.
CHECK section. The question wording is garbled in the source.
Eleza maana ya maneno yaliyopewa msitari kama yaliyotumika katika kifungu hicho: “Mujibu wa hoja hii” na “Mbabadiliko katika sanaa na maudhui”.
“Mujibu wa hoja hii” – kufuatana na hoja iliyoelezwa; “mbabadiliko katika sanaa na maudhui” – mabadiliko yanayohusu namna kazi imeandikwa au inachozungumzia.
UNVERIFIED: the passage in Q9 is not reproduced in the solutions. CHECK section.
Teknolojia ya mawasiliano duniani yamechangia nini katika maendeleo ya Kiswahili?
Imeeneza Kiswahili kwa kasi, imerahisisha mawasiliano baina ya makabila, na imehifadhi kazi za Kiswahili.
UNVERIFIED: passage not in solutions. CHECK section.
Taja mambo makuu ambayo John Ramadhani ameyabainisha katika uendelezaji wa Kiswahili.
Kiswahili hujenga mshikamano, huhifadhi historia na tamaduni, na ni lugha ya kufundishia.
UNVERIFIED: passage not in solutions. CHECK section.
Bainisha mawazo mapya yaliyotolewa na John Ramadhani katika maandiko yake kuhusu fasihi ya Kiswahili.
Fasihi ya Kiswahili si burudani tu bali pia chombo cha kufundisha jamii, na huakisi maisha halisi.
UNVERIFIED: passage not in solutions. CHECK section.
Kwa nini mashairi ya Kiswahili yanaweza kusemwa ni chombo cha kuhifadhi utamaduni?
Mashairi huhifadhi methali, nahau na misemo, na kufikisha historia na mila kwa vizazi vipya.
CHECK section.
Kwa maneno yasiyopungua sitini (60), fafanua aya ya tatu ya kifungu hiki kwa ufupi.
Aya ya tatu inazungumzia mchango wa mashairi: kuchangamsha fikra, kuhifadhi historia, kufundisha maadili na kuonya maovu.
UNVERIFIED: aya ya tatu is not in solutions. Word limit (60) as printed. CHECK section.
Andika insha isiyopungua maneno 250 juu ya mada moja kati ya mada zifuatazo: (a) Mchelea mwana kulia hulia mwenyewe (b) Jamii isiyo na maadili ni sawa na kundi la wanyama pori (c) Maisha yangu katika shule yangu ya sekondari (d) Umuhimu wa kujisomea (e) Athari za mafuriko ya mwaka jana.
Insha ya maneno 250 au zaidi, mfano: Umuhimu wa kujisomea.
NOT IN ANSWER SHEET for the mark scheme; points drafted from the model essay. CHECK section and word count.
Eleza hatua tano za uchanganuzi wa sentensi.
Hatua tano: kutambua muundo wa sentensi, kubainisha viambajengo, kugawanya katika vipashio, kutambua kazi ya kila kipashio, na kuunganisha matokeo.
CHECK section.
Tumia hatua hizo tano kuchanganua sentensi kwa njia ya matawi: “Ng’ombe anakula majani makavu usiku na mchana.”
Sentensi rahisi; kiima ni “Ng’ombe”, kiarifu ni “anakula”, kitu ni “majani makavu”, kielezi cha wakati ni “usiku na mchana”.
CHECK section. The branching diagram is not reproduced; points list the analysis.
Sahihisha sentensi zifuatazo. Kwa sentensi zisizo na makosa, andika neno “sahihi”: (a) Waziri wa Sheria aliwakilisha muswada Bungeni. (b) Sote twapaswa kufuata sheria, la sivyo, tutaadhibiwa. (c) Nilifika nyumbani kwake, lakini sijamkuta. (d) Sijakutana naye hata siku moja. (e) Ukishafika uniandikie barua dada!
(a) Waziri wa Sheria aliwasilisha muswada Bungeni; (b) sahihi; (c) Nilifika nyumbani kwake, lakini sikumkuta; (d) sahihi; (e) sahihi.
CHECK section. Key is the corrected sentences as printed in the answer sheet; no change made to the key.
Kwa kutoa mifano isiyopungua mitano, eleza jinsi matukio ya vituko vya beti vinavyodhihirisha fasihi simulizi.
Vituko vya beti ni kioo cha maisha ya jamii; vinaonyesha fasihi simulizi kwa lugha rahisi na ya moja kwa moja.
CHECK: section A inferred; no section headings in the source body.
Chapaa tamthiliya na semi tano za kimaelezo jinsi zinavyosaidia kueleweka kwa dhima za sanaa za fasihi simulizi.
Semi tano: uongo mguu mfupi; mtaka cha mvunguni sharti ainame; haraka haraka haina baraka; mwacha mila ni mtumwa; samaki mkunje angali mbichi.
CHECK: section A inferred; stem garbled in source ('Chapaa tamthiliya'); answers are proverbs (semi).
Miongoni mwa semi za mashairi ni kusemwa kuwa mashairi ni ya kuyakemea. Chagua washairi wawili kati ya waliotajwa hapo juu na jadili jinsi wanavyokemea maovu.
Malenga Wapya na Diwani ya Mloka (C. Mloka): washairi walikemea maovu kwa lugha ya picha, vina na mizani.
CHECK: section A inferred; no section headings in the source body.
Kwa kuchagua washairi wawili kati ya washairi waliotajwa hapo juu, jadili jinsi wanavyofanikisha mafunzo katika dhima ya ushairi wao.
Diwani ya Ustadh (A. Andanenga) na Malenga Wapya: mafunzo ya kijamii kupitia mashairi ya mshikamano, lugha rahisi na picha.
CHECK: section A inferred; no section headings in the source body.
“Wapigania busara ya haki ni mashahidi wa uhalisia katika kazi nyingi za fasihi.” Chagua riwaya mbili kati ya hizo zilizotajwa hapo juu na ujadili kauli hii.
Kusadikika (S. Robert) na Hiba ya Wivu (Z. Mwanga): wahusika wapigania haki ni mashahidi wa uhalisia wa jamii.
CHECK: section A inferred; no section headings in the source body.
Chagua wahusika wawili miongoni mwa hadithi mbili kati ya hizo zilizotajwa hapo juu na eleza jinsi wanavyodhihirisha haki za binadamu kama waigizaji hata kwa wanyonge.
Zawadi ya Ushindi (B. Mtobwa) na Kusadikika (S. Robert): wahusika walitetea haki za binadamu kwa kupinga dhuluma na kutetea wanyonge.
CHECK: section A inferred; Kusadikika is a riwaya in Q5 but is listed under hadithi here.
Kwa kutumia tamthiliya mbili kati ya hizo hapo juu, towa ushahidi kwa kuonesha ubaya bila manufaa ni hali mbaya.
Hawala ya Fedha (A. Lihamba) na Ngoswe – Penzi Kitovu cha Uzembe (E. Semzaba): ubaya bila manufaa huharibu ustawi wa jamii.
CHECK: section A inferred; no section headings in the source body.
“Tamthiliya hufaa kimaudhui zaidi kuingilia hali mbaya kuliko kueleza uovu.” Towa maelezo ya tamthiliya mbili kati ya hizo hapo juu kuonesha uwajibikaji wa wahusika hao.
Mfalme Juha (F. Topan) na Hawala ya Fedha (A. Lihamba): wahusika walichukua hatua za kivitendo kupinga udhalimu na ufisadi.
CHECK: section A inferred; no section headings in the source body.
Toa sababu mbili zilizofanya Wapange wa Kilimo cha Pamba washindwe kufanikwa.
Ukosefu wa utaalamu wa kilimo bora cha pamba na upungufu wa masoko ya kudumu.
UNVERIFIED: Maji Maji passage not in source text; key from solutions only. CHECK: section B inferred.
Ken nindi mtunzi? Mwandishi alielezeka akidai kuwa ni nani?
Ken ni mtunzi aliyejitokeza kueleza matukio ya vita, aliyehifadhi kumbukumbu za kijamii.
UNVERIFIED: passage not in source text. CHECK: stem garbled in source ('Ken nindi mtunzi'); section B inferred.
Aina moja isiyo timamu iliyohusishwa na vita vya Maji Maji ni ipi?
Imani za kishirikina kwamba dawa fulani zingewazuia risasi za wakoloni.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Mojawapo ya siku kuu ambazo waandishi walihusianisha vita vya Maji Maji ilikuwa ipi?
Tarehe 25 Julai 1905, siku ya maandamano ya wananchi.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Vipengele vitatu vilivyomo kwenye simulizi ya vita vya Maji Maji ni vipi?
Ujasiri wa wapiganaji, ukatili wa wakoloni, na mshikamano wa wananchi wa makabila mbalimbali.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Taja mambo matatu yaliyoelezwa kuhusu vita vya Maji Maji kwenye maandiko hayo.
Vita vilitokana na ukandamizaji wa wakoloni; wananchi walijitokeza kwa wingi; ingawa walishindwa, vilibaki alama ya historia.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Jambo lipi lilidhihirika katika vita vya Maji Maji?
Mshikamano wa wananchi wa makabila mbalimbali waliounganika kwa dhati.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Kwa nini baadhi ya watu walikubali kuwa dawa ya Maji Maji ni kinga dhidi ya risasi?
Walidanganywa na waganga wa jadi na walitegemea imani za kishirikina za maisha yao ya kila siku.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Licha ya wananchi kushindwa, vita vya Maji Maji viliwafundisha jambo lipi?
Mshikamano na mshikikano wa kitaifa ni silaha muhimu katika mapambano ya ukombozi; uhuru unahitaji kujitoa muhanga.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Andika insha isiyopungua maneno 250 juu ya mada moja kati ya hizi: (a) Baba na mama tusawaheshimu sana (b) Vidole katika vyombo vya usafiri (c) Uhusiano wa kumuelimisha mwanafunzi (d) Athari za ulevi (e) Panya sugu ulivyong’oa nyumba
Insha (a) Baba na mama tusawaheshimu sana: wazazi ni nguzo ya maisha, heshima kwa wazazi ni wajibu na huleta baraka.
CHECK: section B inferred; model answer given for option (a) only.
Changanua sentensi kwa njia ya matawi: Baba na mama wanalewa sherehe.
Kiima: Baba na mama; Kiarifu: wanalewa; Kielezi: sherehe.
CONTESTABLE: key labels 'sherehe' as kielezi; it is usually the object (kitu). Kept as printed. CHECK: section B inferred.
Changanua sentensi kwa njia ya matawi: Wanafunzi wamepanda miti shuleni.
Kiima: Wanafunzi; Kiarifu: wamepanda; Kiarifu tegemezi: miti; Kielezi: shuleni.
CHECK: section B inferred.
Changanua sentensi kwa njia ya matawi: Kanufuneni wanafunzi sana ila wanakokosea hawakiri.
Kiima: Kanufuneni wanafunzi; Kiarifu: sana; Kielezi: ila wanakokosea hawakiri.
CONTESTABLE: key gives 'sana' as kiarifu; it is usually kielezi. Kept as printed. CHECK: section B inferred.
Changanua sentensi kwa njia ya matawi: Wanafunzi wanazungumza darasani.
Kiima: Wanafunzi; Kiarifu: wanazungumza; Kielezi: darasani.
CHECK: section B inferred.
Changanua sentensi kwa njia ya matawi: Wanafunzi wanafanya kazi kwa bidii.
Kiima: Wanafunzi; Kiarifu: wanafanya; Kiarifu tegemezi: kazi; Kielezi: kwa bidii.
CHECK: section B inferred.
Jadili matumizi matano (5) ya kiunganishi “kwa”. Kwa kila utumizi toa mfano mmoja.
Kwa kuonyesha chombo, namna, sababu, kipimo na mahali tendo lilipotokea.
CHECK: section B inferred.
“Fasihi Simulizi lina tanzu za Watoto na Watu Wazima.” Chagua tanzu mbili za watoto na tanzu tatu za watu wazima kisha eleza faida na busara kwa jamii inayohusika.
Tanzu za watoto: ngano na kitendawili; tanzu za watu wazima: methali, nyimbo za kazi na ngonjera; zote huendeleza mshikamano, elimu na maadili.
CHECK: section A inferred; no section headings in the source body.
Mandeleo ya sayansi na teknolojia yanaathiri Fasihi Simulizi ya Watanzania?
Yamepunguza simulizi za hadhara na kuathiri nyimbo za jadi, lakini yamesaidia kuihifadhi fasihi simulizi.
CHECK: section A inferred; no section headings in the source body.
Jadili uanandi na uanadhili wa ushairi wa washairi wawili kati ya waandishi waliotajwa hapo juu.
T.A. Mvungi (Mashairi ya Chekacheka) na F.M.J. Senkanga (Teuzi za Nafsi): uanandi ni taswira na lugha rahisi; uanadhili ni mfumo wa jadi na kupungua kwa mbinu za kina.
CHECK: section A inferred; author printed 'F.M.J. Senkanga' here, 'F. Semghanga' in the 1995 and 1996 solutions.
Jadili matumizi ya tamathali za semi tatu katika vitabu viwili vya ushairi kati ya vitabu vilivyotajwa hapo juu.
Mashairi ya Sandandi (tashbihi, taswira, methali) na Mashairi ya Chekacheka (sitiari, tashihisi, takriri).
CHECK: section A inferred; title printed 'Mashairi ya Sandandi' here (1995 and 1996: 'Saadani' or 'Saadan').
Kwa kutumia vitabu viwili vya riwaya hapo juu onyesha jina na kitabu linalohusiana na kinachozungumziwa.
Kuli ya Shaaban Robert (ukandamizaji wa kijamii) na Kusadikika ya Robert (mapambano dhidi ya uongozi dhalimu).
CHECK: section A inferred; question wording garbled in source ('linalyohusiana').
“Amsa kweli, bahati ya maenzio usifilie ulange wazi.” Tumia vitabu viwili kati ya vilivyotajwa hapo juu thibitisha kauli hii.
Shida ya Said Ahmed na Kusadikika: kuiga maisha ya wengine bila kuangalia uwezo wako husababisha matatizo; busara ya mtu mwenyewe huokoa.
CHECK: section A inferred; 'Shida' attributed to Said Ahmed here, to N. Balisidya in 1995 and 1996; proverb as printed.
“Kukosekana kwa uadilifu katika uajibikaji ni kero kubwa kwa jamii.” Thibitisha kauli hii kwa kutumia tamthiliya mbili kati ya zilizotajwa hapo juu.
Ngoswe – Penzi Kitovu cha Uzembe na Hawala ya Fedha: wahusika walikosa uadilifu, na jamii ilikumbwa na madhara, umaskini na kero.
CHECK: section A inferred; no section headings in the source body.
Chagua wahusika wawili kutoka tamthiliya mbili zilizotajwa hapo juu, mhusika mmoja kutoka kila tamthiliya ili uonyeshe jinsi gani wahusika hao wanayostahili kulaaniwa na jamii.
Mfalme Juha (F. Topan) kwa uongozi mbovu na udhalimu; mhusika mkuu wa Hawala ya Fedha (A. Lihamba) kwa rushwa na wizi wa mali ya umma.
CHECK: section A inferred; question wording garbled in source ('wanayostahili').
Taja maana ya maneno yaliyopigiwa mstari: Tabia, Muundo, Mtindo, Mafunzo.
Tabia ni mwenendo wa mtu; muundo ni mpangilio; mtindo ni namna ya kipekee ya kufanya jambo; mafunzo ni elimu au ujumbe wa kazi ya kifasihi.
UNVERIFIED: Siti passage not in source text; key from solutions only. CHECK: section B inferred.
Taja silabi kwa 3 za Siti.
Jina Siti lina silabi mbili, Si-ti.
UNVERIFIED: passage not in source text. CONTESTABLE: question garbled; key gives two syllables and a three-part split. Kept as printed. CHECK: section B inferred.
Nini kilichowavutia watu zaidi kwa Siti?
Sauti yake tamu na yenye mvuto pamoja na uimbaji wake wa kishairi.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Andika jina la manaan na gani anayeangukia.
Jina ni Siti binti Saad; maana yake ni msanii wa muziki na ushairi wa Kiswahili aliyebeba mafunzo na historia ya jamii.
UNVERIFIED: passage not in source text. CHECK: stem garbled in source ('jina la manaan na gani anayeangukia'); section B inferred.
Andika hatia iliyopewa Siti.
Siti alipewa heshima ya kuwa mwanamke shujaa wa Kiswahili kwa kutumia sauti na mashairi yake kupigania haki na kuendeleza lugha.
UNVERIFIED: passage not in source text. CHECK: 'hatia' as printed in source; section B inferred.
Siti aliwezaje kujitawisha?
Kwa kipaji chake cha kuimba na kutumia mashairi yenye busara, akiimba kuhusu maisha, matatizo ya kijamii na matumaini ya watu.
UNVERIFIED: passage not in source text. CHECK: 'kujitawisha' as printed in source; section B inferred.
Eleza kwa nini Siti alipewa nafasi ya heshima?
Alitumia sanaa yake kuelimisha na kutetea jamii, akiimba kuhusu masuala ya kijamii na kisiasa kwa ujasiri.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Eleza kwa maneno yasiyopungua 45 juu ya aya ya mwisho ya habari hii uliyosoma.
Siti hakuwa na elimu ya kitabu lakini alikuzwa katika mafunzo ya kijamii; alijipatia heshima kwa uimbaji wake na kuwa kielelezo cha mshairi shujaa.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Andika insha isiyopungua maneno 250 juu ya mada moja kati ya mada zifuatazo: (a) Udhalilishaji wa watoto (b) Kuhifadhi maji ni kuhifadhi uhai (c) Umuhimu wa Kiswahili nchini Tanzania (d) Rushwa ni adui wa maendeleo.
Insha (c) Umuhimu wa Kiswahili nchini Tanzania: lugha ya taifa, ya elimu, ya mshikamano, ya biashara na ya kimataifa.
CHECK: section B inferred; model answer given for option (c) only.
Bainisha maneno yaliyopigiwa mstari: Juma ni mvivu sana.
Ni ni kiunganishi cha kiima na kiarifu.
CONTESTABLE: 'ni' here is usually a kitenzi kishirikishi (copula), not kiunganishi. Kept as printed. CHECK: section B inferred.
Bainisha maneno yaliyopigiwa mstari: Ng’ombe huyu ana matatizo sana.
Huyu ni kivumishi cha kuonesha.
CHECK: section B inferred.
Bainisha maneno yaliyopigiwa mstari: Ah Nimeumia.
Ah ni kishazi cha hisia (kihisishi).
CONTESTABLE: 'Ah' is a kihisishi; the key also calls it a kishazi cha hisia. Kept as printed. CHECK: section B inferred.
Bainisha maneno yaliyopigiwa mstari: Kucheza kunafurahisha watazamaji.
Kucheza ni kitenzi kilichogeuzwa nomino (kitenzisho).
CHECK: section B inferred.
Bainisha maneno yaliyopigiwa mstari: Anakusubiri chumbani.
Chumbani ni kielezi cha mahali.
CHECK: section B inferred.
Mtoto angepelekwa hospitali angelipona. Piga mstari neno lenye kosa na juu yake andika neno sahihi.
Sahihi: Akilipelekwa.
CONTESTABLE: printed correction rewrites the whole clause rather than one faulty word. Kept as printed. CHECK: section B inferred.
Mzee Nassoro ana ukwasi mno hivyo uwezo wa kununua gari hanao. Piga mstari neno lenye kosa na juu yake andika neno sahihi.
Sahihi: hana.
CHECK: section B inferred.
Kifaranga kinapekua bila kufundishwa. Piga mstari neno lenye kosa na juu yake andika neno sahihi.
Sahihi: kinapekua → hupapekua.
CONTESTABLE: key arrow 'kinapekua → hupapekua' is unclear as a correction. Kept as printed. CHECK: section B inferred.
Msichana mwenye nzuri tabia ni wa kuoa. Piga mstari neno lenye kosa na juu yake andika neno sahihi.
Sahihi: mzuri.
CHECK: section B inferred.
Wanafunzi wa mashule yote ya Tanzania watakutana Dar es Salaam. Piga mstari neno lenye kosa na juu yake andika neno sahihi.
Sahihi: shule.
CHECK: section B inferred.
Kwa kutumia mifano eleza njia tatu za kuhifadhi kazi za fasihi simulizi.
Njia tatu: maandishi, teknolojia ya kurekodi sauti na video, na elimu ya shule na taasisi.
CHECK: section A inferred; no section headings in the source body.
Eleza matatizo ya kila njia uliyoyeleza.
Maandishi hupunguza uhalisia wa usanii wa mdomo; teknolojia ni ghali; elimu ya shule huchagua kazi chache.
CHECK: section A inferred; no section headings in the source body.
Kwa kutumia mifano jadili umuhimu wa hadithi katika jamii.
Hadithi huelimisha, hutoa burudani, huhifadhi historia, huimarisha mshikamano na hujenga lugha kwa watoto.
CHECK: section A inferred; no section headings in the source body.
Fafanua jinsi waandishi wawili kati ya hao waliotajwa wanavyosaidia kujenga jamii ya Tanzania.
T.A. Mvungi (Mashairi ya Chekacheka) na S. Kandoro (Mashairi ya Saadan): kuibua masuala ya kijamii na kuelimisha wananchi.
CHECK: section A inferred; title printed 'Mashairi ya Saadan' here (1995: 'Saadani'; 1997: 'Sandandi').
Jadili matumizi ya lugha katika vitabu viwili kati ya hivyo vilivyotajwa.
Teuzi za Nafsi (lugha rahisi na ya moja kwa moja) na Mashairi ya Chekacheka (lugha ya picha).
CHECK: section A inferred; no section headings in the source body.
Jadili masuluhisho yanayopendekezwa katika vitabu viwili kati ya hivyo vilivyotajwa.
Kusadikika (mshikamano wa wananchi kupinga dhuluma) na Shida (mshikamano wa kifamilia na kijamii).
CHECK: section A inferred; no section headings in the source body.
Eleza jinsi uumbaji wa wahusika ulivyofanikisha au kutofanikisha riwaya mbili kati ya hizo zilizotajwa.
Kuli ya Shaaban Robert (mhusika alionyesha hali halisi ya wanyonge) na Kusadikika (mhusika aliwakilisha ujasiri wa wananchi).
CHECK: section A inferred; answer wording 'alichukua nafasi ya mhanga' as printed, reads oddly.
Eleza umuhimu wa migogoro inayojadiliwa katika vitabu viwili kati ya hivyo vilivyotajwa hapo juu.
Hawala ya Fedha (migogoro ya ufisadi na rushwa) na Ngoswe (migogoro ya uzembe na tamaa): madhara ya viongozi wasio waadilifu na bidii ya kazi.
CHECK: section A inferred; no section headings in the source body.
Chagua vitabu viwili kati ya vilivyotajwa. Kwa kila kitabu jadili dhima ya wahusika wawili katika kufikisha ujumbe.
Harakati za Ukombozi (mshikamano wa kupinga ukoloni) na Mfalme Juha (vichekesho vya madhara ya viongozi dhalimu).
CHECK: section A inferred; no section headings in the source body.
Kwa kutumia mifano eleza jinsi maadili yaliyopigiwa msitari katika aya ya kwanza yanavyojitokeza.
Maadili yanaonyesha mambo ya kufuata: kuepuka dhuluma, na kwamba mtu mwovu hapewi baraka.
UNVERIFIED: Sadiki passage not in source text; key from solutions only. CHECK: section B inferred.
Kwa nini Sadiki alidacha shule?
Alikumbwa na changamoto za maisha baada ya wazazi wake kufariki, akajihusisha na makundi mabaya na uhalifu.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Eleza mambo mawili aliyoyafanya wazazi wa Sadiki waliomdhihirishia maadili mema.
Walimfundisha kuheshimu watu na kuepuka dhuluma; walimfundisha kwamba baraka hupatikana kwa mambo mema.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Jambo gani zuri lililomkumba na wazazi wa Sadiki?
Walimfundisha maadili ya msingi, na mafundisho hayo yalimfanya kutambua makosa yake baada ya kutoka gerezani.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Kwa maneno yasiyozidi ishirini eleza mafunzo aliyopata Sadiki gerezani.
Uhalifu hauna faida bali madhara; maisha bora hupatikana kwa kazi halali na uaminifu.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Andika kichwa cha habari hii kisichozidi maneno matano (5).
“Sadiki Ajutia Maisha ya Uhalifu.”
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Andika insha yenye maneno yasiyozidi 200 kuhusu moja ya mada hizi: (a) Mashindano ya urembo (b) Uchaguzi Mkuu Tanzania (c) Nikimaliza kidato cha nne… (d) Kuhifadhi wanyamapori.
Insha (d) Kuhifadhi Wanyamapori: wanyamapori huvutia watalii, ni urithi wa asili, husaidia kutunza mazingira; ujangili ni changamoto.
CHECK: section B inferred; model answer given for option (d) only.
Eleza kwa mifano namna na kazi za kishazi kishirikishi.
Ni kishazi kinachoambatana na kishazi kikuu ili kukamilisha maana; mfano: “Alienda sokoni ili kununua mahindi.”
CONTESTABLE: the example 'ili kununua mahindi' is a purpose clause; check against the syllabus definition. CHECK: section B inferred.
Eleza kwa mifano namna na kazi za mzizi.
Ni sehemu ya neno ambayo huzaa maneno mengine; mzizi wa “kupenda” ni “pend.”
CHECK: section B inferred.
Eleza kwa mifano namna na kazi za kishazi kihisishi.
Ni kishazi kinachoonyesha hisia au msisimko; mfano: “Lo! nimefeli mtihani.”
CHECK: section B inferred.
Eleza kwa mifano namna na kazi za kivumishi.
Ni neno linaloelezea sifa ya nomino; mfano: “mtoto mzuri.”
CHECK: section B inferred.
Kwa kila sentensi onesha aina za viambishi vilivyotumika: Yule mrembo ameshika mkasi wa kwanza.
Kiambishi cha kuonesha.
CHECK: section B inferred.
Kwa kila sentensi onesha aina za viambishi vilivyotumika: Watu wengi walimshangilia.
Kiambishi cha wingi.
CHECK: section B inferred.
Kwa kila sentensi onesha aina za viambishi vilivyotumika: Metto mwenye basi aliketi amu tabla nuru.
Kiambishi cha umilikishi (mwenye).
UNVERIFIED: sentence garbled in source ('amu tabla nuru'); key kept as printed. CHECK: section B inferred.
Kwa kila sentensi onesha aina za viambishi vilivyotumika: Papa wote watatu walifika.
Kiambishi cha idadi.
CHECK: section B inferred.
Kwa kila sentensi onesha aina za viambishi vilivyotumika: Hapa sjini nagari ndogo.
Kiambishi cha mahali.
UNVERIFIED: sentence garbled in source ('sjini'); key kept as printed. CHECK: section B inferred.
“Mabadiliko katika Fasihi Simulizi ni ya lazima na yanatokea kulingana na mabadiliko katika jamii.” Jadili tamko hili kwa hoja na mifano madhubuti.
Fasihi simulizi hubadilika kulingana na mabadiliko ya kijamii, kielimu, kidini na kiteknolojia.
CHECK: section A inferred; no section headings in the source body.
Thibitisha hasara ipatikanayo kutokana na methali “La kuvunda halina ubani.”
Huua matumaini ya watu, kwani jambo lililoharibika haliwezi kurekebishwa, wakati mwingine mtu angeweza kuokolewa.
CHECK: section A inferred; no section headings in the source body.
Thibitisha hasara ipatikanayo kutokana na methali “Yote yang’aa yo si dhahabu.”
Ikitumiwa vibaya huleta dharau kwa mambo fulani mazuri, na mtu kupoteza fursa muhimu.
CHECK: section A inferred; no section headings in the source body.
Thibitisha hasara ipatikanayo kutokana na methali “Kikulacho ki nguoni mwako.”
Inaweza kuharibu mshikamano wa kijamii kwa kumfanya mtu kuamini kila anayemzunguka ni adui.
CHECK: section A inferred; no section headings in the source body.
Thibitisha hasara ipatikanayo kutokana na methali “Mvumulivu hula mbivu.”
Husababisha uvivu na kutofanya juhudi kwa wakati, mtu akiamini matunda yatakuja tu.
CHECK: section A inferred; no section headings in the source body.
“Katika kazi nyingi za fasihi, mwandishi aliyeshikamana na jamii yake ni mtu anayetegemewa sana kwa mawaidha, mashauri na maelekezo.” Chagua waandishi wawili kati ya F. Semghanga, S. Kandoro na T.A. Mvungi na jadili washairi hao walivyofikia upeo huo.
F. Semghanga (Teuzi za Nafsi) na T.A. Mvungi (Mashairi ya Chekacheka): walishikamana na jamii kwa kuibua matatizo na kutoa mafunzo.
CHECK: section A inferred; no section headings in the source body.
“Fani ni muhimu sana katika kuifanya kazi ya fasihi ikubalike kuwa kazi ya sanaa.” Chagua vitabu viwili kati ya Teuzi za Nafsi, Mashairi ya Saadani na Mashairi ya Chekacheka na ujadili vipengele muhimu vya kisanaa vinavyojenga kazi hizo.
Mashairi ya Saadani (vina, mizani, tashbihi, methali) na Mashairi ya Chekacheka (lugha ya picha, taswira, takriri).
CHECK: section A inferred; no section headings in the source body.
“Shida, Kuli na Kusadikika ni vitabu vinavyotetea haki na maendeleo ya binadamu.” Chagua vitabu viwili kati ya hivyo na ujadili kauli hii.
Shida (N. Balisidya) na Kusadikika (S. Robert): kutetea haki kwa kuibua changamoto na kupinga dhuluma.
CHECK: section A inferred; no section headings in the source body.
Jadili jinsi gani majina ya vitabu viwili kati ya Kusadikika, Kuli na Shida yanavyosadifu maudhui ya riwaya hizo.
Kusadikika linamaanisha jambo linaloweza kuaminiwa; Shida linaonesha moja kwa moja matatizo ya kijamii na kifamilia.
CHECK: section A inferred; no section headings in the source body.
“Ukosefu wa elimu ni kikwazo kikubwa katika maendeleo ya jamii.” Jadili ukweli huu kwa kutumia tamthiliya mbili kati ya Harakati za Ukombozi, Hawala ya Fedha na Ngoswe – Penzi Kitovu cha Uzembe.
Harakati za Ukombozi (ukosefu wa elimu uliathiri harakati za kisiasa) na Ngoswe (wahusika wazembe bila dira ya maisha).
CHECK: section A inferred; no section headings in the source body.
Jadili matumizi ya lugha katika kufikisha ujumbe wa tamthiliya mbili kati ya Harakati za Ukombozi, Hawala ya Fedha na Ngoswe – Penzi Kitovu cha Uzembe.
Harakati za Ukombozi (lugha ya kishairi na misemo ya mapambano) na Hawala ya Fedha (lugha ya kifumbo na methali).
CHECK: section A inferred; no section headings in the source body.
Kimwaga ana maana gani asemapo, “…Watu wengine wana raha sana – mchana wanayachapa.”?
Watu wengine hupoteza muda mchana kwa ulevi na starehe zisizo na maana, badala ya kushughulika na maendeleo.
UNVERIFIED: Kimwaga passage not in source text; key from solutions only. CHECK: section B inferred.
Virusi vya UKIMWI vinafanya nini vikilingia mwilini?
Vinashambulia kinga ya mwili, hasa chembe nyeupe za damu, na hivyo kupunguza uwezo wa mwili kujilinda.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Katika mwili wa mwanadamu ni vitu gani vinaweza kuchukua virusi vya UKIMWI?
Vitu vyenye majimaji ya mwili: damu, shahawa, majimaji ya ukeni, maziwa ya mama anayenyonyesha na maji ya uti wa mgongo.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Taja njia nne za kuambukiza UKIMWI.
Tendo la ndoa bila kinga; sindano au vifaa vya kutoboa mwili kwa kushirikiana; mama kumwambukiza mtoto; kupokea damu au kiungo chenye virusi.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: section B inferred.
Ni kwa vipi mazungumzo ya Mtu 1 na Mtu 2 yametajwa au kuharibu mazungumzo haya?
Waliharibu mazungumzo kwa kutokuwa makini, mzaha, ulevi na matusi badala ya kujadili hatari za UKIMWI.
UNVERIFIED: passage not in source text; key from solutions only. CHECK: question wording garbled in source; section B inferred.
Andika ufupisho wa habari uliyoisoma katika swali la 9 kwa kutumia maneno yasiyozidi mia mbili (200).
Habari ilihusu mjadala wa kijamii kuhusu madhara na chanzo cha UKIMWI; ujumbe mkuu ni kwamba unazuilika kwa nidhamu, elimu na uadilifu.
UNVERIFIED: passage not in source text; summary key from solutions only. CHECK: section B inferred.
Andika insha yenye maneno yasiyopungua 250 na yasiyozidi 300 juu ya mada moja kati ya zifuatazo: (a) Ajali haina kinga (b) Umuhimu wa elimu ya ufundi nchini (c) Nafasi ya vijana katika maendeleo ya taifa (d) Ajali za barabarani.
Insha (b) Umuhimu wa Elimu ya Ufundi Nchini: msingi wa maendeleo, kukuza uchumi, kupunguza ukosefu wa ajira, kuendeleza teknolojia ya ndani na kuboresha maisha.
CHECK: section B inferred; model answer given for option (b) only.
Kwa kila sentensi onyesha Kiima na Kiarifu kwa kupigia mstari na kuandika K kwa Kiima na A kwa Kiarifu, na taja aina za maneno yote: Juma K amekunywa maji machafu mno A.
Kiima: nomino (Juma); Kiarifu: kitenzi (amekunywa) + nomino (maji) + kivumishi (machafu) + kielezi (mno).
CHECK: section B inferred.
Kwa kila sentensi onyesha Kiima na Kiarifu, na taja aina za maneno yote: Waliotolewa darasani wanafunzi K wenye nguo chafu A.
Kiima: nomino (wanafunzi); Kiarifu: kivumishi (wenye) + nomino (nguo) + kivumishi (chafu).
CHECK: section B inferred.
Kwa kila sentensi onyesha Kiima na Kiarifu, na taja aina za maneno yote: Apandae taarab K aingie sasa ukumbini A.
Kiima: kitenzi (apandae) + nomino (taarab); Kiarifu: kitenzi (aingie) + kielezi (sasa) + nomino (ukumbini).
CHECK: section B inferred.
Kwa kila sentensi onyesha Kiima na Kiarifu, na taja aina za maneno yote: Utoro K ulimponza mwanafunzi mwaka jana A.
Kiima: nomino (utoro); Kiarifu: kitenzi (ulimponza) + nomino (mwanafunzi) + nomino (mwaka) + kielezi cha wakati (jana).
CHECK: section B inferred.
Kwa kila sentensi onyesha Kiima na Kiarifu, na taja aina za maneno yote: Ajali ya treni Kilosa K ilitusononesha mioyo A.
Kiima: nomino (ajali ya treni Kilosa); Kiarifu: kitenzi (ilitusononesha) + nomino (mioyo).
CHECK: section B inferred.
Sahihisha sentensi: Samaki hizi zimechina.
Sahihi: Samaki hawa wameoza.
CONTESTABLE: key replaces 'hizi', which agrees with samaki (class 10); check which word is the intended error. Kept as printed. CHECK: section B inferred.
Sahihisha sentensi: Kilimo ndio uti wa mgongo wa uchumi wetu, kwa hiyo ni budi tukitilie mkazo.
Sahihi: Kilimo ndio uti wa mgongo wa uchumi wetu, kwa hiyo ni lazima tukitilie mkazo.
CHECK: section B inferred.
Sahihisha sentensi: Nyinyi ote njooni hapa.
Sahihi: Nyinyi wote njooni hapa.
CHECK: section B inferred.
Sahihisha sentensi: Mahakama imemtoa mtuhumiwa kutoka rumande kwa mzmana wa shilingi elfu tano.
Sahihi: Mahakama imemtoa mtuhumiwa kutoka rumande kwa dhamana ya shilingi elfu tano.
CHECK: section B inferred.
Eleza maana na kazi za Hadithi.
Hadithi ni simulizi za kubuni au za kweli zinazoeleza matukio, visa au maisha ya wahusika; kazi yake ni kufundisha maadili, kuonya dhidi ya vitendo viovu na kuburudisha jamii.
Eleza maana na kazi za Methali.
Methali ni semi fupi zilizobeba hekima na busara za jamii; kazi yake ni kutoa mafunzo ya maisha, kurithisha busara kizazi hadi kizazi na kusaidia katika hoja na mazungumzo.
Eleza maana na kazi za Ngonjera.
Ngonjera ni mashairi ya kisanaa yenye mazungumzo ya kubishana au kueleza hoja kwa mtindo wa maswali na majibu; kazi yake ni kufundisha maadili, kuchochea mshikamano wa kijamii na burudani.
Thibitisha usemi: Ushairi asili yake ni nyimbo za Fasihi Simulizi. Dhihirisha jibu lako kwa kutumia wimbo mmoja, ukifafanua fani na maudhui yake.
Ushairi ulianzia katika nyimbo za fasihi simulizi kwa sababu zote hutumia vina, mizani na lugha ya picha; mfano wimbo wa kazi wa kuvuna.
Kwa kutumia washairi wawili kati ya hao waliotajwa, jadili mitazamo yao ya kisiasa kwa mujibu wa vitabu vyao.
T.A. Mvungi (Mashairi ya Chekacheka) aliibua rushwa na ukosefu wa uadilifu; F. Semghanga (Teuzi za Nafsi) alikosoa serikali na kuibua umasikini na dhuluma.
Upendo ni suala linalojitokeza katika sura nyingi. Jadili dhana ya upendo kama ilivyojitokeza katika vitabu viwili kati ya hivyo vilivyotajwa.
Katika Mashairi ya Saadani upendo ulionekana kama mshikamano wa kifamilia na kijamii; katika Mashairi ya Chekacheka ulionekana kama mshikamano, msaada wa kifamilia na kupinga dhuluma.
Chagua wahusika wawili, mmoja kutoka kila kitabu, ili ueleze (a) wasifu wao wa ndani na (b) jinsi wasifu huo ulivyotumika kuwasilisha mawazo makuu.
Kusadikika (S. Robert): mhusika mkuu ni mwadilifu, shujaa na mpigania haki; Kuli (S.A. Shafi): mhusika mkuu ni mnyonge lakini mwenye bidii na matumaini.
Chagua wahusika wakuu wawili kutoka vitabu viwili kati ya hivyo vilivyotajwa, uonyeshe wanavyofanikiwa au wanavyoshindwa kutumia elimu yao kwa manufaa ya jamii zao.
Katika Shida mhusika mkuu alifanikiwa kutumia elimu yake kuwaelimisha wenzake; katika Kuli mhusika mkuu hakufanikiwa kwa sababu mfumo wa kijamii na kisiasa ulimzuia.
Onyesha jinsi waandishi wawili kati ya hao waliotajwa juu walivyofanikiwa kuwasilisha mawazo yao makuu.
S. Robert (Kusadikika) alitumia hadithi ya kifalsafa kuibua uhalisia wa jamii yenye dhuluma; N. Balisidya (Shida) alitumia wahusika waliopitia changamoto za maisha na simulizi rahisi.
Eleza mchango wa (a) mandhari (b) wahusika wadogo katika kujenga wahusika wakuu ili wasaidie mawazo na matendo yao. Tumia vitabu viwili kati ya hivyo vilivyotajwa.
Katika Kuli mandhari ya maisha ya mjini na wahusika wadogo kama viongozi wa kijamii vilimfanya mhusika mkuu aonekane mnyonge; katika Kusadikika mandhari ya nchi ya kubuni na wakuu wa nchi vilimfanya mhusika mkuu kuwa shujaa.
CHECK: section boundary inferred from paper instructions (A = Q1-8, B = Q9-12); solutions do not print section headings.
Taja methali inayotoa muhtasari wa aya ya kwanza ya habari.
Methali inayotoa muhtasari wa aya ya kwanza ni “Binadamu ni dhaifu.”
CHECK: section boundary inferred from paper instructions (B = Q9-12); solutions do not print section headings.
Toa sababu ya mwandishi kufikiri kwamba jina Fasihi Mapokeo ni la kashfa.
Jina linabeba maana ya kudharau na kudhihirisha kuwa fasihi hiyo ni ya kale, duni na haina thamani.
Wachunguzi waliokusanya hadithi wamegundua jambo gani la msingi kuhusu Fasihi Simulizi?
Simulizi za watu hubadilika na kuendelea kulingana na mazingira na wakati, hivyo zikawa kioo cha maisha ya jamii.
Kwa nini mwandishi wa habari hii anafikiri Fasihi Simulizi ni bora kuliko Fasihi Andishi?
Ni ya kale zaidi na imehifadhi historia na tamaduni za jamii tangu mwanzo wa maisha ya binadamu; pia inahusisha mshikamano wa kijamii kwa kuwasilishwa pamoja.
Taja sifa kuu nne za msanii wa Fasihi Simulizi.
Msanii wa fasihi simulizi ni mbunifu, mfasiri wa jamii, mwasilishaji na mhifadhi wa utamaduni.
Andika muhtasari wa habari hii kwa maneno mia moja.
Fasihi Simulizi ni chombo cha kuhifadhi historia, tamaduni na maadili; hubadilika kulingana na mazingira; ni bora kuliko fasihi andishi kwa kuwa ni ya kale na inajenga mshikamano; msanii wake ni mbunifu, mhifadhi, mwasilishaji na mfasiri wa jamii.
Andika insha yenye maneno yasiyozidi 250 kuhusu moja ya mada: (a) Ndoa isiyo mahari haitambulwi. (b) Jijane wewe ni mgeni rasmi kwenye mahafali ya polisi waliotimu mafunzo yao hivi karibuni, na uandike hotuba ya kusisitiza umuhimu wa kukomesha uhalifu nchini.
Hotuba ya mgeni rasmi kuhusu umuhimu wa kukomesha uhalifu nchini (chaguo b).
Ainisha sentensi: Mwanafunzi hodari anayesoma huhifadhi vema.
Sentensi changamano.
Ainisha sentensi: Wakati akisoma hakati mazungumzo.
Sentensi changamano.
Ainisha sentensi: Anapomaliza kusoma, hupenda kucheza na wadogo zake.
Sentensi changamano.
Ainisha sentensi: Basi wallahi, toka asubuhi tunapakia mapipa ya mafuta ya nazi mpaka hivi sasa.
Sentensi rahisi.
Ainisha sentensi: Majaliwa aliendeleza na kazi ya ukuli mpaka ikamvunja kabisa, na hatimaye alipata ugonjwa wa kiharusi ambao ulimlaza kitandani mpaka kufa kwake.
Sentensi changamano.
Changanua kwa njia ya matawi: Ugonjwa wa ukimwi hauna tiba.
Kichwa: ugonjwa wa ukimwi; Kiarifu: hauna tiba.
CHECK: solutions give head and predicate only, not a full branch diagram.
Changanua kwa njia ya matawi: Watoto walilanza kuimba nyimbo asubuhi.
Kichwa: watoto; Kiarifu: walilanza kuimba nyimbo asubuhi.
CHECK: solutions give head and predicate only, not a full branch diagram.
Kwa sentensi “Salim alipokelewa kwa shangwe”, onyesha kosa la kisarufi, kisha andika sentensi sahihi.
Hakuna kosa; sentensi ni sahihi.
Kwa sentensi “Sisi hatuna nyumba kwa hiyo tunapangisha nyumba ya mzee Jongo”, onyesha kosa, kisha andika sentensi sahihi.
Kosa: maana haiko wazi. Sahihi: Sisi hatuna nyumba, kwa hiyo tunaishi kwenye nyumba ya mzee Jongo kwa kupanga.
Kwa sentensi “Mahari ya kwetu ni ng’ombe moja na mbuzi sita”, onyesha kosa, kisha andika sentensi sahihi.
Kosa: “moja” inapaswa kufuata kanuni ya idadi. Sahihi: Mahari kwetu ni ng’ombe mmoja na mbuzi sita.
Kwa sentensi “Mbunge wetu ametumbua ni budi tulime mazao ya chakula na ya biashara”, onyesha kosa, kisha andika sentensi sahihi.
Kosa: “ni budi” si sahihi. Sahihi: Mbunge wetu ametuhimiza kwamba ni lazima tulime mazao ya chakula na ya biashara.
UNVERIFIED: stem as printed in the solutions is garbled (“ametumbua”); the original sentence cannot be checked from the scanned paper.
Kwa sentensi “Wanafunzi wote wanapaswa kusoma kwa bidii”, onyesha kosa, kisha andika sentensi sahihi.
Hakuna kosa; sentensi ni sahihi.
Eleza tofauti za hadhira ya Fasihi Simulizi na hadhira ya Fasihi Andishi.
Hadhira ya Fasihi Simulizi hushiriki moja kwa moja mbele ya msanii; hadhira ya Fasihi Andishi husoma maandiko bila mawasiliano ya moja kwa moja.
Kwa nini wakati mwingine Fasihi Simulizi hutumia wahusika wasio binadamu?
Ili kufundisha maadili kwa njia ya mfano na mafumbo, bila kumuumiza au kumshutumu mtu moja kwa moja.
Jadili usemi: “Fasihi Simulizi ikihifadhiwa katika maandishi hupunguzwa uhai wake kwa kiasi kikubwa.”
Kuihifadhi kwa maandishi kunapunguza uhai wa fasihi simulizi, ingawa kunasaidia kuitunza kwa vizazi vijavyo.
Kwa kutumia vitabu viwili kati ya Teuzi za NAFSI, Mashairi ya Saadani na Mashairi ya Chekacheka, jadili kauli: “Wakati hudhihirisha usanifu wa mshairi.”
Mshairi hutumia wakati kuonyesha hali halisi ya maisha ya jamii katika kipindi fulani, na huibua mambo kulingana na nyakati wanazoishi.
Ushairi ni silaha madhubuti inayomwonyesha mshairi kuwa mzalendo na shujaa. Kwa kutumia vitabu viwili kati ya Teuzi za NAFSI, Mashairi ya Saadani na Mashairi ya Chekacheka, dhihirisha kauli hii.
Mshairi hukemea maovu ya kijamii, huhamasisha mshikamano na huwatia moyo vijana kupambana, jambo linalodhihirisha uzalendo na ushujaa.
Kwa kutumia vitabu viwili kati ya Shida, Kuli na Duka la Kaya, jadili watunzi wa riwaya hizo wanavyohamasisha ujenzi wa jamii mpya.
Waandishi wanaonyesha matatizo ya kijamii na kutoa suluhisho kupitia mshikamano na mapambano, wakihimiza jamii mpya yenye usawa.
Kati ya Shida, Kuli na Duka la Kaya, chagua wahusika wakuu wanaume wawili (moja kila kitabu) na uonyeshe jinsi wahusika hao wanavyohamasisha na kushawishi wananchi kutekeleza matendo makuu.
Mhusika wa Shida anaonyesha ujasiri dhidi ya umasikini; mhusika wa Kuli anaonyesha mshikamano na kupinga unyonyaji wa wakoloni.
“Uwajibikaji wakati wa kazi ni suala la lazima, na kinyume chake ni maafa kwa mhusika na jamii nzima.” Tumia vitabu viwili kati ya Harakati za Ukombozi, Hawala ya Fedha na Ngoswe – Penzi Kitovu cha Uzembe, jadili kauli hii.
Uwajibikaji ni silaha ya uhuru na maendeleo; kukosa uwajibikaji husababisha maafa ya kukandamizwa na kudorora kwa familia na jamii.
“Lugha na matendo ni vigezo muhimu katika kupima kufanikiwa kwa tamthiliya.” Kwa kutumia tamthiliya mbili kati ya Harakati za Ukombozi, Hawala ya Fedha na Ngoswe – Penzi Kitovu cha Uzembe, thibitisha ukweli wa usemi huu.
Lugha na matendo ya wahusika huonyesha mafanikio au kushindwa kwa mapambano ya jamii katika tamthiliya.
CHECK: section boundary inferred from paper instructions (A = Q1-8, B = Q9-12); solutions do not print section headings.
Kwa mujibu wa habari hii, Mswahili hapo awali ni nani?
Mswahili hapo awali alikuwa mtu yeyote aliyeishi na kutumia lugha ya Kiswahili katika pwani ya Afrika Mashariki na kufuata tamaduni zake; haikuwa lazima awe wa kabila fulani.
CHECK: section boundary inferred from paper instructions (B = Q9-12); solutions do not print section headings.
Mwandishi anasema hivi leo Mswahili ni nani?
Mswahili leo si kabila, bali ni mtu yeyote anayeishi maisha ya Kiswahili, anayezungumza Kiswahili na kushiriki katika utamaduni wake.
Upenzi wa Wamwaji juu ya wafanyabiashara ya utumwa ni upi?
Wamwaji wanaonyesha chuki kubwa juu ya Waarabu waliojihusisha na biashara ya utumwa, wakisema ilikuwa biashara ovu, isiyostahili na ya kikatili.
CHECK: stem wording garbled in the solutions (“Upenzi wa wamwaji”, “wafanyabiashara ya”); kept as printed.
Kwa nini mwandishi anataka tufahamu upya historia yetu?
Ili tusibaki na dhana potofu zilizojengwa na wageni hasa Wazungu, ambao historia yao haikuwa ya haki kwa sababu walipendelea upande mmoja.
Kujitambua kwa Mswahili ni kujitambua vipi?
Ni kuelewa kuwa Mswahili si kabila bali ni utamaduni na maisha ya Kiswahili yanayojumuisha makabila mengi ya pwani, na kuishi kwa mshikamano.
Fupisha aya ya tatu kwa maneno yasiyopungua 50.
Historia iliyosimuliwa na wageni haikuwa ya kweli na iliwasawiri Waswahili vibaya; Waarabu ndio walifanya biashara ya utumwa; historia sahihi iandikwe na Waafrika wenyewe.
Eleza maana ya neno lililopigiwa mstari: Waarabu.
Ni watu waliotoka Uarabuni ambao walihamia pwani ya Afrika Mashariki na kushiriki biashara na utamaduni wa Kiswahili.
UNVERIFIED: underlined word not visible in the scanned paper; word taken from the solutions.
Eleza maana ya neno lililopigiwa mstari: Wabantu.
Ni jamii kubwa za Kiafrika zinazojulikana kwa lugha za Kibantu, ambazo zilitawala sehemu kubwa ya Afrika Mashariki.
UNVERIFIED: underlined word not visible in the scanned paper; word taken from the solutions.
Eleza maana ya neno lililopigiwa mstari: Waalimu.
Ni wale waliokuwa wakihifadhi na kufundisha utamaduni na historia ya Kiswahili kupitia simulizi, nyimbo na methali.
UNVERIFIED: underlined word not visible in the scanned paper; word taken from the solutions.
Eleza maana ya neno lililopigiwa mstari: Usiomithilika.
Ni kitu kisichoweza kulinganishwa na chochote kingine, yaani hakina mfano wala kipimo cha kulinganishia.
UNVERIFIED: underlined word not visible in the scanned paper; word taken from the solutions.
Andika insha isiyozidi maneno 250 kuhusu moja ya mada: (a) Mipango yangu ya baadaye kama sitachaguliwa kidato cha tano. (b) Upigaji marufuku uvutaji sigara kwenye vyombo vya usafiri. (c) Umuhimu wa kujifunza lugha. (d) Ujirani mwema.
Model answer given for topic (a): mipango ya baadaye kama sitachaguliwa kidato cha tano.
Andika E kwa kielezi au V kwa kivumishi kwa neno lililopigiwa mstari: Hata ndege hukaa wawili wawili.
E
Andika E kwa kielezi au V kwa kivumishi kwa neno lililopigiwa mstari: Viti hivi vizuri.
V
Andika E kwa kielezi au V kwa kivumishi kwa neno lililopigiwa mstari: Mariam anaimba vizuri.
E
Andika E kwa kielezi au V kwa kivumishi kwa neno lililopigiwa mstari: Macho yake malegevu.
V
Andika E kwa kielezi au V kwa kivumishi kwa neno lililopigiwa mstari: Kitanda cha kwanza kushoto ndicho alicholalia.
V
Eleza kazi ya mofimu u katika sentensi: Utaratibu huu ni mzuri.
Mofimu u inaonyesha mwanzo wa nomino.
Eleza kazi ya mofimu u katika sentensi: Ujumbe unaofuata ni wa siri.
Mofimu u inaunda neno lenye maana kamili.
Eleza kazi ya mofimu u katika sentensi: Wewe u mtoto wa kaka yangu.
Mofimu u inatumika kama kielezi cha dhima.
CONTESTABLE: the key says kielezi cha dhima, but the u here is often analysed as a copula form; marking may differ.
Eleza kazi ya mofimu u katika sentensi: Ungelijua usingesubiri.
Mofimu u inaonyesha hali ya tungo ya masharti.
Changanua kwa kutumia jedwali sentensi: Usipowasikiliza wazazi wako, mwamwangu utaharibikiwa.
Kiambajengo: usipo- (kiambishi cha masharti); kitenzi: wasikiliza; kiima: wazazi wako; kiambajengo: mwamwangu; kitenzi: utaharibikiwa.
CHECK: solutions give a partial table only; points as printed, with mwamwangu classed as kiambajengo.
Changanua kwa kutumia jedwali sentensi: Musa anajigamba sana lakini sisi tumemdharau.
Kiima: Musa; kitenzi: anajigamba sana; kiunganishi: lakini; kiima: sisi; kitenzi: tumemdharau.
Kiswahili · 1,266 questions · 558 flagged for checking
Comprehension, grammar, writing and literature
Your friend asks you to write his personal information at the back of his diary. What is the suitable term for such information? A. References B. Autobiography C. Bibliography D. Abstract E. Biography
B — Autobiography
An autobiography is a written account of a person’s life written by the person himself, which fits personal information written by the owner.
Which of the following is the correct expression? A. I am as tall as him B. I am as tall with him C. I am as tall like him D. I am tall as like him E. I am tall as he
A — I am as tall as him
In informal and accepted modern English usage, object pronouns like him are correctly used after comparison expressions.
"I have been playing for five hours." What would be the correct statement if the event was completed at the moment of speaking? A. I have playing for five hours B. I had played for five hours C. I played for five hours D. I play for five hours E. I plays for five hours
C — I played for five hours
The simple past tense is used to express an action that started and ended in the past.
CONTESTABLE: B (I had played for five hours) is also defensible for an action completed by the moment of speaking.
The cards expressing sympathy for the demise of somebody are referred to as; A. Best wishes cards B. Condolence cards C. Invitation cards D. Sadness cards E. Ceremonial cards
B — Condolence cards
Condolence cards are specifically used to express sympathy after someone’s death.
The following are the uses of the dictionary except: A. identifying the usage of a given word B. knowing how a word is pronounced C. understanding the correct spelling of a word D. showing the number of words of a language E. understanding the meaning of the given word
D — showing the number of words of a language
Dictionaries explain meaning, spelling, pronunciation, and usage, but they do not show the total number of words in a language.
Fidelis likes neither fish nor beef. This statement implies that; A. Fidelis likes fish but dislikes beef B. Fidelis likes both beef and fish C. Fidelis dislikes fish but likes beef D. Fidelis dislikes beef but likes fish E. Fidelis dislikes both fish and beef
E — Fidelis dislikes both fish and beef
The structure neither…nor means not one and not the other.
In the sentence "He is always shouting at his wife." The action of shouting takes place: A. now and then B. only at the time of speaking C. over a longer period of time D. in a near future E. in a near past
C — over a longer period of time
The present continuous with always shows repeated behavior over time, often expressing annoyance.
The following sentences express future plans except: A. The president is addressing the nation tonight B. I am going to drive to work today C. They read both documents D. I will be at work on that time E. I might visit Serengeti if it does not rain heavily
C — They read both documents
This sentence is in the simple present tense and refers to a present or past action, not the future.
When the school closes Zuhura will visit her paternal uncle who lives at Ikwiriri. What does the term paternal uncle mean? A. Her aunt's husband B. Her father's brother C. Her uncle from aunt's father D. Her mother's brother E. Her uncle from aunt's mother
B — Her father's brother
Paternal refers to the father’s side of the family.
When you write an official letter you do not write the name of the writer in the writer's address. Why is it so? A. It normally appears at the bottom B. It is not part of official information C. It is not part of the letter D. It confuses the addressee E. It is too long to fit in the address
A — It normally appears at the bottom
The writer’s name appears in the signature section at the bottom of an official letter.
Match the auxiliary verb expression "May I go out?" in List A with its function in List B. List B: A. Express determination B. Express option C. Express obligations D. Ask for permission E. Express movement F. Show option G. Express uncertainty H. Express ability
D — Ask for permission
Key as printed in the solutions (no reason given).
Match the auxiliary verb expression "Can he play football?" in List A with its function in List B. List B: A. Express determination B. Express option C. Express obligations D. Ask for permission E. Express movement F. Show option G. Express uncertainty H. Express ability
H — Express ability
Key as printed in the solutions (no reason given).
Match the auxiliary verb expression "He might be right." in List A with its function in List B. List B: A. Express determination B. Express option C. Express obligations D. Ask for permission E. Express movement F. Show option G. Express uncertainty H. Express ability
G — Express uncertainty
Key as printed in the solutions (no reason given).
Match the auxiliary verb expression "I can solve the problem." in List A with its function in List B. List B: A. Express determination B. Express option C. Express obligations D. Ask for permission E. Express movement F. Show option G. Express uncertainty H. Express ability
H — Express ability
Key as printed in the solutions (no reason given).
Match the auxiliary verb expression "You must stay here." in List A with its function in List B. List B: A. Express determination B. Express option C. Express obligations D. Ask for permission E. Express movement F. Show option G. Express uncertainty H. Express ability
C — Express obligations
Key as printed in the solutions (no reason given).
Match the auxiliary verb expression "I will die for my country." in List A with its function in List B. List B: A. Express determination B. Express option C. Express obligations D. Ask for permission E. Express movement F. Show option G. Express uncertainty H. Express ability
A — Express determination
Key as printed in the solutions (no reason given).
Rearrange the jumbled sentences A to F to make a meaningful paragraph.
F, C, B, A, E, D
UNVERIFIED: sentences A to F are not printed in the solutions; key checked only against the solutions' reasons.
Study the invitation card provided and complete items (i) to (vi) by choosing the correct answer from the given alternatives.
(i) Rose; (ii) Birthday party; (iii) Green Star Hall; (iv) 4:30 pm to 10:30 pm; (v) RSVP; (vi) Mobile Number 0711000543
UNVERIFIED: the invitation card is not printed in the solutions.
Construct nine grammatical and meaningful sentences that express the quality of objects or human beings, one for each of these words: round, black, energetic, pretty, tall, attractive, shapeless, kind, new.
Nine sentences, e.g. 'The ball is perfectly round.'; 'She wore a black dress to the ceremony.'; 'The energetic boy completed all the tasks quickly.'; 'She has a pretty smile.'; 'My brother is tall compared to his classmates.'; 'The garden looks attractive during the rainy season.'; 'The old bag became shapeless after years of use.'; 'The teacher is kind to all students.'; 'I bought a new phone yesterday.'
Re-write correctly: "The students were playing soccer yesterday, weren't they."
The students were playing soccer yesterday, weren't they?
NOT IN ANSWER SHEET; CHECK: drafted correction (question mark).
Re-write correctly: "Although the headmaster offered the trip to Ngorongoro, the students refused to go."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Re-write correctly: "You can see I am busy right now. Do not waste my time."
You can see that I am busy right now, so do not waste my time.
NOT IN ANSWER SHEET; CHECK: drafted correction.
Re-write correctly: "I must go to the farm despite the rain."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Re-write correctly: "That is the man who came here yesterday."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Re-write correctly: "My friend is too weak to run 15 km."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Re-write correctly: "My sister was singing while I was dancing."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Re-write correctly: "We planned to travel by ship."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Re-write correctly: "I usually sleep in bed."
No grammatical error found; the sentence is acceptable as written (CHECK paper).
NOT IN ANSWER SHEET; CHECK: no error identified by the drafter.
Construct one meaningful grammatical sentence for the structure: Both...and
Both the teacher and the students attended the meeting.
Construct one meaningful grammatical sentence for the structure: Neither...nor
Neither John nor Mary completed the assignment.
Construct one meaningful grammatical sentence for the structure: Either...or
You can either call me or send a message.
Construct one meaningful grammatical sentence for the structure: Not only...but also
She is not only intelligent but also hardworking.
Construct one meaningful grammatical sentence for the structure: Prefer...to
I prefer tea to coffee.
Construct one meaningful grammatical sentence for the structure: Whether...or
I do not know whether he will come or not.
Fill in the blank with either say or tell: Ali ____ goodbye to me and left.
said (say)
Fill in the blank with either say or tell: Please ____ us about your holiday. Did you have a nice time?
tell
Fill in the blank with either say or tell: Don't just stand there. ____ something.
say
Fill in the blank with either say or tell: Please ____ everyone about our journey.
tell
Fill in the blank with either say or tell: Fatuma ____ me that he was fed up with his job.
told (tell)
Fill in the blank with either say or tell: Never ____ it again. They will chase you away.
say
Fill in the blank with either say or tell: Don't ____ anybody what you have seen.
tell
Fill in the blank with either say or tell: Did she ____ you what happened?
tell
Fill in the blank with either say or tell: My sister couldn't help me. She ____ me to ask Janeth.
told (tell)
Verify the statement that the language of poems is quite different from the language of normal conversation, using two poems you have read in this section (Song of Lawino and Building the Nation).
Poetic language relies on figurative devices, repetition, imagery, symbolism, irony and compressed meaning, which differ from everyday conversation.
Show the truth of the statement that the African society is gifted with highly conscious people with liberated minds, with reference to two plays you have read in this section.
Characters in both plays show awareness of social change, independent thinking and a desire for freedom and collective responsibility.
Explain, with reference to two novels you have read in this section, the truth of the assertion that mistreating others is morally bad because it makes them upset.
Mistreatment causes suffering, conflict and trauma, and destroys trust, so it is morally wrong.
The term adjacent is synonymous to A. behind B. beside C. near D. besides E. in front of
B — beside
Adjacent means next to or beside.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Ally told Mary that he preferred studying in the morning. If Mary preferred the same, how would she refer back to Ally’s statement? A. So would I B. So am I C. So have I D. So could I E. So do I
A — So would I
The structure So would I correctly agrees with Ally’s preference statement.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Why is R.S.V.P important in an invitation card? A. It tells the contacts of the hosts B. It shows the venue of an event C. It shows which committee contributes D. It specifies the contact address for replies E. It shows the date of an event
D — It specifies the contact address for replies
R.S.V.P means “please respond,” indicating where to confirm attendance.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
As a dictionary user, how can you easily locate a word on a dictionary page? A. Use the table of contents B. Use the word class C. Use the words on top of a dictionary page D. Use example sentences E. Use the meaning and pronunciation of the word
C — Use the words on top of a dictionary page
Guide words at the top of dictionary pages help users locate words quickly.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Which sentence denotes a repeated action? A. She has already helped people B. She is always helping people C. She helped people D. She may help people E. She should help people
B — She is always helping people
The phrase is always helping shows repetition.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Study the following table and answer the question that follows. A person | Pets | Chickens | Giraffes | Zebra Jane | likes | X | X | likes (X stands for dislikes) Which of the following expressions describes best what Jane likes? A. Jane likes neither pets nor giraffes B. Jane likes neither pets nor chickens C. Jane likes both pets and chickens D. Jane likes both pets and giraffes E. Jane likes neither giraffes nor chickens
E — Jane likes neither giraffes nor chickens
The table shows X (dislikes) under chickens and giraffes.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Which sentence is the past progressive of “The students will write the test on Friday.” A. The students were writing the test on Friday B. The students will be writing the test on Friday C. The students have been writing the test on Friday D. The students are writing the test on Friday E. The students had been writing the test on Friday
A — The students were writing the test on Friday
Past progressive = were + verb-ing.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
The following sentences ask for opinions except: A. What do you suggest about this issue? B. Why do you think school rules are irrelevant? C. What is your view about family life education? D. Do you have a trip for family planning issues? E. Why do you support her ideas about African values?
D — Do you have a trip for family planning issues?
This asks about a trip, not opinion.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Dams lent Sylivn ten thousand shillings. Which will be the correct question to ask about this money? A. Where is that ten thousand shillings you lent me? B. Where are the ten thousand shillings you borrowed from me? C. Where is the ten thousand shillings I gave you? D. Where are the ten thousand shillings you borrowed from me? E. Where are the ten thousand shillings I borrowed you?
D — Where are the ten thousand shillings you borrowed from me?
Correct grammar requires borrowed from me.
CHECK: section letter inferred (solutions have no headings; paper unreadable). CONTESTABLE: options B and D are identical as printed in the solutions; key D kept.
The sentence, “The Mathematics test was extremely difficult; nevertheless, Pili scored a good grade” means that A. The test was not well set B. The difficulty contradicts with Pili’s performance C. Pili is not hardworking D. Pili’s performance is extremely doubtful E. Mathematics is not as easy as other subjects
B — The difficulty contradicts with Pili’s performance
Nevertheless indicates contrast between difficulty and Pili’s good grade.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Match the reservation made to secure accommodation (List A) with its setting in List B.
F — Hotel
Key as printed in the solutions (List B not printed).
CHECK: section letter inferred (solutions have no headings; paper unreadable). UNVERIFIED: List B is not printed in the solutions; letter F is given for both Hotel and Hall.
Match the reservation made to obtain flight tickets (List A) with its setting in List B.
H — Airport
Key as printed in the solutions (List B not printed).
CHECK: section letter inferred (solutions have no headings; paper unreadable). UNVERIFIED: List B is not printed in the solutions.
Match the reservation made to get tickets for land transport (List A) with its setting in List B.
C — Bus terminal
Key as printed in the solutions (List B not printed).
CHECK: section letter inferred (solutions have no headings; paper unreadable). UNVERIFIED: List B is not printed in the solutions.
Match the reservation made to visit a place to enjoy nature (List A) with its setting in List B.
E — National park
Key as printed in the solutions (List B not printed).
CHECK: section letter inferred (solutions have no headings; paper unreadable). UNVERIFIED: List B is not printed in the solutions.
Match the reservation made to get a place for the wedding ceremony (List A) with its setting in List B.
F — Hall
Key as printed in the solutions (List B not printed).
CHECK: section letter inferred (solutions have no headings; paper unreadable). UNVERIFIED: List B is not printed; letter F is given for both Hotel and Hall.
Match the reservation to get tickets for a football match (List A) with its setting in List B.
B — Stadium
Key as printed in the solutions (List B not printed).
CHECK: section letter inferred (solutions have no headings; paper unreadable). UNVERIFIED: List B is not printed in the solutions.
Describe the concept of poet as it is used in interpreting poems.
A poet is a person who composes poetry; he or she uses words creatively to express feelings, ideas, or experiences in verse form.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Describe the concept of persona as it is used in interpreting poems.
The voice or character that speaks in a poem; it is not always the poet but may represent another person or point of view.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Describe the concept of verse as it is used in interpreting poems.
A single line of a poem, or sometimes a group of lines that follow a particular rhythm or meter.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Describe the concept of stanza as it is used in interpreting poems.
A group of lines in a poem separated from others, similar to a paragraph in prose.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Describe the concept of tone as it is used in interpreting poems.
The attitude or emotion conveyed by the poet through the poem, such as happiness, sadness, anger or humor.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Describe the concept of rhyme as it is used in interpreting poems.
The repetition of similar sounds, usually at the end of lines in a poem, to create musicality and flow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using the simple present tense.
She reads books every evening.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using the future perfect tense.
By next year, they will have completed the new library.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using the future continuous tense.
Tomorrow at this time, I will be attending a meeting.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using the past perfect tense.
He had finished the work before his teacher arrived.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using the present continuous tense.
The children are playing football in the field now.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using the past continuous tense.
I was cooking dinner when she called me.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Complete the sentence by stating what the barber will do in the future: "A barber ..."
A barber is going to cut people’s hair tomorrow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Complete the sentence by stating what the ambassador will do in the future: "An ambassador ..."
An ambassador is going to represent the country in a meeting tomorrow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Complete the sentence by stating what the butcher will do in the future: "A butcher ..."
A butcher is going to sell meat to customers tomorrow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Complete the sentence by stating what the clerk will do in the future: "A clerk ..."
A clerk is going to record sales in the office tomorrow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Complete the sentence by stating what the cartographer will do in the future: "A cartographer ..."
A cartographer is going to draw maps tomorrow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Complete the sentence by stating what the chandler will do in the future: "A chandler ..."
A chandler is going to sell candles tomorrow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Read the family account: My father’s grandfather is Baraka who is married to Atupele. They got two children, Amani and Furaha. Furaha got married to Ally and they were blessed to have three children, Halima, Maringo and my father Majaliwa, who is the youngest in their family. I, Changarawe, am the only child in my family. Question: Who is Changarawe to Atupele?
Changarawe is Atupele’s great-grandchild.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Read the family account: My father’s grandfather is Baraka who is married to Atupele. They got two children, Amani and Furaha. Furaha got married to Ally and they were blessed to have three children, Halima, Maringo and my father Majaliwa, who is the youngest in their family. I, Changarawe, am the only child in my family. Question: Who is Halima to Baraka?
Halima is Baraka’s granddaughter.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Read the family account: My father’s grandfather is Baraka who is married to Atupele. They got two children, Amani and Furaha. Furaha got married to Ally and they were blessed to have three children, Halima, Maringo and my father Majaliwa, who is the youngest in their family. I, Changarawe, am the only child in my family. Question: How does Furaha relate to Atupele?
Furaha is Atupele’s daughter.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Read the family account: My father’s grandfather is Baraka who is married to Atupele. They got two children, Amani and Furaha. Furaha got married to Ally and they were blessed to have three children, Halima, Maringo and my father Majaliwa, who is the youngest in their family. I, Changarawe, am the only child in my family. Question: Who is Majaliwa’s father?
Majaliwa’s father is Ally.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Read the family account: My father’s grandfather is Baraka who is married to Atupele. They got two children, Amani and Furaha. Furaha got married to Ally and they were blessed to have three children, Halima, Maringo and my father Majaliwa, who is the youngest in their family. I, Changarawe, am the only child in my family. Question: Why is Baraka Majaliwa’s grandfather?
Because Baraka is the father of Furaha, who is Majaliwa’s mother.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Read the family account: My father’s grandfather is Baraka who is married to Atupele. They got two children, Amani and Furaha. Furaha got married to Ally and they were blessed to have three children, Halima, Maringo and my father Majaliwa, who is the youngest in their family. I, Changarawe, am the only child in my family. Question: Who is Furaha to Changarawe?
Furaha is Changarawe’s grandmother.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Provide the appropriate article for the blank: "I bought ___ orange at the market."
an
CHECK: section letter inferred (solutions have no headings; paper unreadable). NOT IN ANSWER SHEET; CHECK: article drafted by the bank writer.
Provide the appropriate article for the blank: "Armstrong landed on ___ moon in 1952."
the
CHECK: section letter inferred (solutions have no headings; paper unreadable). NOT IN ANSWER SHEET; CHECK: article drafted. The date 1952 is as printed; the Apollo 11 landing was in 1969.
Provide the appropriate article for the blank: "Here is ___ man that I told you about."
the
CHECK: section letter inferred (solutions have no headings; paper unreadable). NOT IN ANSWER SHEET; CHECK: article drafted.
Provide the appropriate article for the blank: "It is ___ toy that I bought for my child that was stolen."
the
CHECK: section letter inferred (solutions have no headings; paper unreadable). NOT IN ANSWER SHEET; CHECK: article drafted.
Provide the appropriate articles for the blanks: "I saw ___ woman at the bus stop. ___ woman is now playing tennis."
a (first blank); the (second blank)
CHECK: section letter inferred (solutions have no headings; paper unreadable). NOT IN ANSWER SHEET; CHECK: articles drafted.
Provide the appropriate article for the blank: "The sun is rising from ___ north."
the
CHECK: section letter inferred (solutions have no headings; paper unreadable). NOT IN ANSWER SHEET; CHECK: article drafted.
Write in indirect speech: Emillian said, “My mother has a cramp in her stomach.”
Emillian said that his mother had a cramp in her stomach.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Write in indirect speech: Sophia said, “I easily contract infectious diseases.”
Sophia said that she easily contracted infectious diseases.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Write in indirect speech: Victor said, “My young brother went into convulsions yesterday.”
Victor said that his young brother had gone into convulsions the previous day.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Write in indirect speech: Salma said, “I have got earache.”
Salma said that she had got earache.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Write in indirect speech: Abdul said, “My uncle suffered serious injuries when his car went off road and ran into a tree.”
Abdul said that his uncle had suffered serious injuries when his car had gone off road and run into a tree.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Write in indirect speech: Hassan said, “I ache all over my body.”
Hassan said that he ached all over his body.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Explain four themes portrayed in the poem "My Mom" by giving evidence.
Love, responsibility, hope for a better life, and family unity.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
State two messages conveyed by the poet in the poem "My Mom".
Children should appreciate and care for their parents when they grow older; through unity, family members can overcome challenges and improve their lives.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Verify the assertion that “Conflicts in the society destruct individuals’ character either physically or mentally.” Give three points from each play you have read.
Conflict in both plays damages individuals' mental state, self-worth and morals.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
“A betrayer is not a betrayer unless he/she breaks an agreement.” Prove this contention referring to two novels you have read. Give three points from each novel.
Betrayal happens when agreements of trust, promises or alliances are broken.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Our village is popular for growing coffee. Which word can be used to replace the word 'popular'? A. Common B. Necessary C. Important D. Famous E. Strong
A — Common
The word popular means widely known or frequently encountered, which aligns with common. Famous emphasizes recognition rather than frequent occurrence, while necessary, important and strong do not convey the same meaning as popular.
CONTESTABLE: D (Famous) is also a defensible synonym of 'popular'; key kept as printed.
Your English Language teacher asked you to write an account of your life. How is the account of your life called? A. Biography B. Bibliography C. Autography D. Bio story E. Auto story
C — Autography
An autography is an account written by a person about their own life. A biography is written by someone else, a bibliography refers to a list of sources, and bio story and auto story are informal and less accurate terms.
You met a person who is tall, black, fat, bearded, and muscular on your way to school. Which word can be used to provide a given description of the person? A. Observation B. Portrayal C. Features D. Qualities E. Image
C — Features
Features refers to the physical characteristics or traits of a person. Observation is the act of seeing, portrayal describes artistic representation, qualities refer to non-physical traits, and image is a broader visual concept.
When the sun sets, the birds home their way. What does the underlined word mean? A. A habitat B. A place C. An action D. A name E. A direction
E — A direction
In this context, home their way means finding or moving in a specific direction toward their dwelling. Habitat and place refer to physical locations, action does not fit the context, and name is irrelevant.
What is the long form of the letters "RE" as used on the title/heading of the application letters? A. Reference B. Read C. Resume D. Refer E. Register
C — Resume
In formal documents, RE often refers to Resume, a summary of one's professional background. Reference, read, refer and register are not applicable in this context.
CONTESTABLE: in letter headings 'Re' usually stands for 'regarding' or 'reference' (option A); key kept as printed, check against marking scheme.
The teacher said, "I can see Ali now." Which one is the indirect statement? A. The teacher is saying that he could see Ali then. B. The teacher said that he could see Ali now. C. The teacher has said that he can see Ali now. D. The teacher says that he can see Ali now. E. The teacher says that he can see Ali then.
E — The teacher says that he can see Ali then.
Indirect speech requires converting now into then to show the temporal shift. Other options either retain now or use an incorrect tense.
Josephine had her opinions about cotton growth in the World. Which sentences suggest what she said is her opinions? (1) It is a fact that Tanzania is the World’s number one cotton grower. (2) It is believed that Tanzania is the World’s number one cotton grower. (3) It is certain that Tanzania is the World’s number one cotton grower. (4) It is assumed that Tanzania is the World’s number one cotton grower. (5) It is thought that Tanzania is the World’s number one cotton grower. A. 1, 3, and 5 B. 2, 3, and 4 C. 1, 4, and 5 D. 1, 2, and 4 E. 2, 4, and 5
E — 2, 4, and 5
Statements 2, 4 and 5 contain words like believed, assumed and thought, indicating opinions. Statements 1 and 3 are factual, not opinions.
Suppose you are a participant in a debate, which expressions would you use when you are giving out the second or the third point of your argument? A. Furthermore… or Moreover… B. Initially… or Foremost… C. Additionally… or Therefore… D. Therefore… or Furthermore… E. Moreover… or Initially…
A — Furthermore… or Moreover…
Furthermore and moreover are used to add additional points in an argument. Initially and foremost indicate the first point, while therefore introduces conclusions.
Which statement has the same meaning with "Seeing the door open, the stranger entered the house"? A. When he entered the house, he saw the door was open. B. When the stranger saw the house, he saw the door was open. C. When he saw the door open, the stranger entered the house. D. When the stranger saw the door, he entered the house. E. When he saw the house, the door was open.
A — When he entered the house, he saw the door was open.
The sentence correctly conveys the causative action described by seeing the door open.
CONTESTABLE: C (When he saw the door open, the stranger entered the house) keeps the same order of events and is arguably closer in meaning; key A kept as printed.
Identify the correct procedures of writing a summary. A. Listen carefully, write first draft, make some notes, write main ideas, write a summary. B. Listen carefully, write first draft, write main ideas, make some notes, write a summary. C. Listen carefully, write main ideas, make some notes, write first draft, write a summary. D. Listen carefully, make some notes, write first draft, write main ideas, write a summary. E. Listen carefully, write main ideas, write a summary, write some notes, write first draft.
B — Listen carefully, write first draft, write main ideas, make some notes, write a summary.
The process is sequential: careful listening, initial drafting, organizing main ideas, taking notes, and finalizing the summary. Other options misplace these steps.
Match the description "Food and other goods sold by a grocer in a small area" (List A) with its service point in List B. List B: A. Poultry feed B. Coffee shop C. Agro vet D. Shopping mall E. Supermarket F. Pharmacy G. Dairy H. Shop
H — Shop
Key as printed in the solutions.
Match the description "Goods sold in a large enclosed area" (List A) with its service point in List B. List B: A. Poultry feed B. Coffee shop C. Agro vet D. Shopping mall E. Supermarket F. Pharmacy G. Dairy H. Shop
D — Shopping mall
Key as printed in the solutions.
Match the description "A wide variety of items being bought via self-service" (List A) with its service point in List B. List B: A. Poultry feed B. Coffee shop C. Agro vet D. Shopping mall E. Supermarket F. Pharmacy G. Dairy H. Shop
E — Supermarket
Key as printed in the solutions.
Match the description "Stored milk, cheese and butter for sale" (List A) with its service point in List B. List B: A. Poultry feed B. Coffee shop C. Agro vet D. Shopping mall E. Supermarket F. Pharmacy G. Dairy H. Shop
G — Dairy
Key as printed in the solutions.
Match the description "Seeds and fertilizers for sale" (List A) with its service point in List B. List B: A. Poultry feed B. Coffee shop C. Agro vet D. Shopping mall E. Supermarket F. Pharmacy G. Dairy H. Shop
C — Agro vet
Key as printed in the solutions.
Match the description "Food for chickens, ducks and geese for sale" (List A) with its service point in List B. List B: A. Poultry feed B. Coffee shop C. Agro vet D. Shopping mall E. Supermarket F. Pharmacy G. Dairy H. Shop
A — Poultry feed
Key as printed in the solutions.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). Why did people go to the meeting? A. To question their local councillors. B. To complain about their previous councillors. C. To make trouble in the meeting. D. To listen to the candidates for councillors. E. To witness security guards.
D — To listen to the candidates for councillors.
The passage mentions that people were attentively listening to the candidates even though it was raining.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). Why did people enthusiastically clap after Sikujuja's speech? A. They liked her so much. B. She was a retired officer. C. She was old for the post. D. She was an educated person. E. They found her to be funny.
A — They liked her so much.
The passage explicitly states that people clapped for her enthusiastically as they liked her so much.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). How many people were contesting for the political post? A. One B. Two C. Three D. Four E. Five
C — Three
The passage describes three contestants: Sikujuja Juma, Siamini Juma, and Kauni Widambe.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). What was the main idea presented by Kauni Widambe? A. The position should be taken by youths. B. Girls are the powerful leaders. C. Youth should celebrate onto the pitch. D. The position should be taken by old people. E. The campaign should be done for Development.
A — The position should be taken by youths.
Kauni's speech emphasized that it was time for the youth to take over leadership instead of old people.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). Why did people decide to go and listen to the candidates, although it was raining?
They wanted to hear the contestants’ promises and were interested in the election despite the rain.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). What caused the trouble at the meeting?
A group of youths rushed onto the pitch celebrating and chanting, which caused disorder, leading to intervention by the security guards.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). What did the youth do in reacting against the strokes from the security guards?
Some youths fought back and others began throwing stones.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). Which weapons were possessed by people who were caught by police?
The weapons included machetes and catapults.
Read the passage on the local council election meeting held at the sports field. Candidates: Sikujuja Juma (POP), Siamini Juma (DCP) and Kauni Widambe (PMP). Which word can be used synonymously with the word haphazardly?
chaotically
Change into a passive sentence: "Honey tastes sweet."
The sweetness of honey is tasted.
Change into a passive sentence: "Ali made us laugh."
We were made to laugh by Ali.
Change into a passive sentence: "Who gave you the ice-cream?"
By whom were you given the ice-cream?
Change into a passive sentence: "Let him buy a camera."
Let a camera be bought by him.
Change into a passive sentence: "I do not like people telling me what to do."
I do not like being told what to do by people.
Change into a passive sentence: "The trumpets are sounding."
The trumpets are being sounded.
Use 'as much as' to denote degree or comparison in one sentence.
She loves dancing as much as singing.
Use 'lest' to denote purpose in one sentence.
Study hard lest you fail the examination.
Use 'as' to show contrast in one sentence.
As the weather was sunny, he decided to stay indoors.
CONTESTABLE: the printed key sentence expresses cause or reason rather than contrast; key kept as printed.
Use 'notwithstanding' to express concession in one sentence.
Notwithstanding his wealth, he lives a simple life.
Use 'as' to show manner in one sentence.
Do as you were instructed.
Use 'such...that' to denote effect in one sentence.
The book was such an interesting story that I couldn’t put it down.
The sentence "Zainabu is reading a book" shows that the action is in progress at the moment of speaking. Re-write the sentence to show that Zainabu's action is completed days ago.
Zainabu finished reading a book days ago.
Re-write "Zainabu is reading a book" to show that Zainabu's action was in progress in the past.
Zainabu was reading a book yesterday.
Re-write "Zainabu is reading a book" to show that Zainabu's action takes place repeatedly.
Zainabu reads books every day.
Re-write "Zainabu is reading a book" to show that Zainabu's action will take place in the future.
Zainabu will be reading a book tomorrow.
Re-write "Zainabu is reading a book" to show that Zainabu's action is completed in some few minutes ago.
Zainabu has just finished reading a book.
Re-write "Zainabu is reading a book" to show that Zainabu's action will be in progress in the future.
Zainabu will be reading a book in the evening.
Re-write using a modal verb without changing the meaning: "Perhaps my daughter will show up."
My daughter might show up.
Re-write using a modal verb without changing the meaning: "Eating is forbidden in class."
You must not eat in class.
Re-write using a modal verb without changing the meaning: "Look at his dirty clothes! I'm sure he is a poor person."
He must be a poor person.
Re-write using a modal verb without changing the meaning: "I don't believe that the legend of Hercules is true because there are many contradictions."
The legend of Hercules cannot be true.
Re-write using a modal verb without changing the meaning: "Each of us has to study hard for our betterment."
We must study hard for our betterment.
Re-write using a modal verb without changing the meaning: "Mr. Hussein had a habit of visiting orphanage centres when he was young."
Mr. Hussein would visit orphanage centres when he was young.
Use the information from the friendly letter (from Makame, P.O. Box 2057, Pemba North, dated 09 November 2023) to write an invitation card.
Invitation card for Makame's sixteenth birthday celebration on 10th December 2023 at 7:00 p.m., at Makame's home, signed 'With love, Makame'.
Read the poem about a woman whose husband criticises her hair style (poem title not printed). In six points, evaluate the position of women in the society as portrayed in the poem.
Women are portrayed as dependent on men, belittled, pressured to abandon tradition, denied the power to define beauty, yet proud of their culture and struggling for recognition.
"Playwrights use figures of speech as essential language devices in delivering the intended messages to the society." Appraise this statement by using two plays you have read. Provide three points from each play.
Figures of speech such as irony, symbolism, hyperbole, satire, dialogue and allusion carry the playwrights' messages to society.
"Exploitation is one of the bad behaviours done to the people in a society and it should be discouraged immediately." Validate this statement by using two novels you have read. Provide three points from each novel.
Exploitation of women, the poor and colonised people causes suffering and injustice, which must be discouraged.
Sabrina's goat is brown and cruel. The description of Sabrina's goat is in terms of: A. Colour and quality B. Colour and size C. Number and quantity D. Shape and quantity E. Number and quality
A — Colour and quality
Brown describes the goat’s colour, while cruel describes its quality or character.
CHECK: paper prints 15/40/45 marks; solutions print 16/54/30.
You hear an incorrect statement: "I saw a fleet of people at the crusade meeting." Which sentence is correct to be said instead of the one you have heard? A. I saw a pack of people at the crusade meeting. B. I saw a flock of people at the crusade meeting. C. I saw a bunch of people at the crusade meeting. D. I saw a jury of people at the crusade meeting. E. I saw a congregation of people at the crusade meeting.
E — I saw a congregation of people at the crusade meeting.
The word congregation is appropriate when referring to a group of people gathered for a religious purpose.
My friend who has just arrived from London prefers coffee than tea. Why is the underlined phrase wrong? A. Prefers go with 'for' instead of 'than.' B. Prefers go with 'to' instead of 'than.' C. Prefers go with 'of' instead of 'than.' D. Prefers go with 'at' instead of 'than.' E. Prefers go with 'in' instead of 'than.'
B — Prefers go with 'to' instead of 'than.'
The correct usage is "prefers coffee to tea" because the verb prefer is followed by to.
Which expression describes the word "troop"? A. A team of lions marching together. B. A large group of soldiers or monkeys. C. A team of students performing the same task. D. A team of people doing a particular task. E. A group of hyenas hunting together.
B — A large group of soldiers or monkeys.
The word troop commonly refers to a group of soldiers or, in some cases, monkeys.
Our English language teacher often teaches for an hour. Why is the article "an" used instead of other articles? A. It shows time before the word 'hour.' B. It indicates a singular form in a sentence. C. The first letter in the word 'hour' has vowel qualities. D. The word 'hour' is in plural form. E. The last letter in the word 'hour' has consonant qualities.
C — The first letter in the word 'hour' has vowel qualities.
The h in hour is silent, making the first sound a vowel, which requires an.
When it rained, she had already taken her lunch. What does this statement mean? A. As it rained she took her lunch. B. When it rained she was eating her lunch. C. She took her lunch when it was raining. D. She took her lunch earlier than it started to rain. E. The lunch was ready before it started to rain.
D — She took her lunch earlier than it started to rain.
The use of had already indicates an action completed before another in the past.
If you combine the sentences, "The thief died" and "The policeman arrived", which statement shows that the two actions in the sentences happened concurrently in the past? A. The thief had died when the policeman arrived. B. The thief had died before the policeman arrived. C. The policeman had arrived when the thief had died. D. The policeman arrived when the thief had died. E. The thief died when the policeman arrived.
E — The thief died when the policeman arrived.
Died and arrived in the same tense indicate simultaneous actions.
Which sentence shows that an action began at some time in the past and it is in progress at the present moment? A. They were playing football for the whole week. B. She has written many letters until now. C. I have been doing this work for two days. D. You are eating delicious food so far. E. My friends were drawing pictures for three days.
C — I have been doing this work for two days.
The present perfect continuous tense indicates an action that started in the past and is ongoing.
Which statement is the indirect statement of "I have moved to another flat" Juma said. A. Juma said that he had moved to another flat. B. Juma said that he has moved to another flat. C. Juma said that he has already moved to another flat. D. Juma said that he had had already moved to another flat. E. Juma said that he had moved to another flat.
A — Juma said that he had moved to another flat.
The indirect speech uses the past perfect tense for a statement in the past.
CONTESTABLE: options A and E are identical as printed in the solutions; key A kept.
How can you ask a question of which the answer is "They can get this work done by some people"? A. On whom can they get this work done? B. By whom can they get this work done? C. To whom can they get this work done? D. With whom can they get this work done? E. For whom can they get this work done?
B — By whom can they get this work done?
The question uses by whom to identify the agent performing the action.
Match the description "It includes full time and part time careers ever done by a person" (List A) with its name in List B. List B: A. Referee B. Hobby C. Marital status D. Personal particulars E. Educational background F. Work experience G. Applicant H. Employer
F — Work experience
Key as printed in the solutions.
Match the description "The academic training that an individual has attained" (List A) with its name in List B. List B: A. Referee B. Hobby C. Marital status D. Personal particulars E. Educational background F. Work experience G. Applicant H. Employer
E — Educational background
Key as printed in the solutions.
Match the description "List of things which are done by a person for leisure" (List A) with its name in List B. List B: A. Referee B. Hobby C. Marital status D. Personal particulars E. Educational background F. Work experience G. Applicant H. Employer
B — Hobby
Key as printed in the solutions.
Match the description "It features details of an individual including his/her contacts" (List A) with its name in List B. List B: A. Referee B. Hobby C. Marital status D. Personal particulars E. Educational background F. Work experience G. Applicant H. Employer
D — Personal particulars
Key as printed in the solutions.
Match the description "A person who knows another person and can endorse him/her" (List A) with its name in List B. List B: A. Referee B. Hobby C. Marital status D. Personal particulars E. Educational background F. Work experience G. Applicant H. Employer
A — Referee
Key as printed in the solutions.
Replace the underlined collective noun so that it fits the context: "A bunch of naughty boys from a neighboring school started collecting stones and placing them on the road near the girls’ school."
A gang of naughty boys.
Replace the underlined collective noun so that it fits the context: "Soon there was a big group of cars on both sides of the road."
A fleet of cars.
Replace the underlined collective noun so that it fits the context: "A gang of policemen arrived."
A squad of policemen.
Replace the underlined collective noun so that it fits the context: "A flock of people started gathering to the scene."
A crowd of people.
Construct one imperative sentence using the verb 'be' + noun.
Be a leader in your group.
Construct one imperative sentence using the verb 'be' + adjective.
Be kind to your classmates.
Construct one imperative sentence using the verb 'be' + past participle.
Be prepared for the next class.
Construct one imperative sentence using the verb 'do' + negation + 'be'.
Do not be late for the meeting.
Change the indirect statement into a direct statement: "The old man asked me if she required any help."
The old man said, “Do you require any help?”
Change the indirect statement into a direct statement: "I asked him who he was and what he wanted."
I said, “Who are you, and what do you want?”
Change the indirect statement into a direct statement: "She said that she would tell him exactly what she thought."
She said, “I will tell him exactly what I think.”
Change the indirect statement into a direct statement: "He told me I should see a specialist."
He said, “You should see a specialist.”
Change the indirect statement into a direct statement: "The doctor told him that he ought to slow down a bit."
The doctor said, “You ought to slow down a bit.”
Change the indirect statement into a direct statement: "She said that if I passed my examination, she would buy me a bicycle."
She said, “If you pass your examination, I will buy you a bicycle.”
Change the indirect statement into a direct statement: "She said that she must have slept through the alarm."
She said, “I must have slept through the alarm.”
Change the indirect statement into a direct statement: "He asked me if I was comfortable."
He said, “Are you comfortable?”
Witnessing a fire accident at a building, use the word 'supermarket mall' to construct a sentence describing the event.
The fire broke out in the supermarket mall, causing extensive damage.
Witnessing a fire accident at a building, use the word 'fire smoke' to construct a sentence describing the event.
Thick fire smoke filled the entire building, making it hard to breathe.
Witnessing a fire accident at a building, use the word 'fire extinguishers' to construct a sentence describing the event.
Fire extinguishers were used to control the flames before the firefighters arrived.
Witnessing a fire accident at a building, use the word 'fire engines' to construct a sentence describing the event.
Several fire engines arrived at the scene to put out the blaze.
Witnessing a fire accident at a building, use the word 'firemen' to construct a sentence describing the event.
The firemen worked tirelessly to rescue people trapped in the building.
Witnessing a fire accident at a building, use the word 'escape' to construct a sentence describing the event.
Many people managed to escape through emergency exits.
Witnessing a fire accident at a building, use the word 'rescue' to construct a sentence describing the event.
The rescue operation lasted for hours, saving dozens of lives.
Witnessing a fire accident at a building, use the word 'victims' to construct a sentence describing the event.
The victims of the fire were rushed to the hospital for treatment.
Fill in the blank with the correct suffix form of the word in brackets: "That's a long skirt, please ____ (short) it so as to fit you."
shorten
Fill in the blank with the correct suffix form of the word in brackets: "You ought to ____ (class) all the songs."
classify
Fill in the blank with the correct suffix form of the word in brackets: "He is too quiet. He should ____ (social) with us."
socialize
Fill in the blank with the correct suffix form of the word in brackets: "Please stop your ____ (child) behaviour at once."
childish
Fill in the blank with the correct suffix form of the word in brackets: "Keep that knife for me; it might be ____ (use) on our hunting trip."
useful
Fill in the blank with the correct suffix form of the word in brackets: "Nobody forced him. He voluntarily asked for a summary ____ (dismiss)."
dismissal
Fill in the blank with the correct suffix form of the word in brackets: "She is a ____ (facilitate) in our seminar."
facilitator
Fill in the blank with the correct suffix form of the word in brackets: "The workers also are known as ____ (employ)."
employees
Construct one sentence showing how often an action is done, using an adverb of frequency at the beginning of a sentence.
Always, she completes her assignments on time.
Construct one sentence showing how often an action is done, using an adverb of frequency at the end of a sentence.
He checks his email regularly.
Construct one sentence showing how often an action is done, using an adverb of frequency before an auxiliary verb.
She has never missed a class.
Construct one negative sentence showing how often an action is done, using an adverb of frequency at mid-position.
They do not often visit their grandparents.
Suppose you are the chairperson of the English club at Nyamanga Secondary School, P.O. Box 52, Muleba. You have been invited to participate in a debate by the English Club of Kaganga Secondary School. Write a letter to the headmaster through the Head of the English department to ask for permission to participate in the debate. Sign your name as Nuru Eli.
Formal letter from Nuru Eli, chairperson of the English Club, to the Headmaster through the Head of the English Department, requesting permission to take part in the debate.
CHECK: paper says answer three from section C; solutions say two.
With evidence, analyse three themes found in the poem that begins "Black woman of Africa" (poem title not printed in the solutions).
Parental negligence; consequences of modernization; regret and suffering.
CHECK: paper says answer three from section C; solutions say two.
In the same poem that begins "Black woman of Africa", identify three poetic devices and briefly explain the intention of the poet in using them.
Imagery, personification and repetition.
CHECK: paper says answer three from section C; solutions say two.
Choose two characters from the two novels you have read under this section and explain their roles in educating African society. Give three points from each novel.
Alima (Unanswered Cries) and Tatu (Passed Like a Shadow) educate society about harmful traditions, early marriage and HIV/AIDS.
CHECK: paper says answer three from section C; solutions say two.
"Challenges in life are the source of disappointment for many people in the family and in the society at large." Justify this statement by referring to two plays you have studied under this section. Give three points for each play.
Challenges such as cultural expectations, guilt, political pressure and parental greed cause disappointment for individuals and families.
CHECK: paper says answer three from section C; solutions say two.
Which statement is the possible condition of the expression "If I had lost my job, I would have gone abroad"? A. If I lost my job, I will go abroad. B. If I had lose my job, I would go abroad. C. If I lose my job, I will go abroad. D. If I lost my job, I would go abroad. E. If I had lose my job, I will go abroad.
D — If I lost my job, I would go abroad.
The statement follows the third conditional structure, indicating a hypothetical situation in the past.
CHECK: section letter inferred (solutions have no headings; paper unreadable). CONTESTABLE: the printed reason calls this the third conditional, but D is a second-conditional form; key kept as printed.
You hear someone saying, "She was my friend, wasn't she?" Why did the speaker use the question tag? A. To confirm information B. To seek information C. To show positivity and negativity D. To express feelings E. To show repeated auxiliary verbs
A — To confirm information
Question tags are often used to confirm or verify information.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Which statement is the past perfect of "No sooner did we leave the house than it began to rain"? A. No sooner we did leave the house than it began to rain. B. No sooner we had leave the house than it began to rain. C. No sooner we had left the house than it began to rain. D. No sooner we had leave the house than it begun to rain. E. No sooner had we left the house than it began to rain.
E — No sooner had we left the house than it began to rain.
The correct past perfect structure is "No sooner had [subject] [verb] than..."
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Your friend once said, "The man was sank in the river but it was the boat which was drowned in the same river." You realised the sentence was incorrect. What was he correctly supposed to say? A. The man sank but the boat drowns in the same river. B. The man was drowned but the boat sank in the same river. C. The boat drowned but the man sinks in the same river. D. The boat drowns but the man sinks in the same river. E. The boat was drowned but the man sank in the same river.
B — The man was drowned but the boat sank in the same river.
Drowned refers to someone or something dying due to submersion in water, while sank refers to something going down in water.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
You have been asked to participate in a debate with a topic "African countries should stop from receiving grants from Abroad." As a participant, how do you name the topic under discussion? A. Agenda B. Program C. Motion D. Issue E. Argument
C — Motion
In a debate, the topic being discussed is called a motion.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
When do you use salutations "Dear Sir/Madam" in application letters? A. When the recipient is your family member. B. If you do not know the recipient. C. If you know the recipient. D. When the recipient is in the same town. E. When the recipient is in a different town.
B — If you do not know the recipient.
Dear Sir/Madam is a formal salutation used when the recipient’s name is unknown.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Your teacher asks you to compose a fictional story by using literary devices and skills. Which among the following is the literary name for the composed story? A. Biography writing B. Argumentative writing C. Creative writing D. Non-creative writing E. Autobiography writing
C — Creative writing
Fictional stories fall under creative writing, which involves imagination and storytelling skills.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
James and Ally were arguing on the importance of education. James said, "I think education is of no significance to all human beings." What does James' argument base on? A. Fact B. Wisdom C. Suggestion D. Opinion E. Observation
D — Opinion
The statement expresses a subjective belief rather than a proven fact.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Which list of elements is in the correct order of occurrence when you are writing a Curriculum Vitae (CV)? A. Work experience, Referees, Hobbies, Personal details, Educational background B. Educational background, Work experience, Personal details, Referees, Hobbies C. Hobbies, Educational background, Personal details, Work experience, Referees D. Work experience, Educational background, Referees, Hobbies, Personal details E. Personal details, Educational background, Work experience, Hobbies, Referees
E — Personal details, Educational background, Work experience, Hobbies, Referees
This is the standard sequence for presenting information in a CV.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Suppose you have been asked by your teacher to give a speech about a certain topic prior to make preparation. How do we call such improvised speech? A. Classroom speeches B. Impromptu speeches C. Formal speeches D. Public speeches E. Ceremonial speeches
B — Impromptu speeches
Impromptu speeches are delivered without prior preparation.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Match the sentence "I declare this exhibition open." (List A) with its tense in List B. List B: A. Future Progressive B. Past Progressive C. Present Progressive D. Simple Future E. Present Perfect F. Simple Past G. Simple Present H. Future Perfect
G — Simple Present
Key as printed in the solutions.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Match the sentence "Juma has not been home since he was a boy." (List A) with its tense in List B. List B: A. Future Progressive B. Past Progressive C. Present Progressive D. Simple Future E. Present Perfect F. Simple Past G. Simple Present H. Future Perfect
E — Present Perfect
Key as printed in the solutions.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Match the sentence "Our new football coach is speaking to my brother." (List A) with its tense in List B. List B: A. Future Progressive B. Past Progressive C. Present Progressive D. Simple Future E. Present Perfect F. Simple Past G. Simple Present H. Future Perfect
C — Present Progressive
Key as printed in the solutions.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Match the sentence "I never met my grandparents." (List A) with its tense in List B. List B: A. Future Progressive B. Past Progressive C. Present Progressive D. Simple Future E. Present Perfect F. Simple Past G. Simple Present H. Future Perfect
F — Simple Past
Key as printed in the solutions.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Match the sentence "She was wondering if you could give her a lift." (List A) with its tense in List B. List B: A. Future Progressive B. Past Progressive C. Present Progressive D. Simple Future E. Present Perfect F. Simple Past G. Simple Present H. Future Perfect
B — Past Progressive
Key as printed in the solutions.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Assume you want to travel from Dar es Salaam to Dodoma. Using the telephone, how would you introduce yourself to make a bus reservation?
Good morning, my name is [your name], and I would like to make a reservation for a bus journey.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Assume you want to travel from Dar es Salaam to Dodoma. Using the telephone, how would you give the message of your booking?
I need to book a ticket from Dar es Salaam to Dodoma on [specific date].
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Assume you want to travel from Dar es Salaam to Dodoma. Using the telephone, how would you ask for the bus fare?
Could you kindly let me know how much the bus fare will be?
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Assume you want to travel from Dar es Salaam to Dodoma. Using the telephone, how would you ask for the reporting time?
Could you please tell me the reporting time for the journey?
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Change the meaning of 'refine' to mean 'a place of activity' by adding a prefix or suffix.
Refinery
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Change the meaning of 'fire' to mean 'wrongly or astray' by adding a prefix or suffix.
Misfire
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Change the meaning of 'mud' to mean 'covered with' by adding a prefix or suffix.
Muddy
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Change the meaning of 'check' to mean 'in opposition to or against' by adding a prefix or suffix.
Countercheck
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence showing an action that was frequently repeated in the past.
She used to visit her grandparents every weekend.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence showing two actions which are in progress at the moment of speaking.
The students are reading books, and the teacher is marking their assignments.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence showing an action that was in progress in the past.
I was preparing dinner when she arrived home.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence showing two actions which were in progress at the same time in the past.
While he was studying, his brother was watching television.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "That is a foot length."
That is a foot's length.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "We saw the butcher shop."
We saw the butcher's shop.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "A student at Tegeta Girls Secondary School."
A student at Tegeta Girls' Secondary School.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "She works at Ladies beauty salon."
She works at Ladies' beauty salon.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "Please do it, for goodness sake!"
Please do it, for goodness' sake!
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "I hate a duty call."
I hate a duty's call.
CHECK: section letter inferred (solutions have no headings; paper unreadable). CONTESTABLE: the printed key 'a duty's call' is doubtful; 'a duty call' needs no possessive. Key kept as printed.
Rewrite correctly to show possessive case: "He was the president at teachers trade union."
He was the president at the teachers' trade union.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Rewrite correctly to show possessive case: "It is a day match."
It is a day's match.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Ali: Hello, Janet, where are you going? Janet: I'm going to the playground to watch a football match. Ali: (laughing) I'm going to the bus stop to receive my brother who is coming from Pemba. Janet: Then you must hurry up. Imagine that you were Janet, report the dialogue to another person in a single paragraph.
Ali asked me where I was going. I told him that I was going to the playground to watch a football match. Laughing, he told me that he was going to the bus stop to receive his brother who was coming from Pemba. I then told him that he must hurry up.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Ali: Hello, Janet, where are you going? Janet: I'm going to the playground to watch a football match. Ali: (laughing) I'm going to the bus stop to receive my brother who is coming from Pemba. Janet: Then you must hurry up. Assume you were Ali, report the above dialogue to another person in a single paragraph.
I greeted Janet and asked her where she was going. She told me that she was going to the playground to watch a football match. I laughed and told her that I was going to the bus stop to receive my brother who was coming from Pemba. She then told me to hurry up.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using a preposition that states a relationship between people.
John is a friend of my sister.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using a preposition meaning 'higher than' something.
The airplane flew above the clouds.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using a preposition denoting the speed of an object.
The car was traveling at 120 kilometers per hour.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Construct one sentence using a preposition signifying possession.
This book belongs to Sarah.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Compose a two-stanza poem with four verses each, then identify the literary devices listed: metaphor, personification, simile, hyperbole, persona, refrain and barbarism. Use the model poem printed in the solutions.
Metaphor: 'The river sings, a melody pure'; personification: 'The sky whispers stories untold'; simile: 'Dreams take flight, battles are won'; hyperbole: 'Guiding hearts to make them whole'; persona: the narrator as observer; refrain: 'Dreams take flight, battles are won'; barbarism: 'Healing wounds, a silent cure'.
CHECK: section letter inferred (solutions have no headings; paper unreadable). CONTESTABLE: several identifications are doubtful: 'Dreams take flight, battles are won' as simile and as refrain, 'Guiding hearts to make them whole' as hyperbole, 'Healing wounds, a silent cure' as barbarism. Key kept as printed.
"Poets/poetess use the poetic sound devices to convey messages to the society." Using two poems prescribed under this section, validate this statement by giving three points in each.
Repetition, imagery and symbolism in Songs of Lawino and Ocol; alliteration, personification and metaphor in Growing up with Poetry carry the poets' messages.
CHECK: section letter inferred (solutions have no headings; paper unreadable). CONTESTABLE: symbolism, personification and metaphor are not sound devices; the points are kept as printed.
"Challenges in life are a source of disappointments for many people in the society in general." Justify this statement by using two plays you have read. Provide three points from each play.
Challenges such as rejection, humiliation, deceit, parental greed and social pressure cause disappointment in individuals and families.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Defend the assertion that "ignorance has been one of the barriers towards development." Provide three points from two novels you have read.
Ignorance about education, rights and health blocks personal and social progress, as shown in Weep Not, Child and Passed Like a Shadow.
CHECK: section letter inferred (solutions have no headings; paper unreadable).
Which sentence among the following shows the ongoing expression? A. He is writing letters. B. He wrote letters. C. He writes letters. D. He has written letters. E. He had written letters.
A — He is writing letters.
The present continuous tense describes an action happening right now.
The teacher decided to ______ the test results of students with disciplinary problems. A. withheld B. have withheld C. withhold D. being withheld E. having withhold
C — withhold
The base form of the verb is appropriate after 'decided to'.
Ten years from now, my friend and I ______ in Arusha. A. live B. have lived C. will have been living D. lived E. will be living
E — will be living
The future continuous tense indicates an ongoing action at a specific time in the future.
CORRECTED: solutions key letter C is 'will be living', but on the paper 'will be living' is option E (paper option C is 'will have been living'). Recorded as E to match the paper.
Shija is ______ at Mjimwema Secondary School. A. studying B. study C. studied D. being studying E. studies
A — studying
The present continuous tense indicates an action in progress.
My school certificate ______ hanging on the wall. A. are B. were C. is D. will E. has
C — is
The singular subject 'certificate' requires the singular verb 'is'.
It started to rain while we ______ football. A. were playing B. are playing C. played D. had played E. play
A — were playing
The past continuous tense describes an action that was in progress when another action occurred.
Salome ______ working in the garden when you came. A. is B. are C. was D. were E. has been
C — was
The past continuous tense describes an action that was happening in the past.
'They clean their surroundings daily.' Which indicator shows you that the sentence expresses routine? A. The use of pronoun 'they' B. The use of noun 'surroundings' C. The use of pronoun 'their' D. The use of the word 'daily' E. The use of the base form 'clean'
D — The use of the word 'daily'
The word 'daily' indicates a habitual or routine action.
'I have sent a message to Jane.' How can this sentence be changed to past perfect form? A. I was sending a message to Jane. B. I had sent a message to Jane. C. I have been sending a message to Jane. D. I sent a message to Jane. E. I had to send a message to Jane.
B — I had sent a message to Jane.
The past perfect tense indicates an action completed before another past action.
The earth rotates around the sun. The article 'the' is used before the word sun to show that the word sun is: A. singular B. mentioned in the second time C. known D. only in the universe E. bigger than the earth
D — only in the universe
The article 'the' is used for unique objects, like 'the sun', which exists only once in the universe.
Match the description of people: Makes furniture. List B: A. Dentist, B. Carpenter, C. Agent, D. Author, E. Cobbler, F. Artist, G. Undertaker
B — Carpenter
Match the description of people: Mends shoes. List B: A. Dentist, B. Carpenter, C. Agent, D. Author, E. Cobbler, F. Artist, G. Undertaker
E — Cobbler
Match the description of people: Takes care of people's teeth. List B: A. Dentist, B. Carpenter, C. Agent, D. Author, E. Cobbler, F. Artist, G. Undertaker
A — Dentist
Match the description of people: Takes charge of funeral arrangements. List B: A. Dentist, B. Carpenter, C. Agent, D. Author, E. Cobbler, F. Artist, G. Undertaker
G — Undertaker
Match the description of people: Acts for another in business. List B: A. Dentist, B. Carpenter, C. Agent, D. Author, E. Cobbler, F. Artist, G. Undertaker
C — Agent
Re-arrange the five sentences into a logical conversation (write the letter for sentence numbers 1-5; sentence 5 is D). A. 'Gosh! That's kind of you,' said the old man, and climbed quickly into the car. B. A few minutes later, the driver noticed that the old man was still holding the heavy bag and he asked him to put it down. C. A business man was driving along a lonely country road when he met an old man carrying a heavy bag. D. 'Well,' replied the old man, 'you have already done me the kindness of giving me a ride. I can't ask you to carry my bag as well.' E. He stopped a car and asked the old man, 'Can I give you a lift to town?' asked the businessman.
1-C, 2-E, 3-A, 4-B, 5-D (letters C, E, A, B, D)
Complete with the appropriate possessive pronoun (their, our, theirs, hers, her, us): Amanda owns a big animal farm. It belongs to ______.
her
Complete with the appropriate possessive pronoun (their, our, theirs, hers, her, us): This is their room. The room is ______.
theirs
Complete with the appropriate possessive pronoun (their, our, theirs, hers, her, us): Hawa bought an umbrella. The umbrella is ______.
hers
CORRECTED: solutions key is 'ours' for their sentence 'I have bought an umbrella'. The paper sentence is 'Hawa bought an umbrella', so the answer on the paper is 'hers'. Changed to match the paper; CHECK.
Complete with the appropriate possessive pronoun (their, our, theirs, hers, her, us): This is our garden. It belongs to ______.
us
You are the head prefect and a guest wants to know where the toilets, library, headmaster's office and classrooms are. Use the words close to, next to, behind, opposite to construct four sentences giving the location of these places.
The toilets are close to the main hall; the library is next to the science laboratory; the headmaster's office is opposite the staffroom; the classrooms are behind the assembly ground.
Read the passage on John and Asha's family (children Hamisi and Mariam; Mariam married to Joseph; Hamisi married to Jane; Tigana and Mwanaidi; Jamali and Salome). Draw the family of John.
John + Asha at the top; children Hamisi and Mariam; Hamisi + Jane with Tigana and Mwanaidi; Mariam + Joseph with Jamali and Salome.
Family passage (item 6): State the relationship between Tigana and Joseph.
Joseph is Tigana's uncle.
Family passage (item 6): How are Mwanaidi and Joseph related?
Mwanaidi is Joseph's niece.
Family passage (item 6): What relationship exists between Jane and Jamali?
Jane is Jamali's aunt.
Re-write using 'because': The school team won the match. It trained for months.
The school team won the match because it trained for months.
Re-write beginning with 'although': Yusuph had all the necessary qualifications. He did not get the job.
Although Yusuph had all the necessary qualifications, he did not get the job.
Re-write using 'but': The English Medium Primary schools are very expensive. People send their children there.
The English Medium Primary schools are very expensive, but people send their children there.
Re-write beginning with 'In spite of': We had good players yet we lost three matches.
In spite of having good players, we lost three matches.
From the conversation between Mr. and Mrs. Bukusi, compose a wedding invitation card in not more than 60 words.
Invitation to the wedding of Ibrahim Akida on 27th January 2021 at Mbezi Beach Lutheran Church, 2:00-4:00 pm, with a reception at Rose Garden, Msasani, from 6:00 pm.
CHECK: solutions spell the reception venue 'Masasani'; the paper spells it 'Msasani' (paper used).
As the District Medical Officer, write a speech of not less than 250 words to educate the community on the effects of Female Genital Mutilation (F.G.M). Limit your speech to six points.
Speech on six effects of F.G.M: physical complications, maternal health risks, psychological trauma, denial of education, gender inequality, and violation of human rights.
Use two poems to show how poets use poetic devices to deliver their message to society. Give three poetic devices from each poem.
Songs of Lawino and Ocol: imagery, repetition, symbolism. Growing up with Poetry: personification, alliteration, metaphor.
UNVERIFIED: quoted lines taken from the solutions, not checked against the poems. CONTESTABLE: 'Growing up with Poetry' is an anthology edited by D. Rubadiri (reading list), so attributing its poems to him as author is doubtful.
Choose three characters from each of the two plays and show how they have been used to portray different issues.
The Lion and the Jewel: Lakunle, Sidi, Baroka. Three Suitors, One Husband: Juliette, Atangana, Juliette's mother.
'Betrayal is one of the main sources of conflicts in many societies.' Show the relevance of this statement in your own society by referring to two novels you have read. Provide three points from each novel.
Weep Not, Child: colonial betrayal, family betrayal, betrayal of trust in education. Passed Like a Shadow: betrayal through ignorance, of tradition, and of innocence.
Katrine drives his car carefully. When does he drive his car? A. He is driving the car now. B. He drives the car every day. C. He did it 3 days ago. D. He will do it in days to come. E. He has just finished doing it.
B — He drives the car every day.
Habitual action, indicated by the simple present tense.
CHECK: paper names the driver Kifimbo; paper option A reads 'He does this every day' and its key is A.
Which sentence among the following is grammatically correct? A. They draw a picture. B. They have drawn a picture. C. They draws a picture. D. They have draw a picture. E. They have been draw a picture.
B — They have drawn a picture.
The present perfect tense is used correctly with 'have drawn'.
CHECK: paper options differ; paper key would be C ('They draw pictures').
Sarah and her family ______ most of the people in their town, don't they? A. knows B. have knows C. are knowing D. know E. is knowing
D — know
'know' agrees with the plural subject 'Sarah and her family'.
CONTESTABLE: paper options differ (know is E there; 'have known' also fits). Key kept as printed.
All what Safina ______ to do now is to get back to school. A. was wanting B. want C. has wanted D. wants E. had wanted
D — wants
The present tense 'wants' is correct for the context.
The man ______ in East doesn't care. A. has B. is C. none D. were E. are
B — is
'is' agrees with the singular subject 'The man'.
CHECK: paper item reads 'The sun ______ in the East, doesn't it?' (paper key D, 'rises'). Solutions sentence kept.
It started to rain while we ______ football. A. were playing B. are playing C. played D. had played E. play
A — were playing
The past continuous tense describes an action in progress.
CHECK: paper item reads 'Does money ______ more money?' (paper key B, 'attracts'). Solutions sentence kept.
Salome ______ working in the garden when you came. A. is B. are C. was D. were E. has been
C — was
The past continuous 'was working' matches the context.
CHECK: paper item reads 'Juliana ______ the school compound every day' (paper key E, 'cleans'). Solutions sentence kept.
They marched home despite the fact that it was raining. What justifies that the given sentence is in past tense? A. The use of 'marched.' B. The use of 'raining.' C. The use of 'home.' D. The use of 'despite.' E. The use of 'the fact.'
A — The use of 'marched.'
The past tense verb 'marched' shows the sentence is in the past tense.
CONTESTABLE: paper option E ('The use of particle -ed in the word matched') also fits; paper key is E. Key kept as printed.
My heart is beating fast. What does the underlined part of the word indicate in this statement? A. The past continuous tense. B. Past participle. C. The simple present tense. D. The present participle. E. Ongoing activity.
E — Ongoing activity.
'is beating' describes an ongoing action.
There is a man waiting outside. The man has been waiting for you since morning. Why is the article 'the' used with the word 'man' in the second sentence? A. The word 'man' is unique. B. The man is a particular person. C. The man is mentioned in the first sentence. D. It means all individuals are men. E. Because the word was used the same text.
C — The man is mentioned in the first sentence.
The definite article 'the' refers to a previously mentioned subject.
Match the description of places: A place where books for reading are kept in school. List B: A. Home, B. Library, C. Market, D. Museum, E. Zoo, F. School (solutions list)
B — Library
CHECK: paper's List A and List B differ (paper has Hospital and Zoo as D and G).
Match the description of places: A place where people live for comfort. List B: A. Home, B. Library, C. Market, D. Museum, E. Zoo, F. School (solutions list)
A — Home
CHECK: paper's List A and List B differ (paper item ii is 'A place where wild animals are kept').
Match the description of places: A place where you can buy and sell foodstuffs. List B: A. Home, B. Library, C. Market, D. Museum, E. Zoo, F. School (solutions list)
C — Market
CHECK: paper's List A and List B differ (paper item iii is 'A place where people go for treatment').
Match the description of places: A place where artifacts, cultural and historical things are kept. List B: A. Home, B. Library, C. Market, D. Museum, E. Zoo, F. School (solutions list)
D — Museum
CHECK: paper's List A and List B differ (paper item iv is the market).
Match the description of places: A place where wild animals are kept. List B: A. Home, B. Library, C. Market, D. Museum, E. Zoo, F. School (solutions list)
E — Zoo
CHECK: paper's List A and List B differ (paper item v is artistic objects and historical things).
Write an appropriate question tag: You don't expect father to believe that.
Do you?
Write an appropriate question tag: He is counting books in the shelf.
Isn't he?
Write an appropriate question tag: You are doing an English Language examination.
Aren't you?
Write an appropriate question tag: Madam Laura has not been kind.
Has she?
What does the abbreviation 'PP' stand for?
Pages
What does the symbol '[U]' stand for in a dictionary?
Uncountable noun (draft)
NOT IN ANSWER SHEET: draft answer; CHECK.
What does '(BrE)' stand for in a dictionary?
British English (draft)
NOT IN ANSWER SHEET: draft answer; CHECK.
What does the symbol '[V]' stand for in a dictionary?
Verb (draft)
NOT IN ANSWER SHEET: draft answer; CHECK.
Future expressions. Construct one sentence showing the use of 'will' or 'shall'.
I will visit my grandmother tomorrow.
Future expressions. Construct one sentence showing the use of 'be going to' + infinitive.
She is going to attend the meeting next week.
Future expressions. Construct one sentence showing the use of the present continuous tense for the future.
We are leaving for the trip next Friday.
Future expressions. Construct one sentence showing the use of 'be about to' + base form.
The train is about to leave the station.
Going to buy food at a shop: How would you start the conversation?
Good morning, sir/madam. (draft)
NOT IN ANSWER SHEET: draft answer; CHECK.
Going to buy food at a shop: How would you ask for the item you want to buy?
Can I have a packet of sugar, please?
CHECK: solutions item (a) is this question; mapped to paper item (b).
Going to buy food at a shop: How would you ask for the price?
How much does this cost?
CHECK: solutions item (b) mapped to paper item (c).
Going to buy food at a shop: How would you ask for the quantity of the item you want?
Could I have two kilograms of rice, please?
CHECK: solutions item (c) mapped to paper item (d).
Witnessed a serious accident on the way to school. Construct a sentence using the word 'Bad' to describe the accident.
The accident was bad, and several people were hurt. (draft)
NOT IN ANSWER SHEET: draft sentence; CHECK.
Witnessed a serious accident on the way to school. Construct a sentence using the word 'Injured' to describe the accident.
Several passengers were injured in the accident. (draft)
NOT IN ANSWER SHEET: draft sentence; CHECK.
Witnessed a serious accident on the way to school. Construct a sentence using the word 'Terrible' to describe the accident.
It was a terrible accident, leaving several vehicles damaged.
Witnessed a serious accident on the way to school. Construct a sentence using the word 'Horrible' to describe the accident.
The accident was so horrible that many people were terrified.
Read the passage on English as a language of instruction in Tanzania. Suggest a suitable title of four to ten words.
The Challenges of English as a Medium of Instruction
Passage in item 8: How could the problem of language of instruction be solved in Tanzania? Explain one means.
Strengthen Kiswahili as the medium of instruction at all levels of education.
Passage in item 8: Why has English been a problem in Tanzania? Give one reason.
Many teachers and students lack proficiency in English, making teaching and communication ineffective.
CONTESTABLE: the passage's reason is that students fail to understand lessons taught in English; teacher proficiency is not in the passage. Key kept as printed.
Passage in item 8: In your opinion, which language between Kiswahili and English should be the medium of instruction at all levels? Limit your response to one point.
Kiswahili, which is widely spoken and understood by most Tanzanians.
Argue against the statement 'Digital revolution has spoilt the world'. Use six points in not more than 250 words.
Digital revolution benefits the world through communication, information, healthcare, economic growth, environmental monitoring and education.
Use two poems, 'A Freedom Song' by Macgoye M.O. and 'Song of Lawino' by Okot p'Bitek, to explain how the poets portray oppression, and show the relevance of the poems to your society. Give three points for each poem.
A Freedom Song: economic oppression, social marginalisation, loss of individuality. Song of Lawino: cultural oppression, gender inequality, loss of identity.
UNVERIFIED: quoted lines taken from the solutions, not checked against the poems.
Using characters from two novels you have studied in this section, analyse bad traits that should not be adopted in the Tanzanian context. Give three points from each novel.
Unanswered Cries: exploitation of children, ignorance about health, gender discrimination. Passed Like a Shadow: irresponsible sexual behaviour, early marriage, neglect of education.
UNVERIFIED: character names and quoted lines taken from the solutions, not checked against the novels.
'Literature as a mirror reflects the culture of a particular society.' Justify this statement by using two plays you have studied in this section. Give three points from each play.
The Lion and the Jewel: bride price and traditional customs, gender roles, modernity versus tradition. Three Suitors: One Husband: family role in marriage, materialism, women's struggles.
UNVERIFIED: quoted lines taken from the solutions, not checked against the plays.
Why was Kikula's heart beating fast before the race? A. Because he knew his weakness in such races. B. Because he was afraid of the spectators. C. Because it was his first participation in such a race before. D. Because he was the 15th athlete in the race. E. Because he had never been to Dar es Salaam.
C — Because it was his first participation in such a race before.
It was his first time to participate in such a famous event as the Olympic Games.
CHECK: paper option C reads 'Because he had not participated in such a big race before'; same letter.
What helped Kikula to be among the 10 leading athletes? A. The help of his coach. B. The help of applause of the crowd. C. The help of shoes worn on their toes. D. The help of cheers from politicians. E. The loud singing before other athletes.
A — The help of his coach.
Kikula's training and strategies helped him overcome nervousness.
CONTESTABLE: paper option A reads 'The help of his own song' (he sang silently and the song gave strength); 'coach' is not in the passage. Key letter A kept.
What happened when the Kenyan athlete increased the speed? A. It became easier for Kikula to lead his countrymen apart on a t-shirt. B. Kikula used a technique to feel at ease and increased speed. C. All other athletes made Kikula target. D. Kikula ran as fast as an antelope. E. Kikula's speed matched that of the Kenyan athlete.
B — Kikula used a technique to feel at ease and increased speed.
Kikula implemented a strategy to stay relaxed and increase his pace.
How did the sign board read in descending order? A. 40 km, 30 km, 20 km, 10 km. B. 10 km, 40 km, 20 km, 15 km. C. 40 km, 30 km, 15 km, 5 km. D. 40 km, 20 km, 15 km, 5 km. E. 40 km, 20 km, 10 km, 5 km.
E — 40 km, 20 km, 10 km, 5 km.
These are the exact distances marked along the route.
Complete with the right information from the passage: ______ is a very famous event in the world.
The Olympic Games
NOT IN ANSWER SHEET: answer drafted from the passage ('such a famous event as the Olympic Games'). CHECK.
Complete with the right information from the passage: Kikula thought that his blood would ______.
rush out of his ears and nostrils
Kikula was nervous; he thought his blood would rush out of his ears and nostrils.
Complete with the right information from the passage: The marathon runners started off by running slowly because ______.
they were gauging their stamina and endurance for the fifty-kilometre race
CONTESTABLE: the passage gives 'we thought it was an easy way' as the reason; the key's stamina reason is not in the passage. Key kept as printed.
Read and summarize the passage (drug abuse) in five sentences in a single paragraph.
Drug abuse is a major global problem that governments fight through laws and cooperation; treatment depends on the willingness of addicts.
Re-write beginning with 'Having': She finished her work. Then she went home.
Having finished her work, she went home.
Re-write using 'because': She went out very early. She wanted to catch the first bus.
She went out very early because she wanted to catch the first bus.
Re-write into indirect speech: Can we meet tomorrow?
He asked if they could meet the next day.
Re-write using the nationality of the pen friend: My brother has a pen friend from the Netherlands.
My brother has a Dutch pen friend.
Using the words inspector, farmer, driver, authoress, magistrate, librarian, news reporter, electrician: A person whose job is to visit schools and factories to check that rules are observed is called ______.
inspector
Using the words inspector, farmer, driver, authoress, magistrate, librarian, news reporter, electrician: A person who is in charge of or works in a library is called ______.
librarian
Using the words inspector, farmer, driver, authoress, magistrate, librarian, news reporter, electrician: A woman who writes books is called ______.
authoress
Using the words inspector, farmer, driver, authoress, magistrate, librarian, news reporter, electrician: A person whose job is to connect and repair electrical equipment is called ______.
electrician
Choose the appropriate word (whose, which, whole, myself, you, ourselves, quite, it): Nandipa has spent her ______ life in a boarding school from standard 1 to form six.
whole
Choose the appropriate word (whose, which, whole, myself, you, ourselves, quite, it): When thieves came at night, we locked ______ in the rooms.
ourselves
Choose the appropriate word (whose, which, whole, myself, you, ourselves, quite, it): We were studying in ______ old class.
our
CHECK: the answer is not in the word list; solutions print the sentence as 'We were studying in our old class'. Key kept as printed.
Choose the appropriate word (whose, which, whole, myself, you, ourselves, quite, it): A widower is a man ______ wife is dead.
whose
One word is wrong. Identify it and replace it: Kitchen is good meat.
meat → food
One word is wrong. Identify it and replace it: His uncle is a hat surgeon.
hat → heart
One word is wrong. Identify it and replace it: May I have a peace of chalk.
peace → piece
One word is wrong. Identify it and replace it: This is not a light place for you to stay.
light → right
Juma's life history (1984-1990 Mtukuja school; 1991-1997 Malwe high school; 2000-2004 University of Dar es Salaam; 2004-2007 English teacher at Muka secondary school; 2008 married). In 1996 ______
Juma was studying at Malwe High School.
Juma's life history (see 7(a)). In 2003 ______
Juma was studying at the University of Dar es Salaam.
Juma's life history (see 7(a)). In 2006 ______
Juma was teaching English at Muka Secondary School.
Juma's life history (see 7(a)). In 2008 ______
Juma got married.
Arrange the five sentences into a logical paragraph (write the letter for sentence numbers 1-5). A. It was so unfortunate that the man died in Amina's house because of drunkenness. B. Amina was struggling to support him to get into the house and I went to help her. C. One day I saw her coming back home with a man. D. There was a certain girl living near our house, she was known as Amina Matanuzi. E. The man was so drunk that he could not walk on his own and he looked so terrible.
1-D, 2-C, 3-B, 4-E, 5-A
Match: A tropical fruit with smooth yellow or red skin, soft orange flesh and large seed inside. List B: A. Orange, B. Onion, C. Pineapple, D. Tomatoes, E. Mango, F. Avocado, G. Apple, H. Banana
E — Mango
Match: A round citrus fruit with thick reddish-yellow skin and a lot of sweet juice rich in vitamin C. List B: A. Orange, B. Onion, C. Pineapple, D. Tomatoes, E. Mango, F. Avocado, G. Apple, H. Banana
A — Orange
Match: A long curved fruit with thick yellow skin and soft flesh, which grows on trees in hot countries. List B: A. Orange, B. Onion, C. Pineapple, D. Tomatoes, E. Mango, F. Avocado, G. Apple, H. Banana
H — Banana
Match: A large tropical fruit with rough skin, yellow flesh with a lot of juice and stiff leaves on top. List B: A. Orange, B. Onion, C. Pineapple, D. Tomatoes, E. Mango, F. Avocado, G. Apple, H. Banana
C — Pineapple
Match: A tropical fruit with hard, dark green skin, soft light green flesh and a large seed inside. List B: A. Orange, B. Onion, C. Pineapple, D. Tomatoes, E. Mango, F. Avocado, G. Apple, H. Banana
F — Avocado
Your father has arranged a trip to Arusha to visit your aunt after your final examinations. Write a letter to your friend requesting him/her to spend one week with you at your aunt's place. Sign as Mazoea Mengo.
Informal letter inviting a friend to spend one week in Arusha at the aunt's place, signed Mazoea Mengo.
Imagine you were invited to 'The Day of an African Child' at UNICEF as an expert in special education. Write your speech on 'Child Labour' in not less than 250 words.
Speech on child labour: its definition, its causes, its harmful effects, and solutions through education, policy and enforcement.
Write a composition of not less than 250 words on the title 'The first day I boarded a train to Mwanza'.
First-person narrative of the first train journey to Mwanza: excitement at the station, the scenery, fellow passengers, and arrival at Lake Victoria.
Write an invitation card to request your 10 best friends to attend your birthday party at your home, and outline the format of writing telephone messages for those who will call for excuse. Use fictitious names.
Invitation card with date, time, venue, theme and RSVP; format of a telephone message for excuses.
Poem 'My husband laughs at me ... I wish I could become a meteorite': What is the poem about?
Cultural conflict and rejection of foreign dances: the husband mocks the persona, who finds foreign dances shameful.
Poem in item 11: How many stanzas are in the poem?
Three.
Poem in item 11: Is the persona happy in this poem? Give a reason for your answer.
No. She feels mocked and ashamed because her husband despises her culture and forces foreign dances on her.
Poem in item 11: Is the poem relevant to your society? Give a reason for your answer.
Yes. It reflects cultural erosion and conflict from globalisation and the imposition of foreign values.
Poem in item 11: What is the lesson learnt from the poem?
Respect and preserve one's culture and traditions rather than abandoning them for foreign practices.
Poem in item 11: What type of poem is this?
Free verse: it lacks a regular rhyme scheme or metre.
Poem in item 11: Comment on the language used in the poem.
Simple and direct language with vivid imagery that portrays the conflict between traditional and foreign values.
Poem in item 11: What is the possible theme in the poem?
Cultural conflict and identity crisis.
Poem in item 11: How many verses are in the poem?
22 verses.
CONTESTABLE: printed poem has 24 lines (17 + 3 + 4); key says 22. Key kept as printed.
Poem in item 11: What is the tone of the poet?
Reflective and critical.
Using two poems you have studied in this section, discuss the effects of selfishness among the leaders in developing countries. Give four points from each poem.
Songs of Lawino and Ocol: leaders favour foreign culture, divide people, impose foreign ideas, abandon moral duty. Growing up with Poetry: leaders exploit wealth, create inequality, neglect needs, and practise corruption.
CONTESTABLE: 'Growing up with Poetry' is an anthology (reading list); its points are generic, not tied to one poem. Solutions' four points per poem grouped to seven.
Figures of speech convey the message intended by the playwright. Validate this statement using two plays you have studied in this section. Give four points from each play.
The Black Hermit: symbolism, imagery, irony, metaphor. Three Suitors: One Husband: satire, hyperbole, dialogue and personification.
CONTESTABLE: 'dialogue' is not a figure of speech; the key lists it. Key kept as printed. UNVERIFIED: examples not checked against the plays.
Analyse the source of conflicts in the two novels you have studied in this section. Give four points from each novel.
Unanswered Cries: harmful traditions, generational conflict, gender inequality, social stigma. Passed Like a Shadow: HIV/AIDS stigma, infidelity, poverty and ignorance.
UNVERIFIED: character names and episodes taken from the solutions, not checked against the novels. Solutions' fourth Passed Like a Shadow point is blank; ignorance point used.
What happened when Kaka and Doto said goodbye to each other? A. They parted with success. B. Their professions were a distraction. C. They went on to become agents. D. They both returned to meet again. E. They settled at the chief's palace.
A — They parted with success.
CHECK: paper option A reads 'Their lives became miserable'; paper option B ('They parted each one to his own destination') fits the paper passage better. Solutions key kept as printed.
Kaka was sent far away from the customs than his colleagues around because: A. He was not suitable for negotiation. B. He was incapable of compromise. C. He kept independence. D. He lacked sufficient tolerance. E. He kept promises but hesitated.
E — He kept promises but hesitated.
CHECK: paper option D ('kept promises to his customers') fits the paper passage; solutions key E kept as printed.
Who brought the insinuation that the Lihoda chief wanted to invade Lindi? A. Doto's brother B. The informant C. Lihoda villagers D. Palace guards E. Chief's spies
B — The informant
CHECK: on the paper the news comes from the chief's spies (option E there); key kept as printed.
When did Doto return from Lihoda village? A. On the seventh day B. On the second day C. On the first day D. On the ninth day E. On the sixth day
A — On the seventh day.
CHECK: on the paper the seventh-day option is E; solutions letter A kept as printed.
A person with Doto's characters and attitude may be called ______.
A diplomat.
Two people born together, nearly the same time and from the same mother are called ______.
Twins.
Kulwa was involved in the business of ______.
Trade.
CONTESTABLE: the paper passage says Kulwa ran a shoe-making workshop; 'trade' is the key as printed.
Read and summarize the passage in five sentences in a single paragraph (most people historically lived close to the land in rural villages bound by age-old traditions; change there lagged behind cosmopolitan centres).
Historically most people lived in rural areas bound by tradition; change there was slow and lagged behind the cities.
CHECK: solutions summary covers only the first paragraph; the paper passage also has urbanisation paragraphs that the key does not summarise.
Re-write into indirect speech: "Why do you waste your time?"
He asked why I wasted my time.
Re-write using 'so that': He is concentrating in Mathematics. He does not want to fail.
He is concentrating in Mathematics so that he does not fail.
Re-write beginning with 'Being busy': The secretary was busy with files, she could not type our letter.
Being busy with files, the secretary could not type our letter.
Re-write into the passive: An American shot the film last year.
The film was shot by an American last year.
Using the words chef, tailor, airhost, secretary, student, manager, customer: A person whose job is to make clothes like suits for an individual customer is called ______.
tailor
Using the words chef, tailor, airhost, secretary, student, manager, customer: A male flight attendant is called ______.
airhost
Using the words chef, tailor, airhost, secretary, student, manager, customer: A person that buys something from a shop or business is called ______.
customer
Using the words chef, tailor, airhost, secretary, student, manager, customer: A person whose profession is to cook in the hotel or restaurant is called ______.
chef
Fill in the blank with the appropriate article where necessary: I need to buy ______ orange.
an
Fill in the blank with the appropriate article where necessary: Kilimanjaro is ______ highest mountain in Africa.
the
Fill in the blank with the appropriate article where necessary: Our President was once ______ member of Parliament.
a
Fill in the blank with the appropriate article where necessary: Will you lend me ______ book I saw you reading yesterday?
the
One word is wrong. Identify it and write the correct word: Our grandfather had a long bed which had not been shaved for years.
bed → beard
One word is wrong. Identify it and write the correct word: The headmaster's car is packed under the tree.
packed → parked
One word is wrong. Identify it and write the correct word: My son hut his leg when he was running.
hut → hurt
One word is wrong. Identify it and write the correct word: Chausiku is a very reach woman. She owns one of the five stars hotel.
reach → rich
Study Lina's timetable and compose four sentences. (a) Lina wakes up at ______ (wake up).
Lina wakes up at 8:00 a.m.
CHECK: solutions use timetable 8:00 / 8:30 / 9:00 / 11:00; paper timetable is 5:00 / 6:00 / 7:00 / 8:00-12:00 / 1:30 pm. Answer kept as printed.
Study Lina's timetable and compose four sentences. (b) Lina takes breakfast at ______ (take breakfast).
Lina takes her breakfast at 8:30 a.m.
CHECK: solutions use timetable 8:00 / 8:30 / 9:00 / 11:00; paper timetable is 5:00 / 6:00 / 7:00 / 8:00-12:00 / 1:30 pm. Answer kept as printed.
Study Lina's timetable and compose four sentences. (c) Lina attends class at ______ (attend class).
Lina attends her class at 9:00 a.m.
CHECK: solutions use timetable 8:00 / 8:30 / 9:00 / 11:00; paper timetable is 5:00 / 6:00 / 7:00 / 8:00-12:00 / 1:30 pm. Answer kept as printed.
Study Lina's timetable and compose four sentences. (d) Lina does exercise at ______ (do exercise).
Lina does her exercise at 11:00 a.m.
CHECK: solutions use timetable 8:00 / 8:30 / 9:00 / 11:00; paper timetable is 5:00 / 6:00 / 7:00 / 8:00-12:00 / 1:30 pm. Answer kept as printed.
Re-arrange the five sentences into a logical paragraph (write the letter for sentence numbers 1-5). A. He was born in 1973, in Karumekenge Village. B. He finished his first degree in 1997. C. He started his primary education in 1980. D. Since 1998, he is working with the family company. E. The first born in our family is Yoshia.
1-E, 2-A, 3-C, 4-B, 5-D
Match: A place which is used to cook food. List B: A. Market, B. Hospital, C. Kitchen, D. School, E. Office, F. Bedroom, G. Bar
C — Kitchen
Match: A place where you sleep in the night. List B: A. Market, B. Hospital, C. Kitchen, D. School, E. Office, F. Bedroom, G. Bar
F — Bedroom
Match: A place where you can buy food stuff. List B: A. Market, B. Hospital, C. Kitchen, D. School, E. Office, F. Bedroom, G. Bar
A — Market
Match: A place where people buy and drink alcohol. List B: A. Market, B. Hospital, C. Kitchen, D. School, E. Office, F. Bedroom, G. Bar
G — Bar
Match: A place where people get treatment. List B: A. Market, B. Hospital, C. Kitchen, D. School, E. Office, F. Bedroom, G. Bar
B — Hospital
Write an invitation card to the parents (Mr. and Mrs. John) to attend the class party for students who performed well in their examinations.
Invitation card with venue, date and time, signed by the class teacher.
CHECK: solutions heading says answer all four alternatives; paper says answer two.
Outline the format of writing telephone messages for those who will call for excuse.
Greeting, introduction, reason for calling, apology for absence, closing with appreciation.
CHECK: solutions heading says answer all four alternatives; paper says answer two.
Imagine you have been elected Chairperson of Mwananchi Street (50 houses). Write a speech to be presented at a meeting to address the street's problems, in eight points.
Speech on Mwananchi Street problems: waste and drainage, lighting, roads, water, playgrounds, street vending, health services.
CHECK: solutions heading says answer all four alternatives; paper says answer two.
By giving eight reasons, write an essay on 'Why women throw away their young babies' in not less than 250 words.
Essay on eight reasons: unwanted pregnancy, poverty, social stigma, lack of support, mental health, rejection and job fears, teenage pregnancy.
CHECK: solutions heading says answer all four alternatives; paper says answer two.
Write a letter to your sister explaining the hardships you face working in a Chinese industry for about a year, and ask her to help you secure another job. Sign as Amani Tumaini.
Letter to a sister describing harsh working conditions and low pay, asking for help to find another job, signed Amani Tumaini.
CHECK: solutions heading says answer all four alternatives; paper says answer two.
Read the foreign poem 'He read medicine ... No tooth for which to call himself a dentist.' Suggest the title of this poem.
The Dentist's Folly.
Poem in item 11: What is the poem about?
A dentist who pulls out every tooth of his patients until he has none left to treat.
Poem in item 11: What type of poem is this?
Narrative poem: it tells a story about the dentist and his actions.
Poem in item 11: Describe the form of this poem.
Free verse with no specific rhyme scheme or metre.
Poem in item 11: Analyse two musical features used in this poem.
Repetition and alliteration.
Poem in item 11: What are the possible two themes in this poem?
Irony of specialization; human folly.
Poem in item 11: What message do we get from this poem?
The importance of moderation and foresight in one's actions.
Poem in item 11: Comment on the selection of words in the poem.
Simple yet descriptive words that convey the irony and folly of the dentist's actions.
Poem in item 11: What is the mood of the poet?
Ironic: the poet humorously critiques the dentist's lack of foresight.
Poem in item 11: Does the poem have any relevance to your society? Give a reason for your answer.
Yes: it shows the value of thoughtful actions and their long-term consequences.
With reference to two poems you have read in this section, show how the poets have addressed the issue of leaders' irresponsibility. Give four points from each poem.
Songs of Lawino and Ocol: critique of Westernization, neglect of the people, abuse of power, moral decay. A Freedom Song: neglect of labourers, economic disparity and injustice, lack of advocacy.
CONTESTABLE: 'A Freedom Song' by Macgoye M.O. is not on the paper's reading list (Songs of Lawino and Ocol, Growing up with Poetry, Summons). Points as printed; the key numbers this question 11 (paper 12).
Analyse the causes of conflicts in the two plays you have studied in this section. Give four points from each play.
The Black Hermit: tribalism, cultural identity crisis, political exploitation, neglect of responsibility. Three Suitors: One Husband: forced marriage and social expectations, greed, generational differences.
UNVERIFIED: character names and episodes (Remi, Juliette, Mbia) taken from the solutions, not checked against the plays.
Analyse the effectiveness of figures of speech in presenting the message in the two novels you have studied. Give four points from each novel.
Passed Like a Shadow: metaphor and symbolism, irony, imagery. Weep Not Child: personification, simile, hyperbole, allusion.
UNVERIFIED: examples (Amuli, Joyce, flickering candle) taken from the solutions, not checked against the novels. Points grouped to seven.
When should mulching material be applied in the field? A. During heavy rainfall throughout the year B. When the rain or water is not available in the area C. When different types of crops are planted in the same land D. When the farmers do not have fertilizers E. Throughout the year in different places.
B — When the rain or water is not available in the area
How should trees used as hedges or shades be planted? A. Should not be so close to the plants to avoid nutrients competition B. Should be close to the plants to ensure shading C. Should be planted by using manure D. Should be planted very far from the plants E. Should be planted with mulching materials.
A — Should not be so close to the plants to avoid nutrients competition
Soil fertility is a result of what? A. Decomposition of the field crops B. Planting trees around the farm C. Preservation of the soil moisture in the field D. Applying manure in the field.
C — Preservation of the soil moisture in the field
CONTESTABLE: passage links fertility to decay of dry materials and organic matter, so A (decomposition) fits better than C; key kept as printed. Paper lists A, C, D, E with no B, and manure as E.
Why is it important to apply dry matters in the soil? A. It adds moisture in the soil B. It creates the room for insects C. It prevents heavy rainfall D. It prevents sun rays E. It improves soil fertility.
E — It improves soil fertility.
Complete the sentence with the right information from the passage: The process of decaying of organic matter involves ______.
improving soil structure
Complete the sentence with the right information from the passage: Application of dry matters on top of the soil acts as a carpet to avoid ______.
soil erosion
Complete the sentence with the right information from the passage: The best supplement in the soil can be ______.
mulching materials
Read and summarize the passage in five sentences in a single paragraph (bad habits: sweets, drinking, smoking; tobacco; alcohol).
Bad habits are easy to form and hard to quit; tobacco and alcohol are harmful and should be avoided.
Re-write: If you do not study hard you are going to fail. (Begin: Unless ______)
Unless you study hard, you are going to fail.
Re-write: The coffee is too hot. No one can drink it. (Use: too ... to)
The coffee is too hot to drink.
Re-write: Rose is tall like James. (Use: as ... as)
Rose is as tall as James.
Re-write: In spite of the fact that it is raining heavily, Fatuma is going to school. (Begin: Despite ______)
Despite the heavy rain, Fatuma is going to school.
Things: gun, thermometer, pen, rake, book, bullets, injection, car, train, cooking pot, water can. Write two things used by a student: Student ______, ______.
pen, book
Things: gun, thermometer, pen, rake, book, bullets, injection, car, train, cooking pot, water can. Write two things used by a soldier: Soldier ______, ______.
gun, bullets
Things: gun, thermometer, pen, rake, book, bullets, injection, car, train, cooking pot, water can. Write two things used by a doctor: Doctor ______, ______.
thermometer, injection
Things: gun, thermometer, pen, rake, book, bullets, injection, car, train, cooking pot, water can. Write two things used by a gardener: Gardener ______, ______.
rake, water can
Fill in the blank with a preposition (from, to, by, of): I would abide ______ their decisions.
by
Fill in the blank with a preposition (from, to, by, of): The patient was suffering ______ ebola.
from
Fill in the blank with a preposition (from, to, by, of): Bongolala is afraid ______ dogs.
of
Fill in the blank with a preposition (from, to, by, of): Hawa was married ______ Selemani.
to
One word is wrong. Identify it and write the right word: Our headmaster told us to make sure that everyone has paid the school fare.
fare → fee
One word is wrong. Identify it and write the right word: I don't want to cat this tree today.
cat → cut
One word is wrong. Identify it and write the right word: His leg was hut when he kicked the ball.
hut → hurt
One word is wrong. Identify it and write the right word: There was a red mark on her left chick.
chick → cheek
Hamsa's family paragraph (item 7): What is the relationship between Hawa and Amani?
Hawa is Amani's wife.
Hamsa's family paragraph (item 7): What is the relationship between Musa and Joshua?
Musa is Joshua's father.
Hamsa's family paragraph (item 7): What is the relationship between Samweli and Anna?
Samweli and Anna are siblings.
Hamsa's family paragraph (item 7): Samweli, Anna, Zawadi and Joshua are ______ of Mr. and Mrs. Hamsa.
grandchildren
Re-arrange the five sentences into a logical paragraph (write the letter for sentence numbers 1-5). A. They were shouting to the bus driver who caused a serious accident. B. On my way to the market, I met a crowd of people shouting. C. Finally, the bus driver was taken to the nearby police station. D. One day, I was asked to go to the market by my mother. E. Two people who were on the motor bicycle died on the spot.
1-D, 2-B, 3-A, 4-E, 5-C
Match: Shirt, skirt and blouse. List B: A. Vegetables, B. Soda, C. Clothes, D. Juice, E. Food, F. Fruits, G. Furniture
C — Clothes
Match: Spinach, cabbage, onions. List B: A. Vegetables, B. Soda, C. Clothes, D. Juice, E. Food, F. Fruits, G. Furniture
A — Vegetables
Match: Table, chair and stool. List B: A. Vegetables, B. Soda, C. Clothes, D. Juice, E. Food, F. Fruits, G. Furniture
G — Furniture
Match: Mangoes, oranges and bananas. List B: A. Vegetables, B. Soda, C. Clothes, D. Juice, E. Food, F. Fruits, G. Furniture
F — Fruits
Match: Fanta, Sprite and Coca-Cola. List B: A. Vegetables, B. Soda, C. Clothes, D. Juice, E. Food, F. Fruits, G. Furniture
B — Soda
Write a letter to the General Manager, Arusha Posho Millers, P.O. Box 444 Arusha, applying for the post of Accountant advertised in the Sunday News of 21st April 2015. Sign as Mzuri Kalumekenge; address P.O. Box 333 Chekereni.
Formal application letter for the post of Accountant, signed Mzuri Kalumekenge, P.O. Box 333 Chekereni.
CHECK: solutions heading says answer all of A to D; paper says answer two.
Imagine you were the Minister for Home Affairs. Prepare a speech of not more than 250 words on the causes of road accidents in Tanzania. Give eight points.
Speech listing causes of road accidents: reckless driving, drunk driving, poor roads, weak enforcement, overloading, poor training, pedestrians ignoring rules.
CHECK: solutions heading says answer all of A to D; paper says answer two.
Write an essay of not more than 250 words on the most important things to consider in making the environment beautiful. Give eight points.
Essay on making the environment beautiful: trees and green spaces, waste management, clean water, eco-friendly materials, renewable energy, habitats, community education.
CHECK: solutions heading says answer all of A to D; paper says answer two.
Write a letter to the Guardian Newspaper on the article 'Malaria, The Killer Disease' in your area, published on 9th May 2015. Sign as Ajuae Shida; address P.O. Box 444 Tanga.
Letter to the Editor, The Guardian Newspaper, on the malaria article, signed Ajuae Shida, P.O. Box 444 Tanga.
CHECK: solutions heading says answer all of A to D; paper says answer two. Sample letter dated 8th January 2025 as printed in the solutions.
Read the poem 'Thin and red ... There is no meat for us.' What is the poem about?
The effects of poverty and malnutrition on a young boy's life.
Poem in item 11: Who is the persona?
An observer describing the boy's suffering.
Poem in item 11: What is the mood of the persona?
Sorrowful and sympathetic.
Poem in item 11: How many stanzas are in the poem?
Three.
Poem in item 11: How many verses does the poem have?
Twenty-one.
CONTESTABLE: printed text has 25 lines (11 + 7 + 7); key says twenty-one. Key kept as printed.
Poem in item 11: What are the possible two themes in this poem?
Poverty and hopelessness.
Poem in item 11: Briefly explain the relevance of the two themes in (f) to your society.
Both themes reflect the struggles of poor families and children in our society.
Poem in item 11: What does the word 'gun' symbolize?
Power and control, which the boy wishes to have to escape his suffering.
Poem in item 11: What do we learn from this poem?
The devastating effects of poverty and the need for society to intervene.
Poem in item 11: What type of poem is this?
A narrative poem.
Poets have messages they want to convey through poems. Discuss the statement referring to two poems you have read and appreciated. Give four messages from each poem.
Poem 1 (Songs of Lawino and Ocol): cultural preservation, Western influence, unity in marriage. Poem 2 (Growing up with Poetry): childhood struggles and resilience, family, education.
CONTESTABLE: 'Growing up with Poetry' is an anthology edited by D. Rubadiri (reading list), so its points are not tied to one poem. Solutions' four points per poem grouped to six.
Choose eight characters, four from each of the two plays you have read in this section, and discuss their roles to the societies.
Three Suitors: One Husband (Juliette, Atangana, Oko, Mbia) and The Lion and the Jewel (Sidi, Lakunle, Baroka, Sadiku), with their roles to society.
CHECK: 'Mbia' is also the playwright's name (O. Mbia) in the reading list; confirm the character name as printed.
With reference to two novels, explain how the behaviour of some characters affects the welfare of the majority in society. Give four points from each novel.
Weep Not Child: Njoroge, Jacobo, Mwihaki and colonial oppression. Passed Like a Shadow: Alando, Mama Alando, Otieno and the teacher.
UNVERIFIED: character details taken from the solutions, not checked against the novels.
Trees play an important role in preserving and protecting our environment because: A) they provide shade on both hot days and shelter on wet days B) they protect the environment from pollution and the effect of weather C) they provide fruits and seeds which are eaten by only animals D) they make the soil fertile by producing oxygen and carbon dioxide E) they absorb excessive moisture from the atmosphere.
B — they protect the environment from pollution and the effect of weather
Passage: trees release oxygen, absorb carbon dioxide and so reduce pollution in the atmosphere.
Trees play an important role in the water cycle by A) increasing the amount of moisture in the atmosphere B) absorbing carbon dioxide from the atmosphere C) preserving the soil texture through its leaves D) preventing the soil from being washed away E) soaking up much of the extra water.
A — increasing the amount of moisture in the atmosphere
Passage: trees release moisture into the atmosphere through their leaves, which helps form clouds that bring rain.
Loss of trees may cause drought because A) the soil that is trapped by trees is washed away B) there will be no branches and leaves to fertilize the soil C) the clouds which bring rains will always be present D) the amount of moisture in the atmosphere will be reduced E) trees in most cases only prevent rain water.
D — the amount of moisture in the atmosphere will be reduced
Passage: trees release moisture into the atmosphere, so losing them reduces moisture and can cause drought.
Why are trees beneficial to humans? A) They stop the soil from being washed away B) They balance the amount of water in the soil and air C) They release water from atmosphere D) They provide home to all kinds of animals E) They provide fruits, wood and fuel.
E — They provide fruits, wood and fuel
Passage: products from trees provide human beings with fruits, wood and fuel.
Mention any of the four kinds of species that a tree can accommodate as home.
Animals, mammals, reptiles, birds, insects, and other plants.
Write down two major activities that trees do for preserving and protecting the environment.
They prevent soil erosion and reduce pollution by absorbing carbon dioxide.
Modern houses can be constructed out of ______.
Wood.
Read and summarize the following passage in five sentences in a single paragraph. Passage: agriculture (crop cultivation and animal rearing for subsistence or commercial purposes), small-scale agriculture, and the effects of rapid population growth.
Five-sentence summary: agriculture is crop and animal production for subsistence or sale; small-scale farming uses simple tools, family labour and organic manure; population growth shrinks farms and causes soil infertility; small-scale farming offers varied crops, animals and income; its low cost comes from simple tools and inherited land.
Re-write the sentences using the instruction given: I hurried. I didn't want to be late. (Rewrite using: so that)
I hurried so that I wouldn't be late.
'So that' expresses purpose: he hurried for the purpose of not being late.
Re-write the sentence using the instruction given: Had he faced financial problems, he would have paid the school fees. (Rewrite using: if)
If he had faced financial problems, he would have paid the school fees.
Inverted conditional rewritten with 'if' and 'had' in the same meaning.
Re-write the sentences using the instruction given: She worked very hard. She didn't pass the interview. (Begin with: Despite)
Despite working very hard, she didn't pass the interview.
'Despite' followed by a gerund introduces the contrast with the main clause.
Re-write the sentence using the instruction given: If you don't work hard, you will never achieve your dreams. (Begin with: Unless)
Unless you work hard, you will never achieve your dreams.
'Unless' replaces 'if ... not' in the same condition.
Using the words Nurse, accountant, artist, teacher, thief, tenant, doctor, complete: A person who takes other people's properties without permission is called ______.
thief
A thief takes other people's property without permission.
Using the words Nurse, accountant, artist, teacher, thief, tenant, doctor, complete: A person who paints pictures, signs and composes poems is called ______.
artist
An artist paints pictures, makes signs and composes poems.
Using the words Nurse, accountant, artist, teacher, thief, tenant, doctor, complete: A person who pays rent for the use of a room, building or land to the person who owns it is called ______.
tenant
A tenant pays rent to the owner for the use of property.
Using the words Nurse, accountant, artist, teacher, thief, tenant, doctor, complete: A person whose job is to keep or check financial accounts is called ______.
accountant
An accountant keeps or checks financial accounts.
Fill in the gap with the appropriate article where necessary: The Earth moves round ______ sun.
the
'Sun' is a unique object, so it takes 'the'.
Fill in the gap with the appropriate article where necessary: It was ______ honour for our school to be awarded the medal.
an
'Honour' begins with a silent h, so it takes 'an'.
Fill in the gap with the appropriate article where necessary: My friend is ______ European.
a
'European' begins with a consonant sound (yoo), so it takes 'a'.
Fill in the gap with the appropriate article where necessary: Pemba is ______ Island.
an
'Island' begins with a vowel sound, so it takes 'an'.
In each sentence one word is wrong. Identify it and replace it: We are praying football.
playing
'Praying' is wrong; the correct word is 'playing'.
In each sentence one word is wrong. Identify it and replace it: The baby fills cold.
feels
'Fills' is wrong; the correct word is 'feels'.
In each sentence one word is wrong. Identify it and replace it: My herd is aching.
head
'Herd' is wrong; the correct word is 'head'.
In each sentence one word is wrong. Identify it and replace it: The boy cut a glass-edge with a pair of scissors.
glass
'Glass-edge' is wrong; the correct word is 'glass'.
Read the paragraph about Lilian's family and fill in the blank: Lilian's father occupation is a ______.
Secondary School teacher
Passage: 'My father is a Secondary School teacher.'
Read the paragraph about Lilian's family and fill in the blank: Uncle Thomas' son who is a driver is called ______.
Paul
Passage: Paul, David and Michael are drivers, an electrician and a plumber respectively.
Read the paragraph about Lilian's family and fill in the blank: Uncle Peter is ______ at the University.
a Professor
Passage: 'He is a Professor at the University.'
Read the paragraph about Lilian's family and fill in the blank: The laboratory assistant is ______.
Magreth
Passage: 'Magreth is a Laboratory assistant and Rosemary is a nurse.'
Rearrange the five sentences (A to E) into a logical sequence to make a meaningful paragraph. Write the letters in order in the answer booklet.
E, B, C, D, A
Match: The son of your brother or sister. List B: A sibling, B uncle, C nephew, D grandchild, E cousin, F grandfather, G niece, H brother in law.
C — nephew
A nephew is the son of your brother or sister.
Match: The child of your daughter or son. List B: A sibling, B uncle, C nephew, D grandchild, E cousin, F grandfather, G niece, H brother in law.
D — grandchild
A grandchild is the child of your son or daughter.
Match: The child of your aunt or uncle. List B: A sibling, B uncle, C nephew, D grandchild, E cousin, F grandfather, G niece, H brother in law.
E — cousin
The child of your aunt or uncle is your cousin. A niece is the child of your brother or sister.
CORRECTED: solutions key was G (niece). A child of your aunt or uncle is a cousin, and the paper's List B includes E cousin. Solutions List B has no cousin, so check the key.
Match: A brother or sister. List B: A sibling, B uncle, C nephew, D grandchild, E cousin, F grandfather, G niece, H brother in law.
A — sibling
A sibling is a brother or sister.
Match: The brother of your father or mother. List B: A sibling, B uncle, C nephew, D grandchild, E cousin, F grandfather, G niece, H brother in law.
B — uncle
An uncle is the brother of your father or mother.
Write an application letter for the Computer Technician post advertised in the Sunday News, Monday 27th September 2015 (World Computers, P.O. Box 1012, Mwanza).
Formal application letter, sender's address and date, addressed to The Director, World Computers, with the post, qualifications and skills stated, and a formal close.
Imagine you are the last born in a family of five children. Your parents are celebrating their 50th anniversary. Write a short speech on behalf of your brothers and sisters (not less than 250 words).
Speech by the last-born child celebrating the parents' 50th anniversary, thanking them and reflecting on family love.
Imagine you work for Vodacom Tanzania as public relations officer for its 20th birthday. Write an invitation card to selected officials for a dinner party, and outline the format for telephone messages from those who will call to give excuses. Use fictitious names.
Invitation card for the 20th Anniversary Celebration Dinner, plus a telephone message format (caller's name, date and time, message, action taken, received by).
Imagine you are in a debate club. Argue for the topic: 'Trafficking of girls from rural to urban areas to be employed as house girls (housemaids) should be stopped' (not less than 250 words).
Speech supporting the motion: trafficking of rural girls into domestic work violates their rights, exposes them to abuse, and keeps families in poverty; it should be stopped.
Read the poem 'The life at school I am not told' and answer: What is the poem about?
The challenges and demanding routine of school life compared with life at home.
Write the title of the poem in two words.
School Life
Who is speaking in the poem?
A student is speaking.
Give the meaning of two figures of speech used in the poem.
'Life roars like a lion' is a simile comparing life to a roaring lion; 'The hours are swallowed by studies' is personification.
What type of poem is this?
Narrative poem.
CONTESTABLE: key says narrative; the poem is largely reflective, so a free verse or reflective poem answer is defensible.
Comment on the language used in the poem.
The language is simple and descriptive, reflecting a student's experiences and emotions.
Why is repetition used in the poem?
Repetition emphasises the intensity and routine of academic life.
What surprised the persona? Give reason for your answer.
The English language, because it is written one way but pronounced differently.
What is the theme of the poem?
The struggles and realities of academic life.
Briefly explain the relevance of the poem to your society.
It highlights the pressures of education, which are common in society today.
With reference to two poems you have studied in this section, comment on the poet's use of language. Give four points from each poem.
Poem 1 (The Life at School): repetition, imagery, conversational tone, personification. Poem 2 (Growing Up with Poetry): metaphor, rhythm, symbolism, simple diction.
CHECK: key gives four points per poem (eight in all). Seven marking points kept; poem 2 'simple diction' dropped.
Using two plays you have studied in this section, discuss how some traditions, customs and beliefs contribute to misunderstandings and underdevelopment in a society. Give four points from each play.
The Lion and the Jewel: bride price, polygamy, preference for tradition over modernisation, superstition. The Black Hermit: ethnic divisions, fear of change, arranged marriage beliefs, social stigma.
CHECK: key gives four points per play (eight in all). Seven marking points kept; The Black Hermit 'social stigma' dropped.
In literary works, the titles enable readers to understand the message(s) the writer wants to convey. Verify this statement using two novels or short stories you have studied in this section.
A Wreath for Father Mayer of Masasi: the title honours Father Mayer's life and contributions. Passed Like a Shadow: the title signals the fleeting, destructive impact of AIDS.
CHECK: key gives four points per novel (eight in all). Seven marking points kept; 'leadership and mentorship' dropped.
History is about A) ongoing events B) past events C) present events D) future events.
B — past events
Passage: history 'mainly deals with events of the past'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
There is one thing which determines the growth of history, that is A) wild animal B) physics C) historian D) human race.
D — human race
Passage: 'The growth of history has been accompanied by the growth of the human race.'
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
History is connected with future in the sense that A) one cannot speak of the future without linking it to the past B) it is the narration of the future events C) past events are connected with the future events D) future events always determines the past.
C — past events are connected with the future events
Passage: experiences of history will form the history of tomorrow.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
History has a wide scope because A) it is taught as a subject in the world B) it is connected with the field of Geography C) every field of human activity has history D) history is associated with civilization.
C — every field of human activity has history
Passage: a speaker on any field of human activity presents history connected with it.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
The synonymous word for 'scope' is ______.
comprehensiveness.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
The origin of the word history is ______.
Greek.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
In the past history was only dealing with ______.
events.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Read and summarize the passage on performance in oral literature in five sentences in a single paragraph.
Oral literature thrives on performance, which gives it life; performance enhances communication and appreciation; it allows narrators to recreate and adapt stories; without it, oral literature becomes dull; performance is its essence.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Re-write the sentences using the instruction: You are young. You are very wise. (Begin with: although)
Although you are young, you are very wise.
'Although' introduces the contrast in the first clause.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Change the verb to past perfect continuous tense: I teach English.
I had been teaching English.
Past perfect continuous: had been + verb-ing.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Re-write the sentence correctly: Unless you do not ask me, I cannot help you.
Unless you ask me, I cannot help you.
'Unless' already carries the negative, so 'do not' is removed.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Re-write the sentences using the instruction: We arrived at the stand. The bus left. (Begin with: as soon as)
As soon as we arrived at the stand, the bus left.
'As soon as' expresses the sequence of the two actions.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. ______ you collected your exercise book?
Have
Present perfect question: 'Have you collected...?'
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. ______ I a teacher at this moment?
Am
First person present of 'be': 'Am I a teacher...?'
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. They ______ in Sumbawanga last year.
Were
Plural past of 'be'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. My teacher ______ in the room an hour ago.
Was
Singular past of 'be'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. ______ he finished his homework?
Has
Present perfect question with 'he'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. I ______ like reading novels.
Do
Present simple with 'I'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. He ______ his job perfectly.
Does
Present simple with 'he'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Choose from: has, was, do, have, am, does, are, were. Students ______ stubborn nowadays.
Are
Plural present of 'be'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: Do not waist my time.
waist → waste
'Waste' (to use without purpose) fits; 'waist' is the body part.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: Everyone is required to come with me accept you.
accept → except
'Except' means 'apart from'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: She is feet for the game today.
feet → fit
'Fit' means physically ready for the game.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: We are going to use bred for the breakfast.
bred → bread
'Bread' is the food.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: I like wearing hut.
hut → hat
'Hat' is worn on the head.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: We are going to such for the missing book.
such → search
'Search' is looking for something.
CHECK: the paper stem for 5(f) also has a stray fragment, 'I ______ like reading novels.' The key is clear from the second sentence. UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: You should play to God when you are in need.
play → pray
'Pray' means to speak to God.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
One word is wrongly used. Identify it and replace it: These are the affect of rainfall.
affect → effects
'Effects' (results) is the noun needed after 'the'.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A car with a driver that you pay to take you somewhere ______.
taxi
A taxi is a car with a driver that you pay.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A covered vehicle with no side windows in its back half ______.
van
A van is covered, with no side windows at the back.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A vehicle with low sides and no roof at the back ______.
pick-up
A pick-up has low sides and an open back.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A large vehicle for carrying heavy loads by road ______.
lorry
A lorry carries heavy loads by road.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A large road vehicle that carries passengers ______.
bus
A bus carries passengers.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A road vehicle without an engine that is pulled by a car ______.
caravan
A caravan has no engine and is pulled by a car.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A powerful vehicle with two large and two smaller wheels ______.
tractor
A tractor has two large and two smaller wheels.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A powerful vehicle with a broad steel blade in front ______.
bulldozer
A bulldozer has a broad steel blade in front.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Change the direct speech into indirect speech: Asha said, "I like eating bananas."
Asha said that she liked eating bananas.
Present simple moves back to past simple in reported speech.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Change the direct speech into indirect speech: "I am writing a letter to my brother," John said to me.
John told me that he was writing a letter to his brother.
Present continuous moves back to past continuous.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Change the direct speech into indirect speech: "Am I making a mistake?" Joan said to herself.
Joan wondered if she was making a mistake.
A yes/no question becomes a reported 'if' clause.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Change the direct speech into indirect speech: "Where do you want to go now?" He said to me.
He asked me where I wanted to go.
A wh-question is reported with 'asked' and statement word order.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Rearrange the five sentences (A to E) in a logical sequence to make a meaningful paragraph.
C, A, E, B, D
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Match: Sum paid or charged for borrowing or use of money. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
H — Interest
Interest is the sum charged for borrowing money.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Match: Place in the bank where money is kept and locked. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
C — Safe
A safe keeps money locked.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Match: Member of public using service of bank. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
F — Customer
A customer uses the bank's services.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Match: To convert into cash. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
A — Realize
To realize is to convert into cash.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Match: Place money for safe keeping in bank. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
D — Deposit
To deposit is to place money in a bank for safekeeping.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
In not more than 250 words, write a speech on 'Things to consider in making an economic planning'.
A speech on the key considerations in an economic plan: goals, resources, priorities, external factors, risk, advice and monitoring, and ethics.
CHECK: the P key gives eight considerations; seven marking points kept. UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
You have been a travelling sales representative for the last few years and your employer is satisfied with your work. Write a letter asking your employer to increase your salary. Sign your name as Akili Nywele.
Formal letter requesting a salary increment, citing years of good work, signed Akili Nywele.
UNVERIFIED: the P key is for a letter signed Atiki Nyolelo over five years; this paper asks for Akili Nywele over 'the last few years'. The points are drawn from the P key.
Write a composition of not more than 250 words on 'Science and Development'.
A composition arguing that science drives development through health, agriculture, industry and technology, with a conclusion.
NOT IN ANSWER SHEET: the solutions do not cover this alternative; points are drafted. CHECK before use.
You have been appointed principal speaker of the motion 'Watching television is causing more harm than good to children and students'. Argue for the motion in not more than 250 words.
Speech supporting the motion: television harms academic performance, promotes violence and materialism, causes health problems, reduces social interaction, and offers little educational value.
UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Give a brief picture of the happenings in a 'Song of Lawino' (use eight points).
Lawino praises African traditions and criticises Westernisation; Ocol abandons his culture; she condemns his disdain for African customs; the loss of identity is linked to colonial influence; she laments neglect of music, dance and storytelling; she contrasts herself with Clementine; she appeals for preservation of values and unity.
CHECK: the P key gives eight points; seven marking points kept. UNVERIFIED: no solutions file for the Private paper; key borrowed from the P-2014 solutions for the same question.
Show the position of women in the poem 'Echoes' in relation to the reality (give eight points).
The poem shows women treated as property and as tools for men's pleasure, denied inheritance and education, kept at home, and given few chances to lead; the male speaker and nation plead guilty.
NOT IN ANSWER SHEET: the solutions do not cover the Private paper's poem 'Echoes'. Points are drafted from the poem text. CHECK before use.
Elaborate four elements in the form by using two plays you have read.
Elements of form (for example plot, characters, setting and language/dialogue) as they appear in two plays from the list.
NOT IN ANSWER SHEET: the question wording is unclear ('elements in the form'); the solutions do not cover it. Points are drafted. CHECK the intended meaning before use.
'Many people in today's societies have dishonest practices.' Justify this statement by using two novels you have read (give four points in each novel).
Two novels showing dishonest practices (for example corruption, theft of funds or deceit) in society, with four points each.
NOT IN ANSWER SHEET: the solutions do not cover this question. Points are general drafts; the novels must be checked against the text. CHECK before use.
History is about A) ongoing events B) past events C) present events D) future events.
B — past events
Passage: history 'mainly deals with events of the past'.
There is one thing which determines the growth of history, that is A) wild animal B) physics C) historian D) human race.
D — human race
Passage: 'The growth of history has been accompanied by the growth of the human race.'
History is connected with the future in the sense that A) one cannot speak of the future without linking it to the past B) it is the narration of the future events C) past events are connected with the future events D) future events always determine the past.
C — past events are connected with the future events
Passage: experiences of history will form the history of tomorrow.
History has a wide scope because A) it is taught as a subject in the world B) it is connected with the field of Geography C) every field of human activity has history D) history is associated with civilization.
C — every field of human activity has history
Passage: a speaker on any field of human activity will present history connected with it.
The synonymous word for 'scope' is ______.
comprehensiveness.
The origin of the word history is ______.
Greek.
In the past, history was only dealing with ______.
events.
Read and summarize the passage on performance in oral literature in five sentences in a single paragraph.
Oral literature thrives on performance, which gives it life; performance enhances communication and appreciation; it allows narrators to recreate and adapt stories; without it, oral literature becomes dull; performance is its essence.
Re-write the sentences using the instruction: You are young. You are very wise. (Begin with: although)
Although you are young, you are very wise.
'Although' introduces the contrast in the first clause.
Change the verb to past perfect continuous tense: I teach English.
I had been teaching English.
Past perfect continuous: had been + verb-ing.
Re-write the sentence correctly: Unless you do not ask me, I cannot help you.
Unless you ask me, I cannot help you.
'Unless' already carries the negative, so 'do not' is removed.
Re-write the sentences using the instruction: We arrived at the stand. The bus left. (Begin with: as soon as)
As soon as we arrived at the stand, the bus left.
'As soon as' expresses the sequence of the two actions.
Choose from: has, was, do, have, am, does, are, were. ______ you collected your exercise book?
Have
Question form with a plural/you subject in the present perfect: 'Have you collected...?'
Choose from: has, was, do, have, am, does, are, were. ______ I a teacher at this moment?
Am
First person present: 'Am I a teacher...?'
Choose from: has, was, do, have, am, does, are, were. They ______ in Sumbawanga last year.
Were
Plural past of 'be': 'They were in Sumbawanga last year.'
Choose from: has, was, do, have, am, does, are, were. My teacher ______ in the room an hour ago.
Was
Singular past of 'be': 'My teacher was in the room an hour ago.'
Choose from: has, was, do, have, am, does, are, were. ______ he finished his homework?
Has
Present perfect question with 'he': 'Has he finished...?'
Choose from: has, was, do, have, am, does, are, were. I ______ like reading novels.
Do
Present simple with 'I': 'I do like reading novels.'
Choose from: has, was, do, have, am, does, are, were. He ______ his job perfectly.
Does
Present simple with 'he': 'He does his job perfectly.'
Choose from: has, was, do, have, am, does, are, were. Students ______ stubborn nowadays.
Are
Plural present of 'be': 'Students are stubborn nowadays.'
One word is wrongly used. Identify it and replace it: Do not waist my time.
waist → waste
'Waste' (to use without purpose) fits; 'waist' is the body part.
One word is wrongly used. Identify it and replace it: Everyone is required to come with me accept you.
accept → except
'Except' means 'apart from'; 'accept' means to receive.
One word is wrongly used. Identify it and replace it: She is feet for the game today.
feet → fit
'Fit' means physically ready; 'feet' is the body part.
One word is wrongly used. Identify it and replace it: We are going to use bred for the breakfast.
bred → bread
'Bread' is the food; 'bred' means raised or reared.
One word is wrongly used. Identify it and replace it: I like wearing hut.
hut → hat
'Hat' is worn on the head; 'hut' is a dwelling.
One word is wrongly used. Identify it and replace it: We are going to such for the missing book.
such → search
'Search' is looking for something; 'such' is a determiner.
CHECK: the solutions' stem for 5(f) has a stray fragment, 'I ______ like reading novels.', copied from 4(f). The wrong word and key are clear from the second sentence.
One word is wrongly used. Identify it and replace it: You should play to God when you are in need.
play → pray
'Pray' means to speak to God; 'play' is recreation.
One word is wrongly used. Identify it and replace it: These are the affect of rainfall.
affect → effects
'Effects' (noun, results) fits after 'the'; 'affect' is a verb.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A car with a driver that you pay to take you somewhere ______.
taxi
A taxi is a car with a driver that you pay to take you somewhere.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A covered vehicle with no side windows in its back half ______.
van
A van is a covered vehicle with no side windows at the back.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A vehicle with low sides and no roof at the back ______.
pick-up
A pick-up has low sides and an open back.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A large vehicle for carrying heavy loads by road ______.
lorry
A lorry carries heavy loads by road.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A large road vehicle that carries passengers ______.
bus
A bus is a large road vehicle carrying passengers.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A road vehicle without an engine that is pulled by a car ______.
caravan
A caravan has no engine and is towed by a car.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A powerful vehicle with two large and two smaller wheels ______.
tractor
A tractor has two large and two smaller wheels.
Using the words lorry, caravan, van, pick-up, tractor, bulldozer, bus, taxi, complete: A powerful vehicle with a broad steel blade in front ______.
bulldozer
A bulldozer has a broad steel blade in front.
Change the direct speech into indirect speech: Asha said, "I like eating bananas."
Asha said that she liked eating bananas.
Reported speech: present simple moves back to the past simple.
Change the direct speech into indirect speech: "I am writing a letter to my brother," John said to me.
John told me that he was writing a letter to his brother.
Present continuous moves back to the past continuous; 'my' changes to 'his'.
Change the direct speech into indirect speech: "Am I making a mistake?" Joan said to herself.
Joan wondered if she was making a mistake.
A yes/no question becomes a reported 'if' clause.
Change the direct speech into indirect speech: "Where do you want to go now?" He said to me.
He asked me where I wanted to go.
A wh-question is reported with 'asked' and the word order of a statement.
Rearrange the five sentences (A to E) in a logical sequence to make a meaningful paragraph.
C, A, E, B, D
Match: Sum paid or charged for borrowing or use of money. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
H — Interest
Interest is the sum charged for borrowing money.
Match: Place in the bank where money is kept and locked. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
C — Safe
A safe is where money is kept and locked.
Match: Member of public using service of bank. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
F — Customer
A customer uses the bank's services.
Match: To convert into cash. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
A — Realize
To realize an asset is to convert it into cash.
Match: Place money for safekeeping in bank. List B: A Realize, B Subsidize, C Safe, D Deposit, E Pledge, F Customer, G Banker, H Interest.
D — Deposit
To deposit money is to place it in a bank for safekeeping.
In not more than 250 words, write a speech on 'Things to consider in making an economic plan'.
A speech on the key considerations in an economic plan: goals, resources, priorities, external factors, risk, advice and monitoring, and ethics.
CHECK: the key gives eight considerations; seven marking points kept. Advice and monitoring combined.
You find that you have been working as a travelling sales representative for the last five years and your employer is satisfied with your work. Write a letter to your employer asking him/her to increase your salary. Your name is Atiki Nyolelo.
Formal letter requesting a salary increment, citing five years of good work, signed Atiki Nyolelo.
CHECK: the key dates the letter 03/11/2017, which looks like a typo for 2014.
You have been appointed principal speaker of the motion 'Watching television is causing more harm than good to children and students'. Argue for the motion in not more than 250 words.
Speech supporting the motion: television harms academic performance, promotes violence and materialism, causes health problems, reduces social interaction, and offers little educational value.
Give a brief picture of the happenings in 'A Song of Lawino' (use eight points).
Lawino praises African traditions and criticises Westernisation; Ocol abandons his culture; she condemns his disdain for African customs; the loss of identity is linked to colonial influence; she laments neglect of music, dance and storytelling; she contrasts herself with Clementine; she appeals for preservation of values and unity.
CHECK: the key gives eight points; seven marking points kept. Appeal and call for unity combined.
Show the position of women in the poem about Atieno in relation to reality (give eight points).
The poem shows women as unpaid domestic workers, exploited, condemned for childbirth, deprived of education, denied their earnings, and neglected in health care.
CHECK: the key gives seven points, not eight as the paper asks. Seven kept.
Using any two plays, outline and discuss the aspects of African customs and traditions you would like to be abolished. Give reasons to support your views.
Forced marriage in Three Suitors, One Husband (bride price, lack of choice) and the marginalisation of women's voices in Betrayal in the City should be abolished.
CHECK: the key quotes 'My daughter, you must marry this man...' and no quotes are verified against the text. Do not rely on the quotations.
Using two books, show how the main characters (one from each novel) helped to develop their communities.
Okonkwo leads and defends tradition in Things Fall Apart; Njoroge represents hope through education in Weep Not, Child.
CHECK: 'Things Fall Apart' is not in the printed list of readings for this paper; verify the marking scheme. The key's quotations are not verified. Six marking points given.
The girls were jealous of Upendo because of A) her beauty and charm B) working hard C) her filed teeth D) collecting firewood E) her brother.
A — her beauty and charm
Passage: the girls were jealous of Upendo's beauty and charm, which the specialist praised.
The word "reputed" used in the passage means A) become famous B) known by people C) be generous D) wanted always E) generally considered.
E — generally considered
'Reputed' means generally considered (to be a good specialist).
Name three things which helped to discover Upendo's whereabouts A) A bundle of firewood, clothes and footmarks B) Footmarks, a bundle of firewood and Upendo's voice C) A hole, a route to the forest, Upendo's friends D) Footmarks, girls and Upendo's voice E) A hole, Upendo's friends and a bundle of firewood.
B — Footmarks, a bundle of firewood and Upendo's voice
Passage: the brother noticed footmarks and a bundle of firewood, then heard his sister's voice.
Upendo was crying bitterly A) at her parents' house B) in the specialist house C) in the big forest D) at the bottom of the hole E) on her way to the expert.
D — at the bottom of the hole
Passage: 'All this time Upendo was crying bitterly at the bottom of the hole in the forest.'
Complete: The custom of the girls was to ______.
collect firewood from the forest.
Complete: Upendo and her friends went to see the specialist for ______.
filing their teeth.
Complete: The girls who mistreated Upendo were identified and ______.
taken before elders for judgment.
Read and summarize the passage on nature (things not made by humans) and artificial things, in five sentences.
Nature covers all things not made by humans; 'nature' comes from Latin 'natura' (things born); human-made things are artificial; a garden is both natural and artificial; humans are part of nature except for their clothes.
CHECK: the key's summary is a model paragraph; the marking points are drawn from it.
Special names are given to groups of things. Use the words: stationery, furniture, birds, subjects, animals, trees, readings, colours, food, fruits, courses. Group: green, red, blue, yellow.
colours
Green, red, blue and yellow are colours.
Special names are given to groups of things (choose from the words in 3). Group: pawpaw, orange, pineapple, apple.
fruits
Pawpaw, orange, pineapple and apple are fruits.
Special names are given to groups of things (choose from the words in 3). Group: chair, desk, table, stool.
furniture
Chair, desk, table and stool are furniture.
Special names are given to groups of things (choose from the words in 3). Group: cat, dog, rat, cow.
animals
Cat, dog, rat and cow are animals.
Special names are given to groups of things (choose from the words in 3). Group: history, geography, civics, Kiswahili.
subjects
History, geography, civics and Kiswahili are school subjects.
Special names are given to groups of things (choose from the words in 3). Group: pens, rulers, envelopes, paper.
stationery
Pens, rulers, envelopes and paper are stationery.
Special names are given to groups of things (choose from the words in 3). Group: novels, plays, short stories, poems.
readings
Novels, plays, short stories and poems are readings.
Special names are given to groups of things (choose from the words in 3). Group: education, political science, law, engineering.
courses
Education, political science, law and engineering are university courses.
Write the word which is not part of the list: Plate, Spoon, Cup, Knife, Pan, Block.
Block
The other items are kitchen and table utensils; a block is not.
Write the word which is not part of the list: Milk, Cassava, Rice, Maize, Potatoes, Yams.
Milk
The others are food crops; milk is an animal product.
Write the word which is not part of the list: Mini skirt, Shoes, Shirt, Trousers, Shorts, T-shirt.
Shoes
The others are items of clothing; shoes are footwear.
CHECK: the paper prints 'Mini skirt'; the solutions print 'Mint skirt'.
Write the word which is not part of the list: Tanzanian, Botswana, Greek, France, Togolese, Swazi.
France
The others are nationality adjectives; France is a country name.
Write the word which is not part of the list: Airtel, Vodacom, Tigo, Zantel, TTCL, TBC.
TBC
The others are telecommunication companies; TBC is a broadcaster.
Write the word which is not part of the list: Chair, Table, Stool, Bed, Sheet, Cupboard.
Sheet
The others are furniture; a sheet is bedding.
Write the word which is not part of the list: Fanta, Pepsi, Sprite, Coca-Cola, Mirinda, Chemical.
Chemical
The others are soft drink brands; 'chemical' is not.
CHECK: the paper prints 'Chemicola'; the solutions print 'Chemical'.
Write the word which is not part of the list: Moshi, Dodoma, Mbeya, Arusha, Morogoro, Tanga.
Arusha
Key as printed: Arusha. All six words are Tanzanian towns, so the odd one out is not clear from the list.
CONTESTABLE: all six are Tanzanian towns; the key's choice (Arusha) is not clearly the odd one out. Check against the marking scheme.
Complete the dialogue between Lillian and Charles with one word. Lillian: Hello! Do (i) ______ mind if I share your umbrella?
you
'Do you mind' is the polite form of the question.
Complete the dialogue. Lillian: Er, (ii) ______ name is Lillian.
my
Possessive determiner: 'my name' refers to the speaker.
Complete the dialogue. Charles: (iii) ______ is Charles.
My name
Charles introduces himself: 'My name is Charles.'
Complete the dialogue. Lillian: (iv) ______ have just arrived from my aunt's place and I am waiting for my uncle who is coming from town.
I
Subject pronoun for the speaker, Lillian: 'I have just arrived'.
CORRECTED: the printed key gives 'you' for both (iv) and (v) as one answer. (iv) should be 'I' (I have just arrived); 'you' fits (v).
Complete the dialogue. Lillian: ... And (v) ______?
you
Lillian asks Charles about himself: 'And you?'
CORRECTED: printed key gives one answer, 'you', across (iv) and (v). Assigned here to (v) only.
Complete the dialogue. Charles: What bus is (vi) ______ uncle taking? Do you know?
your
Charles asks about Lillian's uncle: 'your uncle'.
Complete the dialogue. Lillian: Er, I do not exactly remember which one. Let (vii) ______ see.
me
Object pronoun after 'let': 'Let me see'.
Complete the dialogue. Charles: I wonder whether (viii) ______ know each other?
they
Subject pronoun for the two uncles: 'they know each other'.
Rewrite the sentences (join using 'Neither'): The chief editor was not present. The sub-editor was not present.
Neither the chief editor nor the sub-editor was present.
'Neither ... nor' joins two negative subjects.
Rewrite the sentence (begin: News writing is): Photojournalism is more difficult than News writing.
News writing is less difficult than photojournalism.
Reversing the comparison: 'less difficult than' gives the same meaning.
Rewrite the sentence (begin: Unless): If you do not work hard, you will repeat some of the papers.
Unless you work hard, you will repeat some of the papers.
'Unless' replaces 'if ... not'.
Rewrite the sentences using 'despite': Abraham was strong. He was beaten in the first round.
Despite being strong, Abraham was beaten in the first round.
'Despite' followed by a gerund introduces the contrast.
Rewrite using the right form of the word in brackets: We (go) to leave tomorrow morning.
We are going to leave tomorrow morning.
Planned future: present continuous of 'go' plus 'to'.
Rewrite using the right form of the word in brackets: I (water) my flowers at this moment.
I am watering my flowers at this moment.
An action in progress now: present continuous.
Rewrite using the right form of the word in brackets: He (cook) his meals every day.
He cooks his meals every day.
A habit or routine: simple present with third-person 's'.
Rewrite using the right form of the word in brackets: Yesterday I (see) people fighting at the market.
Yesterday I saw people fighting at the market.
A completed past action: simple past of 'see'.
Rearrange the five sentences (A to E) in a logical sequence to make a meaningful paragraph.
B, C, A, E, D
Match: Move from one place to another for settlement. List B: A Dissent, B Watch, C Migrate, D Achieve, E Invigilate, F Return, G Catch, H Glance.
C — Migrate
To migrate is to move from one place to another to settle.
Match: Take hold of something. List B: A Dissent, B Watch, C Migrate, D Achieve, E Invigilate, F Return, G Catch, H Glance.
G — Catch
To catch is to take hold of something.
Match: Bring to a successful conclusion. List B: A Dissent, B Watch, C Migrate, D Achieve, E Invigilate, F Return, G Catch, H Glance.
D — Achieve
To achieve is to bring something to a successful conclusion.
Match: Look hastily or briefly. List B: A Dissent, B Watch, C Migrate, D Achieve, E Invigilate, F Return, G Catch, H Glance.
H — Glance
To glance is to look hastily or briefly.
Match: Have a disagreement. List B: A Dissent, B Watch, C Migrate, D Achieve, E Invigilate, F Return, G Catch, H Glance.
A — Dissent
To dissent is to have a disagreement.
As a member of the school trip committee, write a composition of about 250 words on the eight ways you will use to raise money for your study tour to Ngorongoro National Park.
A composition listing eight fundraising methods: an event, sponsor letters, sales of crafts and snacks, volunteer services, crowdfunding, paid workshops, and monthly contributions.
CHECK: the key gives eight ways; seven marking points kept. Car washing and clean-up combined.
Write an essay of about 250 words on eight areas you would concentrate on if you were elected President of Tanzania for 2015-2020.
An essay on eight priority areas: education, health, infrastructure, agriculture, youth unemployment, corruption, environment and clean water.
CHECK: the key gives eight areas; seven marking points kept. Environment and clean water combined.
Write a letter to your father to inform him of the day you will close school for the holiday and ask him to send money for bus fare. Sign your name as Matokeo Kamili.
Letter giving the closing day and asking for bus fare, signed Matokeo Kamili.
Having graduated with a bachelor's degree in law, write an application letter to the Chief Justice of the High Court of Law. Sign your name as Sikuku Nzuri.
Formal application letter addressed to the Chief Justice, High Court of Law, PO Box 24, Tanga, signed Sikuku Nzuri.
CHECK: the paper does not name the post; 'Law Clerk' is the key's choice.
Read the poem 'Hallow heads torture me with ignorance' and answer: What is the poem about?
The struggle against ignorance and oppression, and the fight for enlightenment and knowledge.
Mention the number of stanzas and the number of verses in each stanza.
3 stanzas: 6 verses, 8 verses and 5 verses.
CONTESTABLE: the printed poem appears to have 7, 7 and 6 lines per stanza. Check the verse count against the paper before using the key's figures.
Does the persona fear his enemy?
No. He is determined to fight with wit, speech and strong conscience.
Mention two possible themes in the poem.
The battle against ignorance and oppression; the power of knowledge and resilience.
Comment on the language used in this poem.
Vivid and metaphorical language with strong imagery; repetition emphasises the persona's determination.
Who is the persona in this poem?
An individual who values knowledge and is determined to fight ignorance and oppression.
Is the poem relevant to your society?
Yes. It highlights the importance of education and the fight against societal ignorance and oppression.
What is the mood of the poem?
Defiant and resolute.
What type of poem is this?
A didactic poem, as it teaches the importance of resilience and the fight against ignorance.
CONTESTABLE: the key says didactic; a protest or defiant poem is also defensible.
What do we learn from the poem?
The importance of using knowledge, determination and resilience to overcome ignorance and oppression.
Poets, like other artists, have messages to convey to the audience. Discuss this statement using two poems you have read under this programme. Give four messages from each poem.
Songs of Lawino and Ocol: preserving culture, arrogance causes division, unity and respect, tradition versus modernisation. Growing up with Poetry: resilience through struggle, value of education, self-expression.
CHECK: the key quotes lines from both poems (e.g. 'Let no one uproot the pumpkin...', 'Knowledge is the key...'). Verify the wording against the anthology before use. Seven marking points kept of eight.
The playwrights depict the experience of their own society and time, but the issues tend to be universal. Justify this contention using two plays. Give four points from each play.
The Lion and the Jewel: tradition versus modernity, gender roles, power in relationships, cultural identity. The Black Hermit: tribalism and national unity, the search for identity, alienation, ambition versus community expectations.
CHECK: the key quotes lines from both plays. Verify the wording against the text before use. Seven marking points kept of eight; Black Hermit 'self-discovery' dropped.
It is believed that bad leadership in many African societies has acted as an obstacle to people's development. Use two novels to justify the statement. Give four points from each novel.
A Wreath for Father Mayer of Masasi: corruption, neglect of education and health, lack of accountability, divisions. Passed Like a Shadow: failure to address HIV/AIDS, absence of effective policies, weak trust in institutions.
CHECK: the key quotes lines from both novels that are not verified against the text; do not rely on the quotations. Seven marking points kept of eight; 'prioritising community welfare' dropped.
Which of the following is a list of the member countries of the East African Community today? A) Burundi, Congo, Tanzania, Kenya, and Uganda B) Kenya, Tanzania, Zambia, Uganda, and Burundi C) Uganda, Kenya, Burundi, Rwanda, and Malawi D) Rwanda, Zimbabwe, Uganda, Burundi, and Tanzania E) Tanzania, Kenya, Uganda, Rwanda, and Burundi.
E — Tanzania, Kenya, Uganda, Rwanda, and Burundi
Passage: the five member countries are Tanzania, Kenya, Rwanda, Uganda and Burundi.
Why was the East African passport introduced? A) To ease border crossing for East Africans B) In order to help business men across the border C) So as to transport goods easier through the border D) For simplifying immigration processes at the border E) To identify people who are out of the EAC at the border.
A — To ease border crossing for East Africans
Passage: the passport was introduced to make border crossing for East Africans easier.
What is the synonym of the word 're-establish'? A) Rearrange B) Readjust C) Restore D) Resettle E) Relocate.
C — Restore
To re-establish is to restore something to its former state.
Why was the East African Community collapsed in 1977? A) Because of socialism ideology in Tanzania B) Due to different country philosophies C) As the result of dictatorship practices in Uganda D) The capitalism philosophy was the collapse reason E) Due to the weak leadership in the organization.
B — Due to different country philosophies
Passage: the community collapsed partly because of disagreements in the three countries' political philosophies.
Write down the acronym EALA in full.
East African Legislative Assembly
Mention one forthcoming plan for the EAC.
The introduction of a monetary union with a common currency.
The signing of the Treaty to re-establish the East African Community was done in ______.
Arusha, Tanzania.
Read and summarize the passage on soil erosion in five sentences in a single paragraph.
Soil erosion is a global problem caused by deforestation, poor farming and overgrazing; overcropping depletes nutrients; hillside cultivation lets rainwater carry soil away; prevention includes cover crops, contour farming, terracing and limited grazing; afforestation holds the soil with tree roots.
Re-write into indirect speech: Whom do you want to see?
She asked whom I wanted to see.
A wh-question is reported with statement word order and past tense.
Transform using 'so ... that': The girl is too clever to understand the book.
The girl is so clever that she cannot understand the book.
'Too ... to' becomes 'so ... that ... cannot'.
Begin: Being occupied ... : He was occupied with important matters. He had no time to see us.
Being occupied with important matters, he had no time to see us.
Participle clause replaces the first sentence; the subject is the same.
Rewrite using 'Kenyan' instead of 'Kenya': The president of Kenya came to Tanzania last year.
The Kenyan president came to Tanzania last year.
'Kenyan' is the adjective form, used before the noun.
Choose from: whose, that, any, whichever, him, I, me, who. My teacher gave me and ______ the homework.
him
Object pronoun after 'gave me and'.
Choose from: whose, that, any, whichever, him, I, me, who. ______ of you can do this assignment.
Any
'Any of you' refers to anyone in the group.
Choose from: whose, that, any, whichever, him, I, me, who. Mwasiti is taller than ______.
I
Subject pronoun after 'than' (than I am).
Choose from: whose, that, any, whichever, him, I, me, who. My father and ______ are leaving to Europe tonight.
I
Subject pronoun in a compound subject.
Choose from: whose, that, any, whichever, him, I, me, who. I know the girl ______ left a message for you.
who
A relative pronoun for a person, as the subject of 'left'.
Choose from: whose, that, any, whichever, him, I, me, who. ______ handwriting is this?
Whose
Possessive question word for 'handwriting'.
Choose from: whose, that, any, whichever, him, I, me, who. This is the girl ______ I talked about.
that
Relative pronoun referring to a person.
Choose from: whose, that, any, whichever, him, I, me, who. I shall give you ______ you like.
whichever
'Whichever you like' means any one you choose.
One word is wrong. Identify it and correct the spelling: Goats eat backs of trees.
back → bark
'Bark' is the outer covering of a tree.
One word is wrong. Identify it and correct the spelling: They are walking to school by foot.
by → on
The phrase is 'on foot'.
One word is wrong. Identify it and correct the spelling: We are matching to the office.
matching → marching
'Marching' is walking in step; 'matching' means fitting together.
One word is wrong. Identify it and correct the spelling: They bit me with a stick.
bit → beat
'Beat' means to hit.
One word is wrong. Identify it and correct the spelling: How march do you sell this mango?
march → much
'How much' asks about price.
One word is wrong. Identify it and correct the spelling: You are supposed to study had for your exams.
had → hard
'Study hard' is the adverb form.
One word is wrong. Identify it and correct the spelling: Many of as are the best students in our class.
as → us
Object pronoun after 'of'.
One word is wrong. Identify it and correct the spelling: My hear is aching.
hear → head
'Head' is the body part that aches.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who advises clients on legal matters is called ______.
lawyer
A lawyer advises clients on legal matters.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who cooks in a hotel or restaurant is known as ______.
chef
A chef cooks in a hotel or restaurant.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who administers the property, house and finances of another is referred to as ______.
keeper
A keeper looks after another person's property and finances.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who sells household items is called ______.
grocer
A grocer sells household goods.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who ranks immediately below a priest ______.
deacon
A deacon ranks just below a priest.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who is a chief administrator of a college or university ______.
dean
A dean is the chief administrator of a college or faculty.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who looks after someone ______.
guardian
A guardian looks after a person, such as a child.
Using the words guardian, trader, chef, grocer, dean, lawyer, keeper, journalist, deacon, complete: A person who is engaged in commercial purchase and sale ______.
trader
A trader buys and sells goods commercially.
Re-write using a question tag: I am a teacher.
I am a teacher, aren't I?
Positive statement with 'am' takes the negative question tag 'aren't I'.
Re-write using the present perfect continuous tense: We are waiting for her.
We have been waiting for her.
Present perfect continuous: have/has been + verb-ing.
Re-write, beginning 'If ...': You should work hard to get a first class.
If you work hard, you will get a first class.
First conditional: if + present, will + base verb.
Re-write using 'when': I saw Martha talking to her mother.
I saw Martha when she was talking to her mother.
'When' introduces a past continuous clause describing the event.
Rearrange the five sentences (A to E) into a logical sequence to make a meaningful paragraph.
E, D, A, C, B
Match: Shoe that extends above the ankle. List B: A Flat shoe, B Sneaker, C High-heels, D Boot, E Slipper, F Moccasin, G Sandal.
D — Boot
A boot extends above the ankle.
Match: Light shoe consisting of a sole held on the foot by thongs. List B: A Flat shoe, B Sneaker, C High-heels, D Boot, E Slipper, F Moccasin, G Sandal.
G — Sandal
A sandal has a sole held by straps or thongs.
Match: Shoe having an upraised heel. List B: A Flat shoe, B Sneaker, C High-heels, D Boot, E Slipper, F Moccasin, G Sandal.
C — High-heels
High-heels have a raised heel.
CHECK: the paper prints 'an unraised heel'; the solutions print 'an upraised heel'. The solutions wording is used here.
Match: Light shoe of some soft material, for wearing around the house. List B: A Flat shoe, B Sneaker, C High-heels, D Boot, E Slipper, F Moccasin, G Sandal.
E — Slipper
A slipper is a soft light shoe worn at home.
Match: Canvas shoe with rubber sole worn informally. List B: A Flat shoe, B Sneaker, C High-heels, D Boot, E Slipper, F Moccasin, G Sandal.
B — Sneaker
A sneaker is a canvas shoe with a rubber sole, worn informally.
In not more than 250 words, write a narrative on 'Unending journey' (the paper prints this title; the solutions print 'Treading journey').
A narrative of a journey to a grandmother's remote village: a crowded bus, breakdowns, the scenery, and the warm welcome.
CHECK: the paper prints 'Unending journey' and the solutions print 'Treading journey'. Check the title against the paper.
Write an application letter for the driver post advertised in the Daily News, Friday, October 25, 2013, from Tanzania Bus Services Ltd (candidates aged 26 to 45, three years' experience with heavy commercial vehicles, licence classes A, B, C and E, height 176 cm and above, a reference letter and a certificate of good conduct).
Formal application letter for the driver post, addressed to the Traffic Manager, stating the licence, experience and skills, and listing enclosures.
CHECK: the solutions give P.O. Box 43200 and the paper gives P.O. Box 402300. Use the paper's address.
Imagine you were invited to your best friend's wedding ceremony held at Lego Hotel on 23rd February 2013, from 6:00 pm to 11:00 pm. Narrate the incident in not less than 250 words.
A narrative of the wedding: the decorated venue and ceremony at 6 pm, the vows, the reception and speeches, the first dance, and fireworks at 11 pm.
CHECK: the paper prints 'Lego Hotel' and the solutions print 'Logo Hotel'. Use the paper's name.
Using fictitious names, write an invitation card to request your friends to attend your father's PhD graduation.
An invitation card from the family with the event, date, time, venue, reception, RSVP and sign-off.
Outline the format of writing telephone messages from those who will call for excuses.
Format: caller's name, date and time of call, message (reason for absence), action taken, and the name of the person who received the message.
NOT IN ANSWER SHEET: the solutions do not answer part (ii). Points are drafted. CHECK before use.
Read the poem 'How is development' and answer: What is the poem about?
Corruption and inequality as obstacles to development in society.
Is the persona happy in this poem? Give reasons.
No. The persona highlights corruption and exploitation by those in power, which hinder progress.
How many stanzas are there?
Three stanzas.
What are the possible two themes in this poem?
1. Corruption and greed. 2. Social inequality and exploitation.
Show the relevance of the themes portrayed in this poem to your society.
The themes of corruption and greed are common issues in many societies today.
Who is the persona in this poem?
An observer or concerned member of society speaking out against corruption and inequality.
What type of poem is this?
A social commentary poem.
What is the message that is carried by this poem?
The need to address corruption and inequality for true development to occur.
How many verses are in the poem?
Twelve verses (as keyed).
CONTESTABLE: the key says twelve verses; the paper text shows 18 lines in stanzas of 5, 8 and 5. Check the verse count against the paper before use.
Comment on the language use in this poem.
The language is simple yet impactful, with metaphor, e.g. 'the stomachs of the privileged few greater than the Rift Valley'.
CHECK: the solutions list the questions in a different order from the paper; items here are mapped by content (paper (d) two themes, (i) verses, etc.).
Differentiate poetry from other readings like novels.
Poetry uses rhythm and figurative language and is short, with stanzas and verses and a focus on emotion; novels are prose narratives, longer, with chapters and focus on characters, plots and settings.
Suggest lessons which can be drawn from the two plays you have read under this section. Give four lessons from each play.
The Lion and the Jewel: tradition and modernity must coexist; arrogance and disrespect for culture lead to failure; gender roles shape relationships; wisdom outweighs youthful enthusiasm. The Black Hermit: tribalism blocks national unity; alienation causes personal struggles; balancing ambition and obligation is hard.
CHECK: the key gives eight lessons (four per play). Six marking points kept; 'wisdom outweighs youthful enthusiasm' and 'self-discovery' dropped.
'The HIV/AIDS pandemic spreads like a burning fire in the forest.' Verify this statement using one novel you have read.
In Passed Like a Shadow, HIV/AIDS spreads fast and devastates families; ignorance and stigma worsen it; lack of awareness leads to unchecked infection; fear and discrimination stop people seeking help; education and changed attitudes are needed.
The Food and Agricultural Organisation (FAO) warned of the famine disaster as early as 1973 because A) it was its responsibility to ensure that people did not suffer from famine B) the governments of the six Francophone countries were a disaster area C) man had not benefited from the lowest living memory D) relief food was late and most areas were inaccessible E) man had failed to recover to the better areas in the south.
D — relief food was late and most areas were inaccessible
Passage: relief for the Francophone countries was late and reached only the more accessible areas.
CHECK: the paper prints different wording for options A to E; the key letter is taken from the solutions' options.
Big areas of the six Francophone countries did not get relief food because A) Nigeria had launched the food relief operation without help B) man had abandoned their land and moved south C) relief food was late and most areas were inaccessible D) the governments of Francophone countries declared themselves a disaster area E) relief operation was late and aid did not appear to reach the intended people.
C — relief food was late and most areas were inaccessible
Passage: relief was late and only the more accessible areas were reached.
CONTESTABLE: the paper's option E ('relief was not immediate and most areas in need were inaccessible') is close in meaning. Check the marking scheme.
According to the passage, the most endangered population was A) people in northern Nigeria only B) people in sub-Saharan Africa C) nomads in Sahel Africa D) herds in Africa E) nomads in six Francophone countries.
E — nomads in six Francophone countries
Passage: the nomads of the Sahara and the Francophone regions were the most endangered.
The glimpse of hope that the endangered population got came as a result of A) the fact that the affected areas were once covered savannah B) man's acceptance to bear the blame for the current crisis C) efforts of international agencies, governments and regional authorities D) the white water and water colour on the wet plaster E) the plant grazing goats which they had spared for their calves.
C — efforts of international agencies, governments and regional authorities
Passage: the hope came from international agencies, governments, regional authorities and the people.
Complete the table with the information from the passage. Agent: (1) Man; (2) The goat. Way they destroy the environment.
Man: overgrazing and cutting down trees. The goat: overgrazing and feeding on leaves.
Read and summarize the passage on the evolution of the telephone (from landlines to mobile phones) in five sentences in a single paragraph.
The telephone has evolved from stationary landlines (Dial Phones) to the modern mobile phone, which moves, communicates and saves messages; the earliest phones (Mouth Piece Phones) are now in museums; the mobile plans its future.
CHECK: the solutions file has stray chat text around the summary; only the summary itself is used.
Write the activity done by a vendor.
A person who sells goods, usually in a market or on the street.
Write the activity done by a tour guide.
A person who leads visitors to various sites and explains the places visited.
Write the activity done by a cyclist.
A person who rides a bicycle.
Write the activity done by a foreman.
A person who supervises and directs workers, especially in construction or manufacturing.
Fill in the gap with 'a', 'an', 'the' where necessary: I was ______ best student in my class.
the
A superlative takes 'the'.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: Whenever I was given ______ test, I scored full marks.
a
A singular countable noun not yet specified takes 'a'.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: When ______ best students were given an opportunity...
the
Specific group known: 'the best students'.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: ... participate in ______ essay writing competition.
an
'Essay' begins with a vowel sound, so 'an'.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: I won ______ prize.
the
A specific prize is referred to.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: ______ teacher who was dealing with the essay competition...
The
A specific teacher is referred to.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: ... dealing with ______ essay writing competition...
the
A specific competition is referred to.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Fill in the gap with 'a', 'an', 'the' where necessary: ... was given ______ prize too.
a
A non-specific prize: 'a prize too'.
CHECK: no separate key list; answers taken from the filled-in passage in the solutions.
Read the family passage about Moshi's family (Stela, Musa, Rose, John, Rasi, Hawa, Abdu, Amina). What is the relationship between Musa and Rose?
Musa and Rose are husband and wife.
Read the family passage. What is the relationship between John and Musa?
John and Musa are brothers-in-law.
Read the family passage. What is the relationship between Rasi and Stela?
Rasi is Stela's nephew.
Read the family passage. Abdu, Amina, Rasi and Hawa are ______ of Mr and Mrs Moshi.
grandchildren.
Correct the sentence: I am planning to came at 4:00 p.m.
I am planning to come at 4:00 p.m.
'Planning to' is followed by the base verb 'come'.
Correct the sentence: Please does this work very carefull.
Please do this work very carefully.
Imperative takes the base form 'do'; 'carefully' is the adverb.
Correct the sentence: One of our friends have left school.
One of our friends has left school.
'One of' takes a singular verb.
Correct the sentence: Students they failed because they did not study hard.
Students failed because they did not study hard.
The extra subject pronoun 'they' is removed.
Correct the sentence: My friends is working very hard.
My friend is working very hard.
Singular 'friend' takes the singular verb 'is'.
Correct the sentence: There is many water in the ocean.
There is much water in the ocean.
'Water' is uncountable, so 'much' is used.
Correct the sentence: Maya's brother is study at the university.
Maya's brother is studying at the university.
Present continuous: is + verb-ing.
Correct the sentence: Us are planning to use the new syllabus.
We are planning to use the new syllabus.
The subject pronoun is 'we', not 'us'.
Punctuate the sentence: I wish I could go to your school said Ali and I would like to read stories too.
"I wish I could go to your school," said Ali, "and I would like to read stories too."
Direct speech is enclosed in quotation marks, with commas where the reporting clause interrupts.
Write the correct question tag: Asha has finished reading the newspaper, ______?
Asha has finished reading the newspaper, hasn't she?
A positive 'has' statement takes the negative tag 'hasn't she'.
Re-write, beginning 'One of the ...': Before the monkeys had climbed up the tree the lioness tore one of them into pieces.
One of the monkeys was torn into pieces by the lioness before it had climbed up the tree.
Passive voice with the subject 'one of the monkeys'.
Re-write, beginning 'The police constable wondered ...': Shall we be able to identify the thief? Asked the police constable.
The police constable wondered whether they would be able to identify the thief.
Reported question with 'whether' and backshifted tense and pronoun.
Rearrange the five sentences (A to E) into a logical sequence to make a meaningful paragraph.
C, E, B, D, A
Match: Garment hanging from the waist. List B: A sock, B shirt, C trousers, D gown, E skirt, F blouse, G robe, H t-shirt.
E — skirt
A skirt hangs from the waist.
Match: Lightweight simple garment for the upper body. List B: A sock, B shirt, C trousers, D gown, E skirt, F blouse, G robe, H t-shirt.
H — t-shirt
A t-shirt is a lightweight simple garment for the upper body.
Match: Garment worn on the upper part of the body, usually having sleeves and buttons. List B: A sock, B shirt, C trousers, D gown, E skirt, F blouse, G robe, H t-shirt.
B — shirt
A shirt has sleeves and buttons.
Match: Shirt-like garment worn on the upper part of the body. List B: A sock, B shirt, C trousers, D gown, E skirt, F blouse, G robe, H t-shirt.
F — blouse
A blouse is a shirt-like garment for the upper body.
Match: Loose wide outer garment. List B: A sock, B shirt, C trousers, D gown, E skirt, F blouse, G robe, H t-shirt.
G — robe
A robe is a loose, wide outer garment.
CHECK: the paper prints 'G. globe'; the solutions print 'G. robe'. The solutions wording is used.
Write an invitation card to your sisters' friends for your nephew's birthday dinner party, and write telephone messages from those who will call for excuses. Use fictitious names.
An invitation card for a birthday dinner party, with date, time, venue and RSVP, plus telephone messages giving excuses.
CHECK: the solutions' invitation uses fictitious dates in 2025; any consistent dates are acceptable.
You are studying at Mlima Kweli High School where the teaching and learning environment is not good. Write an essay of not less than 250 words identifying the most crucial aspects the school administration should consider to improve it.
An essay identifying crucial aspects: inadequate infrastructure and classrooms, a poor library, shortage of qualified teachers, poor sanitation, and lack of extracurricular and counselling services.
Imagine you work at Karume Kenge Company Ltd and wish to ask the General Manager for permission. Using a fictitious name, write a letter of request.
Formal letter requesting permission to be absent for a family event, with an assurance about duties, signed with a fictitious name.
Write a letter to the Editor of Citizen Newspaper on the bad condition of roads in your village. Use a fictitious name and address.
A formal letter to the Editor describing the poor road condition, its effects on villagers, and a request for repair and drainage.
Poems have their own part to play in the struggle to create a new man. Use the poem 'Lost Beauty' to prove the statement.
The poem rejects imposed white standards of beauty and calls for black beauty; the persona's realisation that he is 'not black either' shows internalised struggle; the poem inspires a new man who values authenticity and rejects imposed norms.
Explain the important items to be considered in the criticism of a poem.
Theme, language, structure, tone and relevance.
Some male leaders abuse power entrusted to them by using it to win love. Referring to two plays you have read, verify this statement.
In The Lion and the Jewel, Baroka abuses his position as chief to win Sidi; in Three Suitors, One Husband, elders and suitors use power and wealth for material gain in marriage.
CHECK: the key spells the play's author as Guillaume Oyono-Mbia and the character as Juliet; the reading list gives O. Mbia. Check the spelling against the text.
If you were given a chance to suggest some themes in novels that are relevant in Tanzania today, which ones would you suggest? Use two novels to make references.
HIV/AIDS, ignorance and stigma (Passed Like a Shadow); the effects of colonialism, the struggle for independence and national unity (Weep Not, Child).
Passage on marriage in the countryside and in towns. The word 'countryside' in the first paragraph means the same as A. Tanzania B. rural areas C. everywhere except Dar es Salaam D. urban areas
B — rural areas
CHECK: section letter inferred (paper unreadable).
Passage on marriage in the countryside and in towns. According to the passage A. only the richer and best-educated women get married B. marriage in the countryside is a matter that involves both families C. many men in towns are rich D. many men and women in towns are rich E. in both the country and towns marriage involves the family members.
B — marriage in the countryside is a matter that involves both families
CHECK: section letter inferred (paper unreadable).
Passage on marriage in the countryside and in towns. Those who get married in church A. are only found in towns because they are educated B. are richer and most educated people C. spend a lot and are able to pay bride price because they are educated D. are well-to-do people living in towns.
D — are well-to-do people living in towns
CHECK: section letter inferred (paper unreadable). CONTESTABLE: option B is close to the passage wording ('richer and best-educated people'). Key as printed.
Passage on marriage and children in towns. Many children fail to get an education because of A. bad life in streets B. seeking a living the way they can C. lack of permanence in the social life of urban people D. failure to go to school due to poverty among families E. break-up of many marriages and temporary unions.
E — break-up of many marriages and temporary unions
CHECK: section letter inferred (paper unreadable). CONTESTABLE: the passage gives no explicit cause for non-attendance. Key follows the solutions.
Passage on marriage. Complete the sentence with information from the passage: Women avoid tying themselves in marriage because ___.
they seek an equal relationship with men, which they cannot find in customary marriage.
CHECK: section letter inferred (paper unreadable).
Passage on marriage and children. Complete the sentence with information from the passage: Many children who move from rural to urban centres miss customary values because ___.
it is not possible for them to be given traditional training, which cannot be replaced by book learning taught at school.
CHECK: section letter inferred (paper unreadable).
Passage on marriage and children. Complete the sentence with information from the passage: Temporary unions are dangerous to people because ___.
they lead to uncertainty and lack of permanence in social life, causing children to live on the streets and fall into bad ways, including crime.
CHECK: section letter inferred (paper unreadable).
Read the passage on how a speaker can persuade listeners (engage the audience, give background, explain why change is needed, present solutions, explain benefits, stay polite) and summarise it in five sentences.
Five-sentence summary: engage the audience with a relevant topic; give background information; explain why change is needed; present solutions and their benefits; remain polite and respectful.
CHECK: section letter inferred (paper unreadable). CHECK: the solutions' summary is followed by a stray line '3. Special names ... Audience', which is not used.
Using the words school, family, brigade, squad, convoy, committee, gang, group, troop, brood, flock, swam, complete the expression: (a) Father, mother, children.
family
CHECK: section letter inferred (paper unreadable). CHECK: the solutions' word list reads 'swam' (possibly 'swarm').
Using the words school, family, brigade, squad, convoy, committee, gang, group, troop, brood, flock, swam, complete the expression: (b) A larger group of soldiers, larger than a battalion.
brigade
CHECK: section letter inferred (paper unreadable).
Using the words school, family, brigade, squad, convoy, committee, gang, group, troop, brood, flock, swam, complete the expression: (c) A large group of fish, dolphins, whales.
school
CHECK: section letter inferred (paper unreadable).
Using the words school, family, brigade, squad, convoy, committee, gang, group, troop, brood, flock, swam, complete the expression: (d) A group of young people who spend time together and often cause trouble.
gang
CHECK: section letter inferred (paper unreadable).
Write the word which is not part of the list: Mary, Anna, Juma, Asha, Joyce, Jane.
Juma
CHECK: section letter inferred (paper unreadable).
Write the word which is not part of the list: Angola, Kenya, Kampala, Burundi, Ghana, Nigeria.
Kampala
CHECK: section letter inferred (paper unreadable).
Write the word which is not part of the list: Maize, Mango, Pineapple, Orange, Pawpaw, Passion.
Maize
CHECK: section letter inferred (paper unreadable).
Write the word which is not part of the list: Tiger, Cat, Lion, Cheetah, Leopard, Pigeon.
Pigeon
CHECK: section letter inferred (paper unreadable).
Complete the following dialogue between Tim and Jim by using WH-words. Dialogue: Tim: Do you know the girl? Jim: ___ girl? Tim: The girl ___ lives next door to you. Jim: Of course. And she has a great car ___ goes 200 kilometers an hour. Tim: She doesn't drive it at 200 kph, does she? Jim: Oh yes, she does when she drives in Germany on the road ___ goes from Berlin to Hamburg. Tim: But that's dangerous! Jim: No! Everyone ___ drives on that road drives very fast. Tim: It is dangerous. People ___ drive very fast are dangerous. Jim: But these are roads ___ are made for fast drivers. Tim: No. They are roads for people ___ don't want to go through town centers. Jim: It's the same thing. I have a friend ___ drives slowly. He doesn't go on these fast roads. Tim: Fast cars are dangerous. Jim: No, people ___ are dangerous must not drive cars ___ are very fast.
Completed dialogue as printed in the solutions. WH-words used: which (the girl; the car; the road; the cars) and who (the girl who lives; everyone who; people who; a friend who; people who).
CHECK: section letter inferred (paper unreadable). CHECK: the solutions print the completed dialogue without marking the blanks, so each gap cannot be confirmed. Blanks above are reconstructed from the printed text.
Write the correct sentence by correcting the verb in the bracket: The boy (be listen) to the news when I entered.
The boy was listening to the news when I entered.
CHECK: section letter inferred (paper unreadable).
Write the correct sentence by correcting the verb in the bracket: Yesterday we (take) cassava and dried beans.
Yesterday we took cassava and dried beans.
CHECK: section letter inferred (paper unreadable).
Write the correct sentence by correcting the question tag in the bracket: You like story books, (do you)?
You like story books, don't you?
CHECK: section letter inferred (paper unreadable).
Write the correct sentence by correcting the verb in the bracket: The man you see driving a red saloon car (be) my headmaster.
The man you see driving a red saloon car is my headmaster.
CHECK: section letter inferred (paper unreadable).
Write the following sentence correctly: Tanzania is a developing country.
Tanzania is a developing country.
CHECK: section letter inferred (paper unreadable). CHECK: the key is identical to the sentence in the question; no error is shown in the solutions.
Write the sentence using a possessive pronoun: This car belongs to me.
This car is mine.
CHECK: section letter inferred (paper unreadable).
Write the correct question tag: You left the gas on.
You left the gas on, didn't you?
CHECK: section letter inferred (paper unreadable).
One word is not correct in this sentence. Rewrite it with the right word: I saw a lot of mouse in the room.
I saw a lot of mice in the room.
CHECK: section letter inferred (paper unreadable).
Rearrange these sentences into a meaningful paragraph on heat. A. The heat of the sun reaches us by radiation. B. When the sun rises over the horizon in the early morning one can immediately feel its heat. C. So radiant heat or radiation can travel through empty space. D. But we feel the sun's warmth although the space above the earth's surface, between us and the sun, contains practically no matter. E. In the transfer of heat by conduction, some material substance, a solid, liquid, or gas, must be present.
B, D, A, C, E
CHECK: section letter inferred (paper unreadable).
Write an essay of about 250 words to be read by form four students on 'Life after school'.
An essay on life after school: the choice between further education and work; changed social life; growing responsibilities; opportunities for growth; adaptability and a clear vision.
CHECK: section letter inferred (paper unreadable). Marking points drawn from the solutions' model essay.
Write a letter to your friend telling him/her what activities you will engage in at home during your holiday. Your name is Mtandao Kami and your friend's name is Kilanza Biko.
An informal letter from Mtandao Kami to Kilanza Biko describing holiday activities: helping on the farm, learning traditional cooking, reading novels, and spending time with friends.
CHECK: section letter inferred (paper unreadable).
Write a composition of about 250 words describing how Tanzanians should best remember the late Father of the Nation, Mwalimu Julius Kambarage Nyerere.
Remember Nyerere by promoting unity, supporting education, practising self-reliance and Ujamaa, and holding annual commemorations.
CHECK: section letter inferred (paper unreadable). Marking points drawn from the solutions' model composition.
Write a composition of about 250 words explaining how education and medical care could be improved in rural areas.
Improve rural education by building schools and recruiting teachers; improve rural medical care by building facilities, training staff and using telemedicine.
CHECK: section letter inferred (paper unreadable). Marking points drawn from the solutions' model composition.
Match the item with the correct preposition from List B (List B is not printed in the solutions). (i) I visited the museum _____ my friends.
H — with
CHECK: section letter inferred (paper unreadable). UNVERIFIED: List B is not in the source; the letter is taken from the solutions.
Match the item with the correct preposition from List B (List B is not printed in the solutions). (ii) I went to school _____ bus.
B — on
CHECK: section letter inferred (paper unreadable). UNVERIFIED: List B is not in the source. CONTESTABLE: 'by bus' is the usual idiom.
Match the item with the correct preposition from List B (List B is not printed in the solutions). (iii) We walked to the hospital _____ foot.
I — by
CHECK: section letter inferred (paper unreadable). UNVERIFIED: List B is not in the source. CHECK: question 7(d) of this paper treats 'by foot' as wrong, so 'by' here conflicts with it.
Match the item with the correct preposition from List B (List B is not printed in the solutions). (iv) Finally, we walked _____ the entrance.
G — inside
CHECK: section letter inferred (paper unreadable). UNVERIFIED: List B is not in the source; the letter is taken from the solutions.
Match the item with the correct preposition from List B (List B is not printed in the solutions). (v) They came _____ Arusha.
J — through
CHECK: section letter inferred (paper unreadable). UNVERIFIED: List B is not in the source; the letter is taken from the solutions.
Unfair treatment of both houseboys and girls in our society is a big problem. In the light of the poem 'A Freedom Song', discuss this statement.
Yes: Atieno, a young house help, is deprived of childhood, her earnings go to others, neglect pushes her into harmful behaviour, and her early death shows the dangers of child labour.
CHECK: section letter inferred (paper unreadable). CHECK: 'A Freedom Song' is not on the printed list of readings. UNVERIFIED: the quoted lines were not checked against the poem.
How is 'love' discussed by poets in four poems you have read?
Love is shown as absent from Atieno's life (A Freedom Song), as love for homeland (A Negro Labourer in Liverpool), as love for culture and tradition (Song of Lawino), and as love for people and freedom (If We Must Die).
CHECK: section letter inferred (paper unreadable). CHECK: 'A Negro Labourer in Liverpool' and 'If We Must Die' are not on the printed list of readings. UNVERIFIED: poem details.
Using any two plays you have read under this section, outline and discuss the aspects of African customs and traditions you would like to be abolished. Give reasons to support your views.
Abolish blind loyalty to authority (Betrayal in the City) and forced marriage (The Black Hermit), because they lead to oppression and deny individual freedom.
CHECK: section letter inferred (paper unreadable). CHECK: 'Betrayal in the City' is not on the printed list of readings. UNVERIFIED: the plot details of The Black Hermit.
Using two books you have read under the novels section, show how the main characters (one from each novel) helped to develop their communities.
Okonkwo promotes agricultural productivity and upholds traditional values (Things Fall Apart); Waiyaki builds schools to bridge tradition and modernity (The River Between).
CHECK: section letter inferred (paper unreadable). CHECK: 'Things Fall Apart' and 'The River Between' are not on the printed list of readings. UNVERIFIED: content.
Passage on Peter Mosokude, Minister for Lands and Environment. Peter Mosokude joined the cabinet because A. he studied psychology at the University B. he was the youngest member of the cabinet C. he was a political activist D. he was a member of the University Youth League.
C — he was a political activist
CHECK: name spelled Mosokude in solutions and Msokonde in the paper.
Passage on Peter Mosokude. The department that Mosokude was appointed to head at the ruling party headquarters was responsible for A. appointing and implementing new programmes for the party B. chairing all ruling party meetings for many gatherings C. planning for all members of the party to get jobs D. propagating a good image of the party to the members of the public
D — propagating a good image of the party to the members of the public
CHECK: the paper prints different options; there the correct option is C, 'portraying a good image'. Solutions options used.
Passage on Peter Mosokude. The rise of Peter Mosokude from nowhere to a position of eminence is said to be common in third world countries because A. His Excellency the President had nominated him as an MP, thus enabling him to make a mark B. he was not ministered to the president C. it was an achievement and experience can count D. favoritism based on the slogan 'this is one of us' can count in these countries.
A — His Excellency the President had nominated him as an MP, thus enabling him to make a mark
Paper wording of option A differs slightly ('enabling him to be a minister'). Key letter matches.
Passage on Peter Mosokude. The statement made to visit the Minister even if he doesn't have anything official is to be remembered as A. a mock encouragement from his former teacher B. advice he knew better as an elder C. hint to the secretary to act D. it was a way for the assistance he had received from him at the University.
D — it was a way for the assistance he had received from him at the University
Using the passage, fill in the table: the names, ages and areas of study of the four men who met at the minister's side conference table, from youngest to oldest.
Peter Mosokude, 36, psychology; Tom (Permanent Secretary), 42, economics; Chris (the narrator, former professor), 46, education; David Chambakane, 48, mathematics.
CORRECTED: solutions table gives 'Not mentioned' for the fourth man and wrong ages and areas (e.g. Chris 26, Tom 'Commerce'). Corrected from the paper's stated age differences and degree subjects. CHECK name spelling (Mosokude/Msokonde).
Read the passage on cake making (choice and purpose of flour, sugar, fat, eggs and dried fruit) and summarise it in five sentences.
Five-sentence summary: flour gives structure; sugar gives sweetness and texture; fat gives moistness and flavour and helps aerate; eggs add structure and stability; careful mixing is needed for a good rise and texture.
Marking points drawn from the solutions' model summary. Its mixing and folding points are not clearly in the paper passage. CHECK.
Life history of Mpaki: 1971-1977 at Nyakato Primary School; 1977 bought a bicycle; 1978-1984 at school and college; 1985-1988 lived in Mwanza; 1989 bought a house in Nyamagana; 1990-1995 taught English at Hill Crest Secondary School. Complete: (a) In 1979, Mpaki ___.
In 1979, Mpaki was at school and college.
CHECK: name spelled Mpaki in solutions and Mpoki in the paper.
Life history of Mpaki (as in 3(a)). Complete: (b) In 1986, Mpaki ___.
In 1986, Mpaki was living in Mwanza.
Life history of Mpaki (as in 3(a)). Complete: (c) In 1989, Mpaki ___.
In 1989, Mpaki bought a house in Nyamagana.
Life history of Mpaki (as in 3(a)). Complete: (d) In 1991, Mpaki ___.
In 1991, Mpaki began teaching English at Hill Crest Secondary School.
CONTESTABLE: the paper's teaching period is 1990-1995, so 'was teaching' fits 1991 better than 'began'. Key as printed.
In each sentence one word is wrong. Correct it by writing the right spelling: Our headmaster told us that it is better to use local busses because they are cheap and reliable.
busses -> buses
In each sentence one word is wrong. Correct it by writing the right spelling: We are going to have a show next week. The prefects will be doing a sound cheque before the concert.
cheque -> check
In each sentence one word is wrong. Correct it by writing the right spelling: I like the kind of holiday where I can sit on the bitch for a week and do nothing.
bitch -> beach
In each sentence one word is wrong. Correct it by writing the right spelling: May I have a peace of mbuni soap, please!
peace -> piece
Choose two things from this list and write them against the person who uses them in daily work. List: thermometer, car, injection, overhead projector, trowel, dipstick, gun, blackboard, tray, measuring tape, bullets, sewing machine, plates, aeroplane. Person: Teacher.
blackboard; overhead projector
Choose two things from this list and write them against the person who uses them in daily work. List: thermometer, car, injection, overhead projector, trowel, dipstick, gun, blackboard, tray, measuring tape, bullets, sewing machine, plates, aeroplane. Person: Tailor.
sewing machine; measuring tape
Choose two things from this list and write them against the person who uses them in daily work. List: thermometer, car, injection, overhead projector, trowel, dipstick, gun, blackboard, tray, measuring tape, bullets, sewing machine, plates, aeroplane. Person: Cook.
tray; plates
Choose two things from this list and write them against the person who uses them in daily work. List: thermometer, car, injection, overhead projector, trowel, dipstick, gun, blackboard, tray, measuring tape, bullets, sewing machine, plates, aeroplane. Person: Driver.
car; dipstick
Family passage: Kitumuruju and his wife Nacha have two children, Tesua and Echa. Tesua is married to Niza; their children are Mani and Mndee. Echa is married to Chika; their sons are Mgosi (older) and Semsi (younger). What does Semsi call Niza?
Semsi calls Niza his aunt.
CHECK: name spelled Kitumuruju in solutions and Kitumburuju in the paper.
Family passage (as in 6(a)). What does Kitumuruju call Mndee?
Kitumuruju calls Mndee his granddaughter.
Family passage (as in 6(a)). What does Chika call Nacha?
Chika calls Nacha his mother-in-law.
Family passage (as in 6(a)). What does Mani call Mgosi?
Mani calls Mgosi his cousin.
Rewrite using 'so ... that': Mama Pekupeku was too fat to win the race.
Mama Pekupeku was so fat that she could not win the race.
Rewrite beginning 'She would have ...': Had she heard the noise, she would have opened the door.
She would have opened the door if she had heard the noise.
Rewrite using 'Despite': Although it was raining, he managed to go to school.
Despite the rain, he managed to go to school.
Write the sentence correctly: He always goes to school by foot.
He always goes to school on foot.
Rearrange these sentences into a meaningful paragraph about television. A. With the aid of television camera, visual images are changed into electrical signals. B. A television set receives these signals and one can watch them on the screen. C. However, in order to enable the television set to receive these signals properly an antenna is needed. D. These are then combined with radio waves and broadcast in the same way as ordinary sound signals. E. Television is the system of transmitting moving pictures by radio or cable.
E, A, D, C, B
Match item (i) from List A with the correct response in List B. (i) The carpenter took the tools from the boy who was his ______. List B: A help; B lent; C apprentice; D passed; E edible; F mend; G sank; H toppled; I accepted; J found.
C — apprentice
Match item (ii) from List A with the correct response in List B. (ii) Because of hunger, the refugees collected roots and plant which were ______. List B: A help; B lent; C apprentice; D passed; E edible; F mend; G sank; H toppled; I accepted; J found.
E — edible
Match item (iii) from List A with the correct response in List B. (iii) Minja tried to avoid the person who ______ him a lot of money. List B: A help; B lent; C apprentice; D passed; E edible; F mend; G sank; H toppled; I accepted; J found.
B — lent
Match item (iv) from List A with the correct response in List B. (iv) Several people were trapped in the boat which ______ in the river. List B: A help; B lent; C apprentice; D passed; E edible; F mend; G sank; H toppled; I accepted; J found.
G — sank
Match item (v) from List A with the correct response in List B. (v) Your friend has ______ his exams. List B: A help; B lent; C apprentice; D passed; E edible; F mend; G sank; H toppled; I accepted; J found.
D — passed
Write a composition of not less than 250 words with the title 'We should all strive to protect our environment so that it protects us.'
Composition: the environment sustains life and human activity is damaging it; reduce and recycle waste; plant trees and conserve forests; use renewable energy; education and awareness; collective action.
Marking points drawn from the solutions' model composition.
A neighbouring school has invited your school to a debate on the motion 'Murderers or thieves who use violence must get life imprisonment.' You are the main speaker. Prepare a speech of not more than 250 words supporting the motion.
Support the motion: violence harms victims and society; life imprisonment protects the public and deters offenders; justice for victims; the state must act firmly against violent crime.
NOT IN ANSWER SHEET: the solutions do not answer this alternative. Points drafted. CHECK.
In about 250 words, argue for or against the topic 'Corporal punishment must be abolished in Tanzania schools.'
Argue for abolition: corporal punishment harms students' mental health and encourages violence; alternatives such as counselling work better; it violates children's rights; conclusion for a safer, supportive school environment.
Marking points drawn from the solutions' model composition.
Imagine you have just heard that you have passed your form four examinations. Your family and friends arrange a party and you are expected to make a short speech. Write your speech of not less than 25 words.
A short thank-you speech: greet the guests, thank family, friends and teachers, celebrate the achievement, and promise to keep working hard.
Solutions give one model speech only.
Discuss how European colonization of Africa is portrayed in four poems of your choice.
Colonization is portrayed as exploitation, oppression and destruction of cultural identity.
CHECK: the solutions discuss three poems although four are asked. Points drawn from the solutions.
Read the poem and answer the questions. The poem opens: 'Behold! The sun has arisen, and with it the sons of the land have risen too. Forward they go, well armed. Singing praises to the beauty of the sunrise, with the determination of long-term warriors, challenging the enemy ... Sit and wait brethren, wait and see what glory they bring at sunset; how they pay homage to the land. And their people!' Write the title of this poem in one word.
Sunrise
CONTESTABLE: no printed title is shown in the source. 'Behold!' is the opening word. Key as printed.
Poem 'Behold!' (sunrise and the sons of the land rising well armed; full text in 12(a)). What is the poem about?
Hope, courage and determination as the people rise to challenge oppression and fight for their land and freedom.
Poem 'Behold!' (full text in 12(a)). For whom does the poem tell us that the sun has risen?
The sun has risen for the sons of the land, the people ready to fight for their homeland.
Poem 'Behold!' (full text in 12(a)). What does the word 'sunrise' symbolize?
A new beginning, hope and the awakening of courage and determination.
Poem 'Behold!' (full text in 12(a)). What is the theme of the poem?
Liberation, unity and the fight for justice and freedom.
Poem 'Behold!' (full text in 12(a)). What type of poem is this?
A narrative poem (as printed in the solutions).
CONTESTABLE: the printed key 'narrative poem' conflicts with the solutions' answer to 12(g), 'free verse'. A lyric or free-verse reading is defensible. Key as printed.
Poem 'Behold!' (full text in 12(a)). Comment on the structure of this poem.
Free verse with vivid imagery and rhythmic language that emphasizes courage and determination.
Poem 'Behold!' (full text in 12(a)). The poem contains two major images. Mention them.
The sunrise, and the sons of the land rising well armed.
Poem 'Behold!' (full text in 12(a)). The poet talks about 'challenging the enemy'. Who do you think the enemy might be?
Oppressors or colonizers who threaten the freedom and unity of the land.
Poem 'Behold!' (full text in 12(a)). What do we learn from this poem?
The importance of courage, unity and determination in fighting for justice and honouring one's homeland and people.
Is it true that the problems and injustices experienced by the people in the books you have read are caused by the white man? Use two plays as references to support your arguments.
Draft: partly, not wholly. Colonial rule is a source of injustice in some plays, but the plays also show injustice caused by Africans themselves, such as greed and abuse of power.
NOT IN ANSWER SHEET: the solutions do not answer this item. Points drafted. CHECK all play references and characters.
With reference to any two novels you have read under this section, discuss things which you think are not good to be practised with future generations.
Draft: discuss two harmful practices shown in two novels, with reasons why they should not continue.
NOT IN ANSWER SHEET: the solutions do not answer this item. Points drafted. CHECK.
Passage on solar energy in Southern Africa. Besides government subsidies, a tax incentive has been proposed on all purchases related to solar energy in order to: A. encourage deforestation B. reduce deforestation by encouraging solar installation C. deplete natural forests and woodlands D. discourage such purchases E. reduce afforestation by encouraging solar installation.
B — reduce deforestation by encouraging solar installation
Passage on solar energy in Southern Africa. Despite the efforts of foreign and local private firms to sell solar energy devices in the region, most of the countries in the region use: A. solar energy in a large scale B. solar energy in a small scale C. solar devices such as photovoltaic panels D. solar power in a smaller scale E. solar energy in a smaller scale.
E — solar energy in a smaller scale
CONTESTABLE: option D ('solar power in a smaller scale') is almost identical to E. Key as printed.
Passage on solar energy in Southern Africa. Wood fuel accounts for 75% of SADC countries' total energy consumption. It means: A. SADC countries use wood fuel for 75% B. SADC countries use 75% of wood for fuel C. Wood is used by 75% as total energy D. Putting tremendous strain on forests and woodland reserves E. 75% of total population in SADC countries use wood.
D — Putting tremendous strain on forests and woodland reserves
CONTESTABLE: option B is also a reasonable reading of the sentence. Key as printed.
Passage on solar energy in Southern Africa. SADC countries need solar energy because: A. the government in the region needs solar energy B. forestation is taking place C. the natural forests and woodlands are disappearing D. of thick rain forests E. the SADC people fail to establish natural forests for domestic use.
C — the natural forests and woodlands are disappearing
Passage on solar energy. Complete: Solar energy is the easiest alternative to non-renewable sources of energy in Africa because ___.
it is abundant and sustainable.
CONTESTABLE: the passage gives 'abundance of sun light in the region' but does not say 'sustainable'. Key as printed.
Passage on solar energy. Complete: Solar energy has a lot of benefits, one of it being ___.
reducing deforestation.
Passage on solar energy. Complete: The major concern of the author is ___.
environmental degradation caused by deforestation and over-reliance on wood fuel.
Read the passage on weeds (unwanted plants that compete with needed plants; some are eaten as vegetables; they protect soil and reduce evaporation; they feed wild game in national parks) and summarise it in five clear sentences.
Weeds are unwanted plants that provide organic matter and minerals; pig weed and black nightshade are eaten as vegetables; weeds reduce evaporation and erosion; they feed wild animals and help national parks earn foreign exchange.
Fill in the blanks with the correct form of the word in brackets. Dar es Salaam (i) ___ (be) only a small (ii) ___ (fish) village when the Sultan (iii) ___ (decide) to build a town there in 1862. At one time, Tanga (iv) ___ (be) more important because the first railway in Tanganyika (v) ___ (use) that port. But when the railway to Kigoma (vi) ___ (finish) in 1914, Dar es Salaam (vii) ___ (able) to serve a much larger hinterland than Tanga. It now (viii) ___ (carry) more than 2/3 of mainland trade. Fill blank (i).
was
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (ii), the word 'fish' in brackets.
fishing
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (iii), the word 'decide' in brackets.
decided
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (iv), the word 'be' in brackets.
was
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (v), the word 'use' in brackets.
used
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (vi), the word 'finish' in brackets.
was finished
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (vii), the word 'able' in brackets.
was able
Fill in the blanks with the correct form of the word in brackets (passage as in 3(i)). Fill blank (viii), the word 'carry' in brackets.
carries
Rewrite using 'Despite': The match between Young African and Simba sports club was enjoyable in spite of the rainfall.
Despite the rainfall, the match between Young African and Simba sports club was enjoyable.
Rewrite using 'Unless': You will pass the examination if you work hard.
Unless you work hard, you will not pass the examination.
Rewrite using 'too ... to': The student was so small that he did not touch the top of the blackboard.
The student was too small to touch the top of the blackboard.
Rewrite beginning 'Farmers': The Agricultural Extension Officer advised farmers to plant earlier so as to get good yields.
Farmers were advised by the Agricultural Extension Officer to plant earlier so as to get good yields.
One word in the sentence is wrong. Correct it by writing the right spelling: I don't want to west time. I have a lot to do today.
west -> waste
One word in the sentence is wrong. Correct it by writing the right spelling: The pass she carried was enough to put all the money for shopping.
pass -> purse
One word in the sentence is wrong. Correct it by writing the right spelling: Our class teacher told the students to buy the write book on the new syllabus.
write -> right
One word in the sentence is wrong. Correct it by writing the right spelling: I'm tired. Who can get me a chair to seat on?
seat -> sit
Timetable of Shukrani's daily activities: 5:00 a.m. wake up; 5:00-5:15 a.m. praying; 6:00 a.m. go to school; 4:00 p.m. go back home. Complete (a) as in the example: Shukrani ___ at 5:00 a.m. every day.
Shukrani wakes up at 5:00 a.m. every day.
CHECK: the paper gives this sentence as the worked example; the solutions key repeats it. Name spelled Shukrani in solutions and Shukurani in the paper.
Timetable of Shukrani's daily activities (as in 6(a)). Complete (b): She ___ from 5:00 to 5:15 a.m. every morning.
She prays from 5:00 to 5:15 a.m. every morning.
Timetable of Shukrani's daily activities (as in 6(a)). Complete (c): She ___ at 6:00 a.m. every morning.
She goes to school at 6:00 a.m. every morning.
Timetable of Shukrani's daily activities (as in 6(a)). Complete (d): She ___ at 4:00 p.m. every afternoon.
She goes back home at 4:00 p.m. every afternoon.
Complete the dialogue between Jumanne and Alhamisi who meet for the first time. Jumanne: How are you? I'm happy to see you. My name is Jumanne, I come from Tanangozi Iringa. ___?
Where do you come from?
CHECK: the paper lists verb pairs (give/are given, travel/am travelled, owned/is owned, drives/is driven, gave/was given, sold/was sold, hear/heard, put/were put) that do not match the blanks in the solutions. Keys follow the solutions.
Complete the dialogue between Jumanne and Alhamisi (as in 7(a)). Alhamisi: I'm Alhamisi. I come from Kantalamba Rukwa, ___?
Where are you going?
CHECK: see 7(a) on the verb-pair list. Name spelled Alhamisi in the solutions.
Complete the dialogue between Jumanne and Alhamisi (as in 7(a)). Jumanne: I'm on my way to Dar es Salaam. I'm doing my masters degree at the University Dar es Salaam. ___?
What are you studying?
CHECK: see 7(a) on the verb-pair list.
Complete the dialogue between Jumanne and Alhamisi (as in 7(a)). Alhamisi: I'm now doing my first degree at the Sokoine University of Agriculture. ___?
How are you sponsored?
CHECK: see 7(a) on the verb-pair list. The key uses the passive, which fits the pairs given in the paper.
Rearrange these sentences in a logical sequence to make a meaningful paragraph about East African co-operation. A. The three East African countries (Kenya, Tanzania and Uganda) have a memorable history of cultural and socio-economic co-operation. B. In 1967 a treaty was signed to create the East African Community on the model of the European Community, which it was hoped would attract more members, such as Zambia and Ethiopia. C. The earlier co-operation initiated by British colonialism established the foundation for the future regional integration. D. In 1961 the East African Common Services Organization was created. E. These have included the Customs Union between Kenya and Uganda in 1917, which then Tanganyika later joined in 1927.
A, C, E, D, B
CORRECTED: the solutions key reads 'E, C, D, B, A', which opens with 'These have included' with no antecedent. Changed to A, C, E, D, B, which is the logical order.
Match item (i) from List A with the correct response in List B. (i) It wasn't raining yesterday .... List B: A. but the story was written by a Frenchman; B. it is his; C. if you go with them; D. but the story is written by a Frenchman; E. Was it?; F. it is him; G. he asked Salum why he was working late; H. Wasn't it?; I. he asked Salum why he is working late; J. if you don't give them a map.
H — Wasn't it?
Match item (ii) from List A with the correct response in List B. (ii) They'll get lost .... List B: A. but the story was written by a Frenchman; B. it is his; C. if you go with them; D. but the story is written by a Frenchman; E. Was it?; F. it is him; G. he asked Salum why he was working late; H. Wasn't it?; I. he asked Salum why he is working late; J. if you don't give them a map.
J — if you don't give them a map.
CONTESTABLE: option C ('if you go with them') also gives a grammatical sentence. Key as printed.
Match item (iii) from List A with the correct response in List B. (iii) The film was made in India .... List B: A. but the story was written by a Frenchman; B. it is his; C. if you go with them; D. but the story is written by a Frenchman; E. Was it?; F. it is him; G. he asked Salum why he was working late; H. Wasn't it?; I. he asked Salum why he is working late; J. if you don't give them a map.
A — but the story was written by a Frenchman.
Match item (iv) from List A with the correct response in List B. (iv) 'Why are you working late, Salum?' .... List B: A. but the story was written by a Frenchman; B. it is his; C. if you go with them; D. but the story is written by a Frenchman; E. Was it?; F. it is him; G. he asked Salum why he was working late; H. Wasn't it?; I. he asked Salum why he is working late; J. if you don't give them a map.
G — he asked Salum why he was working late.
Match item (v) from List A with the correct response in List B. (v) That car belongs to John .... List B: A. but the story was written by a Frenchman; B. it is his; C. if you go with them; D. but the story is written by a Frenchman; E. Was it?; F. it is him; G. he asked Salum why he was working late; H. Wasn't it?; I. he asked Salum why he is working late; J. if you don't give them a map.
B — it is his.
You have been invited by your neighbouring school to participate in a debate on the motion 'Tourism should be encouraged as it promotes social relations and stabilize our economy.' Write your speech to support the motion.
A speech for tourism: it brings people together and builds understanding; it earns revenue and creates jobs; it conserves heritage; conclusion that tourism strengthens cohesion and development.
Marking points drawn from the solutions' model speech.
Your young brother, Desa Kipanga, has been offered a Form V place at Changanyikeni Secondary School and the parents are willing to pay for him. He is tired of school and has decided to take a job. Write him a letter to persuade him to change his mind. Sign your name as Shukuru Kipanga.
A persuasive letter: value the Form V offer; education opens doors; a job brings short-term gains only; ask him to reconsider and decide carefully; signed Shukuru Kipanga.
Marking points drawn from the solutions' model letter.
For years now, the flow of youths from rural areas to towns has been increasing. Explain the economic effect of this situation and suggest what the government should do to control it.
Draft: rural-urban migration lowers farm output, raises urban unemployment and strains services; the government should create rural jobs, improve agriculture and provide rural services.
NOT IN ANSWER SHEET: the solutions do not answer this alternative. Points drafted. CHECK.
Write a composition of not less than 250 words on why the majority of students in your school fail to communicate in English.
Draft: causes of poor English communication (little practice outside class, fear of mistakes, grammar-focused teaching, little reading), and remedies (practice clubs, debates, reading).
NOT IN ANSWER SHEET: the solutions do not answer this alternative. Points drafted. CHECK.
Choose one poem you have read and analyse it by considering its message, its central theme, and its relevance to the present-day situation in your society.
Analysis of 'Behold!': a message of courage, unity and determination; a theme of resistance and perseverance for liberation; relevance to communities facing oppression and inequality.
CHECK: 'Behold!' is not on the printed list of readings and its text is not in the source. UNVERIFIED: content taken from the solutions only.
For a change to take place, conflicts are inevitable. Justify this statement making reference to four poems you have read.
Conflict drives change: in Behold! (warriors challenge oppressors), Lost Beauty (ideals versus natural identity), Songs of Lawino and Ocol (tradition versus modernity) and Growing Up with Poetry (personal struggles).
CHECK: 'Behold!' and 'Lost Beauty' are not on the printed list of readings. Points drawn from the solutions.
Family stability is highly determined by the relationship between wife and husband. When this relationship is bad, it causes instability in the family. Support this viewpoint using two novels under this section.
Passed Like a Shadow shows a fractured marriage causing instability; Weep Not Child shows a harmonious marriage supporting a stable family.
UNVERIFIED: character and plot details are taken from the solutions and not checked against the novels.
In African societies, there were divisions among members when referring to issues of modernity. Discuss the statement with examples from two of the prescribed plays.
Divisions over modernity are shown in The Lion and the Jewel (Baroka versus Lakunle) and This Time Tomorrow (urbanisation and changing norms dividing families).
UNVERIFIED: plot details are taken from the solutions and not checked against the plays.
Passage on soil texture and soil structure. The passage has two topics, namely A. provide shade on hot days and shelter on wet days B. protect the environment from pollution and the effects of weather C. provide fruits and seeds which are eaten by humans and animals D. make the soil fertile by producing oxygen and absorbing carbon dioxide E. absorb excessive moisture from the atmosphere.
E — absorb excessive moisture from the atmosphere
UNVERIFIED: no option names the two topics of the passage (soil texture and soil structure). Key as printed.
Passage on soil texture. Sandy loams have the following characteristics: A. Fairly well-drained and fine-textured B. Fine-textured and poor-drained C. Well-drained, moderately fertile, and moderately coarse-textured D. Well-drained, fine-textured, and moderately coarse-textured E. Well-drained, moderately fertile, and moderately coarse-textured.
E — Well-drained, moderately fertile, and moderately coarse-textured
CORRECTED: the solutions key D ('fine-textured') contradicts the passage, which describes sandy loams as moderately coarse-textured. Option E matches the passage wording. Key changed from D to E.
Passage on soil structure. Soil structure includes A. sandy loams, blocky or cuboidal structure B. columnar structure and platy or plate-like structure C. granular structure, crumb structure, and silty loamy structure D. blocky or cuboidal structure and sandy structure E. columnar structure, clay structure, and platy or plate-like structure.
C — granular structure, crumb structure, and silty loamy structure
CONTESTABLE: 'silty loamy structure' is not a structure type in the passage. Option B names two types the passage does give. Key as printed.
Passage on soil structure. The following are affected by the arrangement of soil aggregates A. The arrangement of soil particles and aeration B. The movement of water and air in the soil and heat transfer C. Amount of air and water in the soil and aeration D. The movement of water, heat transfer, and the amount of air and water in the soil E. The movement of air in the soil, heat transfer, and the amount of water in the soil.
E — The movement of air in the soil, heat transfer, and the amount of water in the soil
CONTESTABLE: option D matches the passage wording (movement of water and air, heat transfer, amount of air and water). Key E omits the movement of water. Key as printed.
Passage on soil texture. Complete the sentence: Sandy loams are well-drained means ___.
they have moderate fertility and are suitable for growing vegetables and cereals.
Passage on soil texture. Which is the best soil for the cultivation of most crops? Why?
Loam soil. It retains water and nutrients effectively and has good drainage.
CONTESTABLE: the passage gives loam as ideal for water and nutrient intake and easy tilling. It does not state good drainage for loams. Key as printed.
Passage on soil texture. How can soil fertility be maintained for better yields?
By increasing the organic matter in the soil, which enhances its structure and nutrient content.
UNVERIFIED: the passage does not give this answer directly. Key taken from the solutions.
Summarise the passage in five sentences. Passage on conductors and insulators: substances that allow electricity to flow are conductors and those that do not are insulators; silver is the best metallic conductor, then copper, widely used for wiring because of its lower cost; impurities in pure copper make it less conductive and more resistant; nichrome and manganin are copper alloys used as resistance wires; insulators can become conductors under certain conditions, such as during electrical storms.
Five sentences: conductors allow electricity to flow and insulators do not; silver is the best metal conductor, followed by copper; impurities make copper less conductive; nichrome and manganin are used as resistance wires; insulators conduct under certain conditions, such as lightning.
NOT IN ANSWER SHEET: the solutions give no summary for Q2. Points drafted from the passage. CHECK.
Write one word which is not a member of the list: Novels, Stories, Plays, Literature, Language, Art, Legend.
Language
Write one word which is not a member of the list: Cairo, Ankara, Madagascar, Washington, Budapest, Havana.
Madagascar
Write one word which is not a member of the list: Chemistry, Agricultural science, Linguistics, Physics, Biology.
Linguistics
Write one word which is not a member of the list: Orange, Water, Onion, Tomato, Spoon, Box, Man.
Water
CONTESTABLE: no grouping is clear here (Spoon, Box and Man are not food). Key as printed.
Write the correct sentence by putting the word in brackets into the correct form: In 1492, Columbus (discover) America.
In 1492, Columbus discovered America.
Write the correct sentence by putting the word in brackets into the correct form: Mwakikoti (not look) very happy at the party.
Mwakikoti did not look very happy at the party.
Write the correct sentence by putting the word in brackets into the correct form: Katarina (be) a teacher here since 1976.
Katarina has been a teacher here since 1976.
Write the correct sentence by putting the word in brackets into the correct form: The building (be complete) in 1637.
The building was completed in 1637.
One word in the sentence is wrong. Correct it by writing the correct spelling: When you here the sound, you become conscious of it.
here -> hear
One word in the sentence is wrong. Correct it by writing the correct spelling: His monthly budget must include buss fee.
buss -> bus
One word in the sentence is wrong. Correct it by writing the correct spelling: If you travel from Arusha to Morogoro through Moshi, you will have to cross Wami bride.
bride -> bridge
One word in the sentence is wrong. Correct it by writing the correct spelling: Machinga has been enduring considerable back pane for a number of years.
pane -> pain
Choose the right word from the list (National, gallery, grocer, nation, globalization, grocery, studio, global, state, democracy, market, theatre, network) for: A country that has its land and government. (The paper's worked example is 'The writer of plays is known as playwright'.)
nation
CHECK: the solutions number the playwright example as a), so their labels run one ahead of the paper. Paper item order used here.
Choose the right word from the list (as in 6(a)) for: The idea that the world is developing a single economy and culture as a result of improved technology and communications and the influence of very large multinational companies.
globalization
CHECK: label as in 6(a).
Choose the right word from the list (as in 6(a)) for: A place where an artist or photographer works; where films or recordings are made.
studio
CHECK: label as in 6(a).
Choose the right word from the list (as in 6(a)) for: A place where tinned food and other domestic supplies are sold.
grocery
CHECK: label as in 6(a).
Choose the right form of the words in each pair and fill in the blanks (give/are given, travel/am travelled, owned/is owned, drives/is driven, gave/was given, sold/was sold, hear/heard, put/were put). The car ___ by a racing driver, who always ___ it very fast.
is driven; drives
Choose the right form of the words in each pair (as in 7(a)). I always ___ first class. You ___ much better food.
hear; heard
Choose the right form of the words in each pair (as in 7(a)). The lights ___ out when the family ___ the phone.
went out; heard
CHECK: 'went out' is not one of the paired options in the list. Key as printed.
Choose the right form of the words in each pair (as in 7(a)). He didn't like the present that he ___ for his birthday, so he ___ it.
was given; sold
Rearrange these sentences into a meaningful paragraph about smoke, pollen and Brownian motion. A. The movement of smoke and pollen was first discovered by a scientist named Robert Brown, about 150 years ago, so it is called Brownian motion. B. The air particles are themselves invisible under the microscope, because they are very small. C. The warmer the water, the faster the pollen moves. D. In the same way, pollen dances about on the surface of water, because it is bombarded by tiny moving water particles. E. The smoke specks move because they are knocked about by moving particles of air.
A, B, E, D, C
Complete item (i) from List A with the correct response in List B. (i) While they were playing tennis, .... List B: A. I saw a wild dog. B. her husband is cooking the dinner. C. I was having lunch. D. goes and visits British Museum. E. I had lunch. F. it started to rain. G. I see a wild dog. H. go and visit the British Museum. I. her husband cooks the dinner. J. it was raining.
F — it started to rain.
Complete item (ii) from List A with the correct response in List B. (ii) While you are in London, .... List B: A. I saw a wild dog. B. her husband is cooking the dinner. C. I was having lunch. D. goes and visits British Museum. E. I had lunch. F. it started to rain. G. I see a wild dog. H. go and visit the British Museum. I. her husband cooks the dinner. J. it was raining.
H — go and visit the British Museum.
Complete item (iii) from List A with the correct response in List B. (iii) While I was walking in the park, .... List B: A. I saw a wild dog. B. her husband is cooking the dinner. C. I was having lunch. D. goes and visits British Museum. E. I had lunch. F. it started to rain. G. I see a wild dog. H. go and visit the British Museum. I. her husband cooks the dinner. J. it was raining.
A — I saw a wild dog.
Complete item (iv) from List A with the correct response in List B. (iv) While she is watching television, .... List B: A. I saw a wild dog. B. her husband is cooking the dinner. C. I was having lunch. D. goes and visits British Museum. E. I had lunch. F. it started to rain. G. I see a wild dog. H. go and visit the British Museum. I. her husband cooks the dinner. J. it was raining.
I — her husband cooks the dinner.
CONTESTABLE: option B ('her husband is cooking the dinner') fits the continuous 'is watching' better. Key I as printed.
Complete item (v) from List A with the correct response in List B. (v) When I saw you, .... List B: A. I saw a wild dog. B. her husband is cooking the dinner. C. I was having lunch. D. goes and visits British Museum. E. I had lunch. F. it started to rain. G. I see a wild dog. H. go and visit the British Museum. I. her husband cooks the dinner. J. it was raining.
J — it was raining.
Imagine you are the first candidate who performed well in form four mock examinations. The head of school has awarded you one hundred thousand shillings. In about 250 words, explain how you feel and how you will spend the money.
Pride and gratitude to teachers, family and peers; the money will buy learning materials, fund workshops or seminars for personal growth, and be saved for future needs such as tuition.
Marking points drawn from the solutions' model composition.
Write a letter to your uncle who promised to pay school fees for you if you continue with form five. Tell him what your financial needs will be. Your name is Nakundwa Labani, Nanda Secondary School, Box 115, Singida.
A letter thanking the uncle, listing the fees, textbooks, uniforms, examination fees, transport and allowance needed, promising hard work, and signed Nakundwa Labani.
Solutions leave the amounts as placeholders ([insert amount]).
Crimes such as drug abuse, robbery, cheating, forgery of academic certificates and prostitution are common in Tanzania. Write a composition in not less than 250 words suggesting the solutions to curb the mentioned problems.
Educate the public, especially the youth, on the dangers; create jobs and skills; strengthen law enforcement and swift justice; families and communities guide young people.
Marking points drawn from the solutions' model composition.
Some of the leaders in the world have stopped the death penalty in their countries. Using 250 words, suggest what you think should be done in Tanzania.
Tanzania should abolish the death penalty and replace it with life imprisonment, pursue reformative justice, and educate the public on human rights.
Marking points drawn from the solutions' model composition.
Read the poem 'Behold!' (opens 'God, Almighty, the only God, God is holy, God is merciful ...'; closes 'Offer it to God. Who loves you and gives you life. Amen.'). What is the poem about?
The supremacy and mercy of God: creator and redeemer, the only one worthy of worship; it urges devotion and rejects false gods.
CHECK: the poem is printed in the paper and is not on the list of readings.
Poem 'Behold!' (as in 11(a)). Who is talking in the poem?
A believer or worshipper addressing God, expressing devotion and gratitude.
Poem 'Behold!' (as in 11(a)). Why do you think gods are useless?
They are compared to chaff before the wind, so they lack power, permanence, and the ability to give life or redemption.
Poem 'Behold!' (as in 11(a)). Comment on the language use.
Simple, devotional and reverent language; repetition and imagery emphasise God's greatness and the futility of worshipping false gods.
Poem 'Behold!' (as in 11(a)). Is the poem relevant to any society?
Yes, to societies that value faith, morality and spiritual devotion, as a reminder to worship the one true God and live righteously.
Using four (4) poems show how artists discuss the issue of personal identity.
Personal identity is explored through cultural roots (Song of Lawino), resilience and pride (Still I Rise), confidence (Phenomenal Woman), and virtues (If).
CHECK: 'Still I Rise', 'Phenomenal Woman' and 'If' are not on the printed list of readings. 'Song of Lawino' is listed as 'Songs of Lawino and Ocol'.
It is hard to fight against HIV/AIDS because people's minds are corrupt. Discuss the statement using one novel and Tanzania experience.
Stigma, misinformation and traditional beliefs hinder the fight. In Mine Boy, societal prejudice parallels HIV stigma; education and changed attitudes are the answer.
CHECK: 'Mine Boy' is not on the printed list of readings. UNVERIFIED: the Tanzanian examples are general.
Many youths in today's Tanzania are engaging in searching dirty information from the internet because they lack self-discipline. Support this statement using one play and your own life experience.
Lack of self-discipline leads youth to misuse the internet. Betrayal in the City shows moral decay and poor decisions; peer pressure and unrestricted access divert youth from productive activity.
CHECK: 'Betrayal in the City' is not on the printed list of readings. The personal-experience point is not checked against the source.
Passage on national development and the five-year plan. In paragraph 2, the writer suggests that the part of our inheritance which we must guard most carefully is: A. the enthusiasm of friendly people. B. the unusual wildlife. C. the good land and minerals. D. the feeling of brotherhood. E. the good land, people, and minerals.
E — the good land, people, and minerals.
Passage on national development and the five-year plan. The writer declares that: A. if all the people in the nation work freely and democratically the plan must succeed. B. the success of the plan depends on the house. C. if all the people work together we will succeed. D. the success of the plans depends on the worst poverty one country now experiences. E. if all the people in the nation work harder the plan must succeed.
C — if all the people work together we will succeed.
Passage on national development (the baby centipede story). The point of the story about the centipede is that: A. people should work faster. B. it is difficult to know which part of the task to attempt first. C. children must be told to move first. D. the tasks are so many and so great that progress will be difficult. E. it is easy to plan on which step to start with as long as we have set our goals.
E — it is easy to plan on which step to start with as long as we have set our goals.
CONTESTABLE: the story's answer 'Move child, move!' points to action rather than planning. Key as printed.
Passage on national development. The writer's intention in the last two sentences is to: A. show that the whole ability of the nation must be used in a disciplined effort. B. praise the quality of our weapons and ammunition. C. show clearly the objective of the plan. D. call the people to meet the challenge and achieve Uhuru. E. show that if people use the weapons available they can be successful.
A — show that the whole ability of the nation must be used in a disciplined effort.
CONTESTABLE: option D (call the people to meet the challenge) is also plausible. Key as printed.
Passage on national development. Complete the sentence: The word development means ___.
The growth and progress of the nation.
Passage on national development. Complete the sentence: The objective of the development plan is ___.
To eradicate poverty and achieve independence from challenges.
CONTESTABLE: the passage says independence 'from the worst of the poverty', not 'from challenges'. Key as printed.
Passage on national development. Complete the sentence: The phrase 'Our weapons are our hands and our determination' means ___.
Using personal effort and determination to achieve success.
Summarize the following paragraph in five (5) sentences. Passage on soil formation: climate (temperature and rainfall) is the most important factor; vegetation, micro-organisms and animals including man influence soil; vegetation adds organic matter; relief affects erosion and water-air relationships; parent material gives the soil its physical and chemical properties; the maturity of soil depends on time, climate, parent material and organisms.
Climate (temperature and rainfall) is key to soil formation; vegetation and organisms add organic matter; relief affects erosion and water-air relationships; parent material determines soil properties; soil maturity depends on time and other factors.
Complete the sentence with the suitable word from: More, much, lot, enough, many, little, any, not. In the evening, there were (i) ___ people at the bus stand.
many
NOT IN ANSWER SHEET: the solutions give no key for Q3. Answer drafted from the context. CHECK.
Complete the sentence with the suitable word from: More, much, lot, enough, many, little, any, not. These would have given me a (ii) ___ of money if I carried them.
lot
NOT IN ANSWER SHEET: the solutions give no key for Q3. Answer drafted from the context. CHECK.
Complete the sentence with the suitable word from: More, much, lot, enough, many, little, any, not. But there wasn't (iii) ___ diesel in the tank.
much
NOT IN ANSWER SHEET: the solutions give no key for Q3. Answer drafted from the context. CHECK.
Complete the sentence with the suitable word from: More, much, lot, enough, many, little, any, not. The (iv) ___ diesel I had was just enough to drive back home.
little
NOT IN ANSWER SHEET: the solutions give no key for Q3. Answer drafted from the context. CHECK.
In each of these sentences one word is wrong. Correct it by writing the correct word: I'm very happy today, I've got a letter from my deer friend.
deer -> dear
CHECK: the solutions reprint this sentence already corrected and do not mark the change. Answer taken by comparison.
In each of these sentences one word is wrong. Correct it by writing the correct word: The milkman put five litres of milk in his new pale.
pale -> pail
CHECK: the solutions reprint this sentence already corrected and do not mark the change. Answer taken by comparison.
In each of these sentences one word is wrong. Correct it by writing the correct word: I saw a flock of cattle when I was crossing river Honia.
flock -> herd; Honia -> Honi
CHECK: two words look wrong ('flock' and 'Honia'), although the instruction says one word per sentence. The solutions reprint 'herd' and 'Honi'.
In each of these sentences one word is wrong. Correct it by writing the correct word: Mr Mzilikazi is our new principal.
No error found; the sentence appears correct as printed.
UNVERIFIED: no wrong word is evident in this sentence, and the solutions reprint it unchanged. CHECK.
Family diagram passage: Mambo and Nake have two children, Kashata and Che. Kashata married Ko; their children are Mei and Koko. Che married Furaha; their children are Mema and Mai. What does Mambo call Mai?
granddaughter (Mai is Mambo's granddaughter).
UNVERIFIED: the diagram is not in the source. Answers follow the passage text.
Family diagram passage (as in 5(a)). What does Furaha call Mambo and Nake?
parents-in-law.
UNVERIFIED: the diagram is not in the source. Answer follows the passage text.
Family diagram passage (as in 5(a)). What does Koko call Mema?
cousin.
UNVERIFIED: the diagram is not in the source. Answer follows the passage text.
Family diagram passage (as in 5(a)). What does Mei call Che?
uncle.
UNVERIFIED: the diagram is not in the source. Answer follows the passage text.
Rewrite beginning 'Not only': He did not only wash his face but also combed his hair.
Not only did he wash his face, but he also combed his hair.
Use indirect speech: 'I have been studying English Language for four years,' he said.
He said that he had been studying English Language for four years.
Begin 'The harder ...': He studied hard everyday as a result he got better results.
Despite studying hard every day, he got better results.
CHECK: the paper prints 'Begin: The harder' here and 'Begin: To whom' for 6(d). The solutions give 'Use: Despite' here and 'Begin: The harder' for 6(d). The key follows the solutions, not the paper's instruction.
Begin 'To whom ...': Whose pen is this?
The harder you look, the clearer whose pen this is will be.
CHECK: the key does not begin 'To whom' as the paper's instruction requires. The solutions' key is printed for 'The harder'. Key as printed.
Construct the sentence using Boko's life history. Life history: 1984-1987 at Kimashuku Secondary School; 1985 bought a bicycle; 1988-91 at Changarawe college; 1992-94 taught English at Maneromango Secondary School; 1995 bought a new saloon car; 1996-98 taught English at Mgambo Secondary School. In 1989, Boko ___.
In 1989, Boko was studying at Changarawe college.
CORRECTED: the solutions key 'In 1989, Boko bought a new saloon car' conflicts with the timeline. The car was bought in 1995, and 1989 falls in the Changarawe college years (1988-91). Changed to the college entry.
Construct the sentence using Boko's life history (as in 7(a)). In 1993, Boko ___.
In 1993, Boko was teaching English at Maneromango Secondary School.
Construct the sentence using Boko's life history (as in 7(a)). In 1995, Boko ___.
In 1995, Boko bought a new saloon car.
Construct the sentence using Boko's life history (as in 7(a)). In 1997, Boko ___.
In 1997, Boko was teaching English at Mgambo Secondary School.
Rearrange the sentences in chronological order to make a meaningful paragraph about vectors. A. Organisms that spread disease without being affected by the diseases themselves are called vectors. B. Animals and insects spread diseases. C. For example, a fly walking over faeces or a decaying carcass will get bacteria on its feet and body. D. Some vectors collect and deliver pathogens by accident. E. If it then makes contact with your skin or your plate, the bacteria will be passed on and those bacterial cells could travel into your body.
B, A, D, C, E
Match item (i) from List A with the correct response in List B. (i) The policemen were guarding the bank.... List B: A. I have to complete my task. B. in order to do his work effectively. C. English was spoken in Tanzania. D. but a lot of money was stolen from it. E. but I have to complete my task. F. so as to develop our country. G. in order to do her work effectively. H. but a lot of money were stolen from it. I. so that to develop our country. J. English is spoken in Tanzania.
D — but a lot of money was stolen from it.
CONTESTABLE: option H is nearly identical with 'were' (an agreement error). Key D as printed.
Match item (ii) from List A with the correct response in List B. (ii) Although I am tired.... List B: A. I have to complete my task. B. in order to do his work effectively. C. English was spoken in Tanzania. D. but a lot of money was stolen from it. E. but I have to complete my task. F. so as to develop our country. G. in order to do her work effectively. H. but a lot of money were stolen from it. I. so that to develop our country. J. English is spoken in Tanzania.
E — but I have to complete my task.
Match item (iii) from List A with the correct response in List B. (iii) All the citizens have to work hard.... List B: A. I have to complete my task. B. in order to do his work effectively. C. English was spoken in Tanzania. D. but a lot of money was stolen from it. E. but I have to complete my task. F. so as to develop our country. G. in order to do her work effectively. H. but a lot of money were stolen from it. I. so that to develop our country. J. English is spoken in Tanzania.
F — so as to develop our country.
Match item (iv) from List A with the correct response in List B. (iv) Tanzanians speak English.... List B: A. I have to complete my task. B. in order to do his work effectively. C. English was spoken in Tanzania. D. but a lot of money was stolen from it. E. but I have to complete my task. F. so as to develop our country. G. in order to do her work effectively. H. but a lot of money were stolen from it. I. so that to develop our country. J. English is spoken in Tanzania.
J — English is spoken in Tanzania.
CONTESTABLE: the match is weak. J is a passive restatement and C is past tense. Key as printed.
Match item (v) from List A with the correct response in List B. (v) She has to wake up early in the morning.... List B: A. I have to complete my task. B. in order to do his work effectively. C. English was spoken in Tanzania. D. but a lot of money was stolen from it. E. but I have to complete my task. F. so as to develop our country. G. in order to do her work effectively. H. but a lot of money were stolen from it. I. so that to develop our country. J. English is spoken in Tanzania.
G — in order to do her work effectively.
In not less than 250 words, write a story ending 'Thanks God! I had a mobile phone'.
A story of a kidnapping on the walk home; the narrator uses a hidden phone to message his brother with his location; police arrive; the story ends with the words.
Marking points drawn from the solutions' model story.
You have been appointed principal speaker of the motion 'Prostitution must be abolished in our country.' Argue for the motion in 250 words.
Abolish prostitution: it exploits vulnerable people; it spreads disease including HIV/AIDS; it fuels crime and social decay; regulation fails; the government should educate and create jobs.
Marking points drawn from the solutions' model speech.
In not more than 250 words, write a composition on: 'Motor Accidents in Tanzania roads, their causes and suggest ways on how this problem could be controlled.'
Causes: reckless driving, drink driving, poor roads and signage, neglected vehicle maintenance. Controls: road building and maintenance, strict enforcement, public awareness, vehicle inspections.
Marking points drawn from the solutions' model composition.
Write a letter to the Manager, Mtwara Cooperative Union, Makonde Street, P.O. Box 345 Mtwara. Apply for the post of Accounts Clerk as it was advertised in the Daily News of Thursday June 15th, 2006. Sign your name as Doto Majaliwa Kazimoto.
A formal application letter for the Accounts Clerk post, giving qualifications, experience and contact details, requesting an interview, and signed Doto Majaliwa Kazimoto.
Marking points drawn from the solutions' model letter.
With reference to the poem 'Death, be not proud' by John Donne, highlight the central theme and relate it to what is currently happening in our society.
Central theme: the defeat of death and the triumph of eternal life. Relevance: people fear death despite medical advances, and the poem offers comfort in crises such as pandemics.
When trying to follow foreign culture, the African finds himself or herself divorced from both his culture and the foreign one. Using four (4) poems show how this is true.
Africans who adopt foreign ways lose their cultural identity: Songs of Lawino and Ocol (Ocol rejects tradition), Growing up with Poetry (youth caught between values), Summons (blind adoption of foreign religion) and a further poem on loss of identity.
CHECK: the solutions use 'Songs of Lawino and Ocol' twice, so only three distinct listed poems are given. 'The African Child' is cited but is not a listed poem. UNVERIFIED: the quoted lines.
With reference to two novels or short stories, analyse the sources of conflicts the writers present.
Weep Not Child: colonial oppression and loss of land; The Interview: societal expectations against personal aspirations. Both remain relevant to economic inequality and social pressure.
UNVERIFIED: the quoted line and the characters of The Interview are not checked against the texts.
Different groups of people and individuals have different goals and interests which are sources of conflict in society. Justify this statement by referring to two plays you have read under this section.
Three Suitors: One Husband (love against wealth and tradition) and The Lion and the Jewel (Baroka against Lakunle) show how differing goals create discord.
UNVERIFIED: the quoted line and the character name Juliette are not checked against the play.
Passage: trees and the environment. Trees play an important role in preserving and protecting our environment because they A. provide shade on hot days and shelter on wet days B. protect the environment from pollution and the effects of weather C. provide fruits and seeds which are eaten by humans and animals D. make the soil fertile by producing oxygen and absorbing carbon dioxide E. absorb excessive moisture from the atmosphere.
B — protect the environment from pollution and the effects of weather
Passage: trees and the environment. Loss of trees may cause drought because A. the soil that is trapped by trees is washed away by rains B. there would be no branches and leaves to make the soil fertile C. clouds which bring rain won't be there if there are no trees D. absence of trees will definitely reduce the amount of moisture in the atmosphere E. without trees water cannot be preserved in the atmosphere.
D — absence of trees will definitely reduce the amount of moisture in the atmosphere
Passage: trees and the environment. Trees play an important part in the water cycle by A. preserving the soil B. preventing the soil from being washed away C. soaking up much of the extra water from the soil and the atmosphere D. increasing the amount of moisture in the atmosphere E. absorbing carbon dioxide from the atmosphere.
D — increasing the amount of moisture in the atmosphere
Passage: trees and the environment. Apart from their environmental importance, trees are also beneficial to humans since they A. provide home to all kinds of animals B. release water into the atmosphere C. provide fruits, wood and fuel D. balance the amount of water in the soil and air E. stop the soil from being washed away
C — provide fruits, wood and fuel
Passage: trees. Complete the table (Benefit / Protection or effect). (a) They release oxygen and absorb carbon dioxide from the air.
Reducing pollution in the atmosphere
Passage: trees. Complete the table (Benefit / Protection or effect). (b) They release moisture into the air.
Promoting the formation of rain
Passage: trees. Complete the table (Benefit / Protection or effect). (c) They soak up extra water from the soil.
Helping to prevent floods
Passage: trees. Complete the table (Benefit / Protection or effect). (d) They trap soil and prevent it from being washed away.
Preventing soil erosion
Passage: trees. Complete the table (Benefit / Protection or effect). (e) Fallen trees, branches and leaves decay on the ground.
Making the soil more fertile
Passage: trees. Complete the table (Benefit / Protection or effect). (f) They provide wood.
Used for construction, furniture and fuel
Summarize paragraph one of question 1 in not more than 40 words.
Trees preserve the environment by reducing pollution, releasing moisture that forms rain, preventing floods by soaking extra water, and stopping soil erosion. They also enhance soil fertility through decayed leaves and branches.
Match the names Dentist, oculist, optician, scullery, washroom, pedestrian, pediatrician with the expressions. (a) One who journeys on foot.
Pedestrian
Match the names Dentist, oculist, optician, scullery, washroom, pedestrian, pediatrician with the expressions. (b) A place where plates, dishes, pots and other cooking utensils are washed up.
Scullery
Match the names Dentist, oculist, optician, scullery, washroom, pedestrian, pediatrician with the expressions. (c) One who attends the diseases of the eye.
Oculist
Match the names Dentist, oculist, optician, scullery, washroom, pedestrian, pediatrician with the expressions. (d) One who attends to the teeth.
Dentist
Correct the wrong word in the sentence: My waste is too big. My skirts don't fit any more.
waist
Correct the wrong word in the sentence: I am expecting a letter. I don't know if the messenger has brought any male today.
Correct the wrong word in the sentence: Don't stair at Wkuvanga. He will act on you.
stare
Correct the wrong word in the sentence: His mother has opened a stationary at Kerege.
stationery
Complete the following dialogue between Mercy and Mr. Pius the shopkeeper (blanks: Mercy's greeting; Mr. Pius's offer of help; Mr. Pius's question about amount; Mercy's quantities and items).
Mercy: Hello, how are you? / Mr. Pius: Hello Mercy, how can I help you? / Mercy: ...Do you sell bread, sugar and some cooking oil? / Mr. Pius: Yes I do, how much do you want? / Mercy: I want a big container of cooking oil, three kilograms of sugar and two loaves of bread. / Mr. Pius: Here you are. Anything else? / Mercy: Yes, I want a bar of mbuni soap and a piece of khanga.
NOT IN ANSWER SHEET for Mercy's greeting and Mr. Pius's first reply; drafted points. CHECK the greeting wording.
Look at the chart showing the processing of coffee. Complete the description using the chart. The first one has been done for you. (blanks: fermented, washed, dried; removed; roasted, ground, packed; distributed)
First the berries are picked. Then the beans are fermented, washed and dried. Next the tough skin is removed. After that the beans are roasted, ground and packed. Finally they are distributed.
CHECK: the chart is not in the text file; blanks taken from the solutions' completed description.
Using the words choir, students, crew, audience, committee, jazz: (a) People listening to or watching a performance.
Audience
Using the words choir, students, crew, audience, committee, jazz: (b) People working on a ship or aircraft.
Crew
Using the words choir, students, crew, audience, committee, jazz: (c) A group of people singing a song together.
Choir
Using the words choir, students, crew, audience, committee, jazz: (d) People appointed to do a special task.
Committee
Pretend that you were the commissar of the match in which Mawenzi secondary school refused to play. The sentences are not in order. Re-arrange them to make a correct report. A. After waiting for ten minutes, the referee met with his linesmen, discussed and decided to end the match by awarding Nyegezi secondary school 2 goals and 2 points. B. Nyegezi secondary school lined up but their opponents were nowhere to be seen. C. At exactly 4.30 pm the referee blew his whistle to call the teams. D. The referee and his linesmen entered the pitch at 4.00 pm. E. At exactly 4.15 pm, Nyegezi team entered the pitch.
D, C, E, B, A (as printed in the solutions)
CONTESTABLE: the key D, C, E, B, A puts 4.30 pm (C) before 4.15 pm (E). Chronology suggests D, E, C, B, A. Key kept as printed; CHECK with the marking scheme.
Match List A with List B: (i) You will be late ... . List B: A. before I go on holiday next week. B. before I go in holiday next week. C. for 1966. D. since 1966. E. if you does not hurry. F. if you don't hurry. G. he managed to perform well. H. but he managed to perform well. I. didn't you? J. did you?
F — if you don't hurry.
Match List A with List B: (ii) You went to Peru for your holiday ... . List B: A. before I go on holiday next week. B. before I go in holiday next week. C. for 1966. D. since 1966. E. if you does not hurry. F. if you don't hurry. G. he managed to perform well. H. but he managed to perform well. I. didn't you? J. did you?
I — didn't you?
Match List A with List B: (iii) Despite the fact that the exam was tough ... . List B: A. before I go on holiday next week. B. before I go in holiday next week. C. for 1966. D. since 1966. E. if you does not hurry. F. if you don't hurry. G. he managed to perform well. H. but he managed to perform well. I. didn't you? J. did you?
G — he managed to perform well.
Match List A with List B: (iv) I'll see you ... . List B: A. before I go on holiday next week. B. before I go in holiday next week. C. for 1966. D. since 1966. E. if you does not hurry. F. if you don't hurry. G. he managed to perform well. H. but he managed to perform well. I. didn't you? J. did you?
A — before I go on holiday next week.
Match List A with List B: (v) My family has lived in this house ... . List B: A. before I go on holiday next week. B. before I go in holiday next week. C. for 1966. D. since 1966. E. if you does not hurry. F. if you don't hurry. G. he managed to perform well. H. but he managed to perform well. I. didn't you? J. did you?
D — since 1966.
Write an essay on unemployment as one of the problems facing our country today. Your essay should focus on five causes of this problem.
Essay on unemployment with five causes: lack of industrial development; rapid population growth; insufficient education and training; technology replacing manual labour; corruption in job allocation. Solutions suggest education reform, industrialization, entrepreneurship and governance as remedies.
Letter of request: class master of Form 3, Mzumbe Secondary School, asks The Vice Chancellor, Mzumbe University, P.O. Box 1 Morogoro, for a visit by 30 students on 26th November 2008. Write from Mawazo Juma, P.O. Box 14, Kimarang'ombe.
Formal letter of request: sender's address and date (20th November 2008), inside address, salutation, RE line, purpose of visit, arrangements, closing 'Yours faithfully' and signature.
Imagine you are Dr. Njanja Ntawanga. Reply to the invitation card (Mr. and Mrs. Ntahodi invite Dr. Njanja Ntawanga to a wedding party of their son Hamis at Zunzuri Social Hall on 22nd November 2008, 8:00-11:00 PM) to inform that you will not be able to attend.
Formal letter of regret: sender's address and date (18th November 2008), inside address, RE line, expression of regret with reason, congratulations to Hamis, closing and signature.
Despite three common enemies of Tanzanian development (ignorance, diseases and poverty), corruption has emerged as the fourth. Suggest the root causes of corruption and the ways to stop this social problem in not less than 250 words.
Root causes: greed, poverty, weak legal enforcement, lack of transparency, societal acceptance. Remedies: strict anti-corruption laws, transparency and audits, better salaries for public servants, citizen education, independent anti-corruption bodies.
Poets use poems to pass on the intended message to the readers. Use the poem 'Eat More' ("Eat more fruits" the slogans say ... "Eat more bloody grass!") to show the message intended.
The poem critiques health slogans such as 'Eat more fruits' that are disconnected from the poverty of the speaker, an unemployed man on unemployment pay for the third year. The hyperbolic 'Eat more bloody grass!' shows the desperation of the poor and calls for empathy and systemic change.
Poetry reflects the conflicts that emerged due to the contact between old traditions and modern ways. With reference to two poems, verify the statement.
Okot p'Bitek's 'Song of Lawino' shows Lawino lamenting Ocol's rejection of African tradition for Western ways; J.P. Clark's 'The Casualties' shows modern political ideologies and war displacing communal living. Both show poetry's effectiveness in portraying tradition-modernity conflict.
CHECK: quotations in the sample answer are not verified against the poems.
Like men, women are equally capable of contributing to the welfare of society. Use relevant examples from two plays to prove the statement.
Sidi in Soyinka's 'The Lion and the Jewel' uses beauty and wit to secure a position of power by marrying Baroka. Regina in Imbuga's 'Betrayal in the City' advocates justice and supports her brother Jusper's revolutionary activities. Both show women contributing to society like men.
Titles of books usually relate to the main ideas/message. Use two readings to show how the titles relate to the message. What can a reader learn from that message?
'Things Fall Apart' reflects the disintegration of Igbo society under colonization and Christianity, alluding to Yeats's 'The Second Coming'. 'The River Between' uses the river to symbolise division between Makuyu and Kameno. Readers learn that titles encapsulate the main ideas and guide interpretation.
CHECK: quotations in the sample answer are not verified against the texts.
Passage: the African Savannah. Which statement of the four below is not correct? In the dry season it is true to say: A. All the trees lose their leaves. B. Grasses dry up. C. Rivers are reduced in size. D. Some rivers disappear. E. The stunted bushes have very green leaves.
E — The stunted bushes have very green leaves.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. Which of the following methods is not used by trees to adapt themselves in the dry season? A. Shedding their leaves to avoid excessive transpiration. B. Having very long roots. C. Having thin leaves and thorns. D. Assuming a dusty yellow-brown appearance. E. Having large green leaves.
E — Having large green leaves.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. Animals tend to move to river banks in the dry seasons because: A. The carnivores will not follow them there. B. They are now only hunted with the camera. C. The Savannah grasses burn readily. D. The Savannah grasses do not make good hay and there are tender shoots there. E. They are escaping from the dust storms.
D — The Savannah grasses do not make good hay and there are tender shoots there.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. What precedes the arrival of the rains? A. Torrential rainstorms. B. Widely separated convectional storms. C. High temperature and windstorms. D. Dust-storms and torrential rain. E. Low temperature and windstorms.
C — High temperature and windstorms.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. In the fourth paragraph the writer is: A. Drawing a vivid contrast between the dry season and the effect of the rains. B. Describing the swollen rivers and the new growth of grasses. C. Describing the effect of the rains on the grasses and trees. D. Marvelling at the rate of growth of the grass, because it may grow up to twelve feet in height. E. Describing poor farming methods.
C — Describing the effect of the rains on the grasses and trees.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. One of the effects of soil erosion on the people is that it: A. Makes them practice poor farming methods. B. Makes them over-cut woodlands. C. Prevents them from producing much crops. D. Discourages them from digging much crops. E. Brings and spreads diseases.
C — Prevents them from producing much crops.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. In the first paragraph the writer is: A. Describing an unusual scene in the Savannah. B. Contrasting the situation with other vegetation areas. C. Describing the sort of scene that can be expected in the Savannah lands. D. Trying to show that there is no one place that can be called typical Savannah. E. Explaining the characteristics of the wet season in the Savannah.
C — Describing the sort of scene that can be expected in the Savannah lands.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. What point is the writer trying to make at the end of paragraph three? A. Rains follow the long dry season B. Rain is caused by convectional currents C. It does not rain continually in the wet season D. Dust storm always precedes the rain E. Wet season is the time of almost continuous rains
C — It does not rain continually in the wet season
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. What happens before the onset of the rains? A. There is a marked and sudden change in the whole landscape B. The haunt of wild game is confined to the river banks or the lake shores C. The rivers become swollen and sometimes flood D. The trees burst into leaves E. The temperature reaches its high levels
E — The temperature reaches its high levels
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: the African Savannah. On the whole, the passage describes A. The contrasts of the dry season and the wet season in the African Savannah B. The harsh climate of the African Savannah and its effect on plants and wild game C. How life is sustained in the African Savannah despite its capricious weather D. Soil erosion and the spread of cattle disease by tsetse fly in the African Savannah E. Problems of soil erosion caused by poor farming methods
A — The contrasts of the dry season and the wet season in the African Savannah
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Read and summarize the following passage in about 40 words. (Passage: Tuesday is a lucky day according to the Talmud ... 'Tuesday's child is full of grace' ... Mardi Gras ... Hindus avoid business or long journeys on a Tuesday; in Greece and Albania Tuesday is bad for important events.)
Tuesday is seen as a lucky day in Jewish teachings and a day of celebration in Christian traditions, but others, like Hindus and Greeks, regard it as unlucky for business, journeys, or significant events.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Match List A with List B to produce complete meaningful sentences. (i) John kept looking at the girl... List B: A. although his father was highly educated. B. he was unable to walk. C. he sold the house. D. even if you buy a new dress. E. wondering where he saw her before. F. the better your English will become. G. to get married now. H. unless you write to her. I. she managed to do the exercise. J. but achieved less and less.
E — wondering where he saw her before.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Match List A with List B to produce complete meaningful sentences. (ii) He tried harder and harder... List B: A. although his father was highly educated. B. he was unable to walk. C. he sold the house. D. even if you buy a new dress. E. wondering where he saw her before. F. the better your English will become. G. to get married now. H. unless you write to her. I. she managed to do the exercise. J. but achieved less and less.
J — but achieved less and less.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Match List A with List B to produce complete meaningful sentences. (iii) He did not go to school... List B: A. although his father was highly educated. B. he was unable to walk. C. he sold the house. D. even if you buy a new dress. E. wondering where he saw her before. F. the better your English will become. G. to get married now. H. unless you write to her. I. she managed to do the exercise. J. but achieved less and less.
A — although his father was highly educated.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Match List A with List B to produce complete meaningful sentences. (iv) She will not write to you... List B: A. although his father was highly educated. B. he was unable to walk. C. he sold the house. D. even if you buy a new dress. E. wondering where he saw her before. F. the better your English will become. G. to get married now. H. unless you write to her. I. she managed to do the exercise. J. but achieved less and less.
H — unless you write to her.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Match List A with List B to produce complete meaningful sentences. (v) The more you read... List B: A. although his father was highly educated. B. he was unable to walk. C. he sold the house. D. even if you buy a new dress. E. wondering where he saw her before. F. the better your English will become. G. to get married now. H. unless you write to her. I. she managed to do the exercise. J. but achieved less and less.
F — the better your English will become.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Rearrange the five sentences into a logical sequence to make a meaningful paragraph: (a) Several years earlier a man had built a locomotive, but it was meant to travel on the road not on rails. (b) George Stephenson realized that a railway track was necessary. (c) Hundreds of people went to watch the train on its first journey. (d) George Stephenson was the real father of the railway engine and the railway. (e) He built his first line in the North of England, and it was opened in 1825.
(a), (b), (d), (e), (c) (as printed in the solutions)
CONTESTABLE: (d) reads like an opening statement; (a) first is defensible. Key kept as printed. CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Choose the correct word from A. of B. with C. for D. in E. by F. on G. beside H. next I. beyond J. under to fill blank (i): Mr. Mjema has discovered that a spider has made a cobweb (i) in his room.
D — in
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Choose the correct word from A. of B. with C. for D. in E. by F. on G. beside H. next I. beyond J. under to fill blank (ii): He wants to kill the spider (ii) with poison from a spray bottle.
B — with
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Choose the correct word from A. of B. with C. for D. in E. by F. on G. beside H. next I. beyond J. under to fill blank (iii): He approaches the spider very carefully and presses the lid (iii) on the bottle.
F — on
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Choose the correct word from A. of B. with C. for D. in E. by F. on G. beside H. next I. beyond J. under to fill blank (iv): He collapses and falls down (iv) on the floor where he lies fast asleep for hours.
F — on
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
She will never succeed ……… hard she tries. A. unless B. even if C. however D. nevertheless E. if
B — even if
CONTESTABLE: 'however' (C) also fits grammatically (however hard she tries). CHECK: section letter inferred; paper text unreadable and solutions give no heading.
What time did they ………… the village? A. arrive B. reach at C. return D. reach E. returned
A — arrive
CONTESTABLE: 'reach' (D) is the grammatical transitive form ('reach the village'); 'arrive' needs 'at' ('arrive at the village'). Key kept as printed. CHECK: section letter inferred; paper text unreadable and solutions give no heading.
When Musa opened the door he ………… a dead body. A. see B. saw C. has seen D. is seeing E. had seen
B — saw
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
If you had warned Malongo, he ………… on time but he was late. A. would came B. would have come C. will have come D. had come E. will come
B — would have come
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
The father was neither brilliant ………… his son. A. is B. was C. does D. nor E. or
D — nor
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Everybody in the school ………… to win the prize. A. wants B. want C. is wanting D. are wanted E. are wanting
A — wants
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
I guessed that he wouldn't return until he ………… all his money. A. has spent B. have spent C. had spent D. would have spent E. spent
C — had spent
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
The horrid girl ………… her book. A. denied to lend me B. refused to lend me C. refused to borrow me D. refused me to lend E. refused to
B — refused to lend me
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Watching a film was ………… than watching a play. A. very much better B. much better C. very more better D. very much more better E. most better
B — much better
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Each of them has brought ……… fiancé at home. A. his B. their C. her D. one's E. himself
B — their
CONTESTABLE: 'his' (A) is the traditional concord with 'each of them'. Key kept as printed. CHECK: section letter inferred; paper text unreadable and solutions give no heading.
The house ……… Juma lived belongs to his uncle. A. that B. which C. whose D. in which E. at which
D — in which
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Where is Mr. ……… wife staying? A. Jame's B. James' C. James's D. James E. Jame
B — James'
CONTESTABLE: 'James's' (C) is also a correct possessive form. Key kept as printed. CHECK: section letter inferred; paper text unreadable and solutions give no heading.
They left by bus, so …….. the tourists. A. did B. were C. the same D. as E. like
A — did
The word 'did' shows that the tourists also left by bus, keeping grammatical agreement; 'as' or 'like' do not fit.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Thomas ought not to …….. me your secret, but he did. A. tell B. having told C. be telling D. have told E. told
D — have told
'Ought not to have told' is the correct structure, showing the action was wrong and completed.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
For how long are you going to be here? About an hour I hope you …….. mind waiting for so long. A. don't B. wouldn't C. shouldn't D. didn't E. won't
A — don't
'Don't mind' expresses no objection in the present or future.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
You …….. write, but please phone. A. oughtn't B. shouldn't C. needn't D. wouldn't E. couldn't
C — needn't
'Needn't' says writing is unnecessary, fitting 'but please phone'.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Write a letter to your pen pal Sawak describing Mountain Kilimanjaro as the highest mountain in Africa: its peaks, beauty and attraction to people from outside Tanzania. Aim: to attract the pen pal to visit. Use the name and address Dotto Masanja, P.O. Box 15, Mwanza.
Informal letter from Dotto Masanja (P.O. Box 15, Mwanza) describing Kilimanjaro's height, peaks (Kibo, Mawenzi, Shira), ecosystems, climbing and Uhuru Peak, and inviting Sawak to visit.
CHECK: model letter is dated 9th January 2025 as printed. CHECK: section letter inferred; paper text unreadable and solutions give no heading.
'Old is Gold.' Discuss giving examples from your own experience.
Discussion that old practices, wisdom and possessions keep their value, with personal examples: an old clay cooking pot, folk tales from grandparents, traditional discipline in education and trusted old friendships; concluding that the past keeps its importance.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Imagine you have been given 200,000/= as a reward for good performance in academics. Give a full description of how you would spend the money.
A spending plan: 50,000/= for educational materials and courses; 30,000/= for school supplies; 40,000/= for family expenses; 50,000/= for savings; 30,000/= for a personal treat; with a summary.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Bush fires cause a lot of damage to the environment. Your village has invited you to educate them on bushfires. Write a speech which you are going to give to them.
A speech on the damage of bushfires (smoke, carbon dioxide, habitat loss, crops, soil and drought), prevention (no fires in dry season, monitoring, educating children, planting trees, reporting illegal burning) and a closing call for action.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
The old generation has a duty to pass on its knowledge and experience to the new generation. How true is this in the two readings that you have done?
True: in Things Fall Apart Okonkwo tries to teach Nwoye the clan's traditions, but Nwoye's conversion shows the transmission is challenged; in Song of Lawino the elders' customs are lost when Ocol rejects them. Both show the older generation's wisdom is needed for continuity.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Europeans could not have succeeded in imposing and maintaining their colonial rule without the support of some Africans. What examples of this can you find in two of the readings you have done, and why do you think these Africans supported the Europeans?
In Things Fall Apart, missionary Mr. Brown converts Igbo people with education and trade, and converts like Nwoye support the missionaries out of dissatisfaction with customs. In The African Short Stories, Africans act as colonial intermediaries for gain and power. Reasons: personal advancement and disillusionment with tradition.
CHECK: the story 'The Hands of the Black' cited in the sample answer is not verified against the anthology. CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Storytelling plays an important role in the life of every society. Give evidence from two readings you have done.
Storytelling preserves history, teaches morals and strengthens community. Things Fall Apart: folk tales such as the tortoise and the birds, told by Ekwefi, teach values and cultural beliefs. Song of Lawino: Lawino uses stories, proverbs and metaphors to preserve African traditions.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
A lot of misunderstandings in several African societies resulted from the introduction of new ideas brought about by formal education. Discuss this making reference to the two readings you have done.
In Things Fall Apart, Western education through missionaries divides the Igbo community; Nwoye's conversion creates family tension with Okonkwo. In Song of Lawino, Ocol's Western education makes him reject tradition and look down on Lawino, causing conflict. Formal education is a double-edged sword.
CHECK: section letter inferred; paper text unreadable and solutions give no heading.
Passage: Education in Africa (traditional, colonial and post-Independence). We can tell from this passage that traditional education taught young people A. how to act independently B. how to use a hoe, spear and axe C. how to live in the community D. how to speak properly and respect their elders E. how to write correctly
C — how to live in the community
Traditional education prepared young people for life within the community, teaching skills, correct behaviour and kinship.
Passage: Education in Africa (traditional, colonial and post-Independence). The sentence 'much of his education was informal' refers to A. the education offered in schools today B. colonial education C. education suitable for the needs of modern Africa D. traditional education E. education given to boys only.
D — traditional education
Traditional education took place mainly in homes and through daily activities, not in formal schools.
Passage: Education in Africa (traditional, colonial and post-Independence). The traveller in East Africa was surprised because A. such young people could prepare a meal themselves B. he thought only European children could prepare a meal C. the children were not competently supervised D. it required so many children to prepare a meal E. the children were just playing.
A — such young people could prepare a meal themselves
Very young children prepared meals competently without supervision, showing the effectiveness of traditional education.
Passage: Education in Africa (traditional, colonial and post-Independence). The first colonial schools A. taught the African student to meet the needs of the modern world B. had the advantage that they prepared a child for life in his own community C. served the needs of the colonial power rather than those of African society D. were motivated by a desire to inculcate values E. taught nothing to African students
C — served the needs of the colonial power rather than those of African society
Colonial education trained Africans as clerks and junior officials for the colonial administration.
Passage: Education in Africa (traditional, colonial and post-Independence). 'Élite' probably means A. a group of colonialists B. impact C. a group of selected people D. electrical system E. manual work.
C — a group of selected people
In the passage, 'élite' refers to a small, privileged group educated under colonial systems.
Passage: Education in Africa (traditional, colonial and post-Independence). Education in the colonial years is criticised because A. the reading books had European birds B. it dealt with taps and wallpaper rolls C. it was offered in English D. it was not relevant E. it was given to leaders.
D — it was not relevant
Colonial education did not address African needs and environments.
Passage: Education in Africa (traditional, colonial and post-Independence). According to the writer, education in Africa today A. needs to be very practical B. should be open to all, not just the elite C. needs to be retaught D. does not require universities E. does not need more technology.
A — needs to be very practical
The passage emphasises practical skills for both rural and urban needs.
Passage: Education in Africa (traditional, colonial and post-Independence). The pronoun 'they' in the last but one paragraph refers to: A. questions B. civil servants C. universities D. highly trained electrical engineers E. colonialists.
B — civil servants
The context discusses civil servants needing a good secondary education.
Passage: Education in Africa (traditional, colonial and post-Independence). From the last paragraph we can deduce that in many African countries, education is A. preparing young people for urban life B. preparing young people for rural life C. attracting young people to urban areas when they are reluctant to leave D. trying to prepare young people for rural life, but the urban areas are too attractive E. less important for Africans.
D — trying to prepare young people for rural life, but the urban areas are too attractive
Education aims at rural needs, but urban opportunities draw young people away.
Passage: Education in Africa (traditional, colonial and post-Independence). The sentence 'He knew about the weather lore' means A. he knows about weather knowledge B. he knows about weather stores C. he knows about weather law D. he knows about weather forecast E. he knows that the rain will rain or not.
A — he knows about weather knowledge
'Lore' refers to traditional knowledge, especially of the environment and weather.
Read and summarise the following passage in about 40 words. (Passage: a teacher's day starts the previous evening with lesson planning; teachers teach four or five classes; planning and grading take two or more hours; about an hour of supervision and one to three hours of extra-curricular activities; a day of eight to eleven or more hours; weekly meetings and conferences add time.)
A teacher's daily work involves teaching, preparing lessons, grading, supervising students, and managing extra-curricular activities. Their schedule extends to 8-11 hours or more, including weekly meetings and conferences with students and parents.
Match Column A and B to produce complete meaningful sentences. (i) The customs office _____ Column B: A. hurt one of his patients. B. provides them with a reasonable income. C. will need a dustbin. D. the doctor. E. what she said. F. demanded for our passports. G. a little farther along the road. H. luggage in the back of the car. I. would probably be exhausted in the near future. J. a considerable effect on plants and animals.
F — demanded for our passports.
Customs officers typically check passports as part of their duties.
Match Column A and B to produce complete meaningful sentences. (ii) The tin deposits in that area _____ Column B: A. hurt one of his patients. B. provides them with a reasonable income. C. will need a dustbin. D. the doctor. E. what she said. F. demanded for our passports. G. a little farther along the road. H. luggage in the back of the car. I. would probably be exhausted in the near future. J. a considerable effect on plants and animals.
I — would probably be exhausted in the near future.
The statement discusses the limited nature of tin deposits.
Match Column A and B to produce complete meaningful sentences. (iii) _____ gave him a thorough examination. Column B: A. hurt one of his patients. B. provides them with a reasonable income. C. will need a dustbin. D. the doctor. E. what she said. F. demanded for our passports. G. a little farther along the road. H. luggage in the back of the car. I. would probably be exhausted in the near future. J. a considerable effect on plants and animals.
D — the doctor.
Doctors are responsible for providing medical examinations.
Match Column A and B to produce complete meaningful sentences. (iv) The absence of light has _____ Column B: A. hurt one of his patients. B. provides them with a reasonable income. C. will need a dustbin. D. the doctor. E. what she said. F. demanded for our passports. G. a little farther along the road. H. luggage in the back of the car. I. would probably be exhausted in the near future. J. a considerable effect on plants and animals.
J — a considerable effect on plants and animals.
Light is essential for the survival of plants and animals.
Match Column A and B to produce complete meaningful sentences. (v) I'm sure she regrets _____ Column B: A. hurt one of his patients. B. provides them with a reasonable income. C. will need a dustbin. D. the doctor. E. what she said. F. demanded for our passports. G. a little farther along the road. H. luggage in the back of the car. I. would probably be exhausted in the near future. J. a considerable effect on plants and animals.
E — what she said.
Regret often relates to something one has said or done.
Rearrange the five sentences into a logical sequence to make a meaningful paragraph. (a) Luckily it belonged to a family party consisting of an old bull and fourteen other elephants. (b) Not long ago tourists at Manyara watched a baby elephant rescued from death. (c) The baby elephant had sunk so deeply into this mud that only the tip of its trunk was showing. (d) About two hundred elephants had gathered round a huge lake of mud. (e) It was almost unable to breath.
(b), (d), (c), (e), (a)
Choose two (2) of the four (4) topics and write a composition of not more than 250 words each. (a) Write a letter to your friend telling him the steps you are taking to ensure that you do not get AIDS. Your name is Kazamoyo Majaliwa of Mteteeni secondary school, Box 2050 Lindi.
Informal letter from Kazamoyo Majaliwa (Mteteeni Secondary School, Box 2050, Lindi) listing steps against AIDS: avoiding shared sharp objects, abstinence and safe practices, learning about HIV/AIDS, and blood safety; closing with a call to share the message.
CHECK: model letter is dated 9th January 2025 as printed. Candidate chooses two of four topics (5a-5d).
Choose two (2) of the four (4) topics and write a composition of not more than 250 words each. (b) You are a head girl/boy of a school who has just completed form four. Write a speech to be read to your fellow students at the graduation ceremony advising them on what they should do to achieve good results in their final year.
Speech by a head student advising final-year students: time management and a timetable; understanding rather than cramming and seeking help; health, sleep and avoiding distractions; a positive attitude; conclusion on discipline and hard work.
Candidate chooses two of four topics (5a-5d).
Choose two (2) of the four (4) topics and write a composition of not more than 250 words each. (c) 'If you educate a woman you have educated the whole nation.' How true is this statement?
The statement is true: educated mothers improve family health, drive economic growth, empower future generations and take part in decision-making, so educating women is an investment in the nation's future.
Candidate chooses two of four topics (5a-5d).
Choose two (2) of the four (4) topics and write a composition of not more than 250 words each. (d) Discuss the importance of environmental preservation.
Environmental preservation secures resources for future generations, combats climate change, protects biodiversity, improves human health and supports sustainable economic activity; everyone has a role.
Candidate chooses two of four topics (5a-5d).
Choose the letter of the correct answer. The train _____ an hour ago but it has not done so as yet. A. left B. should have left C. may have left D. would have left E. has left
B — should have left
'Should have left' shows the train was expected to leave but has not done so.
Choose the letter of the correct answer. Would you mind _____ the car for me? A. to park B. park C. parking D. about parking E. from parking
C — parking
'Would you mind' is followed by a gerund.
Choose the letter of the correct answer. When I opened the front door I _____ a letter inside. A. find B. found C. had found D. was finding E. have found
B — found
The past tense matches the completed action of opening the door.
Choose the letter of the correct answer. By this time next year I _____ completed form four examinations. A. will be B. will C. will have D. have E. shall have
C — will have
'Will have' indicates a future perfect action.
Choose the grammatically well-spelled word. Their plans were _____ by the damage done to a bridge by a storm the night before. A. affected B. effected
A — affected
'Affected' means influenced or impacted, which fits the context.
Choose the grammatically well-spelled word. All _____ Mariam went swimming. A. accept B. except
B — except
'Except' means excluding Mariam.
Choose the grammatically well-spelled word. Please _____ us on the best way to make a fortune. A. advice B. advise
B — advise
'Advise' is the verb; 'advice' is the noun.
Choose the grammatically well-spelled word. I _____ him last week. A. sow B. saw
B — saw
'Saw' is the correct past tense of 'see'.
Choose a word which completes the sentence. Alex kept wondering at _____ makes people yawn just after waking up. A. who B. when C. what D. which E. why F. that G. whom
C — what
Choose a word which completes the sentence. He longed to know from a person _____ could tell him. A. who B. when C. what D. which E. why F. that G. whom
A — who
Choose a word which completes the sentence. While he was studying in the library, came a man _____ he had not met before. A. who B. when C. what D. which E. why F. that G. whom
G — whom
Choose a word which completes the sentence. This man gave him a booklet _____ had details about yawning. A. who B. when C. what D. which E. why F. that G. whom
D — which
Choose a word which completes the sentence. I want you to blow this whistle _____ half past four precisely. A. until B. for C. till D. before E. after F. at
A — until
Choose a word which completes the sentence. We'll have to work _____ nightfall to finish this job. A. until B. for C. till D. before E. after F. at
A — until
Choose a word which completes the sentence. _____ a number of years the firm's profits have been excellent. A. until B. for C. till D. before E. after F. at
B — for
Choose a word which completes the sentence. _____ posting that letter, remember to put a stamp on it. A. until B. for C. till D. before E. after F. at
D — before
Rewrite the sentence without changing its general meaning. 'I haven't written to you for a long time.' (Begin: It is a long time _____.)
It is a long time since I wrote to you.
Rewrite the sentence without changing its general meaning. 'Old Mr. Nguvumali likes to look at the children playing.' (Begin: Old Mr. Nguvumali enjoys _____.)
Old Mr. Nguvumali enjoys looking at the children playing.
Rewrite the sentence without changing its general meaning. 'It was impossible to work under those conditions.' (Begin: Working _____.)
Working under those conditions was impossible.
Rewrite the sentence without changing its general meaning. 'Sudan is very good at football.' (Begin: Sudan plays _____.)
Sudan plays football very well.
It is said that characters were driven by the need for a better life to protect them against the forces of injustice that surrounded them. Use two (2) characters from the texts you have read to justify the statement.
Lawino in Song of Lawino resists cultural imperialism to protect her identity; the driver in 'Building the Nation' (Growing Up with Poetry) works to achieve better living conditions despite systemic injustice.
CHECK: the poem 'Building the Nation' by Henry Barlow is cited in the sample answer and not verified against the anthology.
When the conflicts become very strong in society they often cause destruction to individual characters either physically or mentally, but some characters are strong enough to fight back. Discuss this statement with reference to two (2) readings you have done.
Lawino suffers alienation from Ocol's rejection of tradition but fights back through poetic expression, metaphors and proverbs; the speaker in 'If We Must Die' (McKay) resists oppression with dignity and courage.
CHECK: the poem 'If We Must Die' by Claude McKay is cited in the sample answer and is not verified against the anthologies on the reading list.
Female circumcision is a practice which has continued to be practised despite being condemned ever since the colonial period. With reference to two (2) characters from two readings you have done and from your own experience, describe the problem.
Muthoni in The River Between undergoes circumcision against her father's wishes to affirm her Kikuyu heritage and dies from complications; Okonkwo's wives in Things Fall Apart show women's limited autonomy. From experience, the practice is a health and human rights problem; education and dialogue are needed.
If you were given a chance to suggest some of the traditional customs which should not be adapted in Tanzania today, which ones would you strongly suggest? Refer to two (2) readings you have read.
Polygamy shown through Baroka's pursuit of Sidi (The Lion and the Jewel) causes gender inequality and conflict, and power abuse and silencing of dissent (Betrayal in the City) should not be adopted; Tanzania should keep customs that promote unity, respect and pride.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). The control for the great numbers of rats and mice is A. the rat-borne diseases B. the snakes C. both the rat-borne diseases and the snakes D. only the poisonous snakes E. the killing done by human beings
B — the snakes
The passage highlights the role of snakes in controlling rat and mouse numbers.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). One of the most interesting characteristics of snakes is that A. they will always kill a person or a large animal B. it will bite even when not cornered or provoked C. it will always get far from the reach of its enemies D. they never stay in corners E. they protect human lives.
E — they protect human lives
Snakes help save human lives by controlling pests such as rats and mice.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). The black mamba is said to be shy because it A. doesn't seek trouble on human beings B. moves very rapidly when seen C. is seldom black by the colour E. is smaller than the cobras
A — doesn't seek trouble on human beings
The passage describes black mambas as 'shy and retiring', avoiding confrontation unless provoked.
CHECK: the paper lists options A, B, C, E (no D); the solutions list D 'is smaller than the cobras' and E 'is larger than the cobras'. Key A is the same either way.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). The cobras and mambas are well known for their A. fast attacking B. moving together with pride C. almost equal size D. dangerous and powerful toxin E. style of killing preys.
D — dangerous and powerful toxin
Both cobras and mambas secrete toxic venom, their main weapon for killing prey or defending themselves.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). Snakes other than black mambas A. can strike very quickly like lightning B. have great speed C. are long lithe snakes D. cannot strike like lightning E. are seldom black in colour.
A — can strike very quickly like lightning
The passage says mambas are 'incredibly quick' and can 'strike like lightning'.
CONTESTABLE: the passage says all mambas strike like lightning, so the stem's 'other than black mambas' is not directly stated. Key kept as printed.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). The author says snakes possess poison primarily A. to defend themselves B. to obtain food C. to protect their young D. for detecting enemies E. to poison enemies.
B — to obtain food
The primary use of venom is to obtain and kill prey; defence is secondary.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). From the reading, one can say black mambas A. are less powerful than cobras B. are as powerful as cobras C. secrete more toxic venom than cobras D. are furious when provoked E. are proud of their powers.
B — are as powerful as cobras
Both cobras and black mambas are described as highly venomous and dangerous, with no indication that one is more powerful.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). Whenever provoked, the black mambas A. fight by tooth and nail B. fight with repeated actions C. target at its enemies D. have painful poison in the eyes E. aim at the eyes of the enemy.
E — aim at the eyes of the enemy
The solutions say the passage mentions that cobras and mambas target the eyes of their enemies.
CONTESTABLE: the passage ties eye-targeting and repeated attacks to cobras, not mambas. Key E kept as printed; option B also describes cobras.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). Snakes are generally friends to human beings if A. given an opportunity to live with humans B. other snakes do not disturb cobras and mambas C. not disturbed or provoked D. large animals are friendly E. human beings keep them.
C — not disturbed or provoked
The passage says snakes are 'so friendly when not disturbed'.
Passage: snakes (Believe me or not, snakes save far more human lives than they destroy ...). From the passage, the best title would be A. friendly snake of the forest B. cobras of Africa C. control of dangerous snakes D. the most powerful snakes E. the deadly snakes of Africa
E — the deadly snakes of Africa
The passage focuses on deadly snakes in Africa, cobras and mambas.
Read and summarise the passage in two sentences. (Passage: How can we depend upon gifts, loans and investments from foreign countries and companies without endangering our independence? 'He who pays the piper calls the tune.' Depending on foreign governments for development gives away freedom, and the truth is that we will end up in disappointment.)
Relying on foreign loans and investments endangers our independence as we may lose control to external influences. Depending on foreign governments for development compromises freedom and leads to disappointment.
Match List A with List B to form complete meaningful sentences. (i) If you run out of bread ... List B: A. early in the morning. B. a major operation. C. you have to cook your dinner yourself. D. to eat. E. an independent republic. F. to prepare a meal for us. G. he let the visitor in. H. you run round to the baker's. I. he let me down badly recently. J. the task.
H — you run round to the baker's
Match List A with List B to form complete meaningful sentences. (ii) The rebels intended to set up ... List B: A. early in the morning. B. a major operation. C. you have to cook your dinner yourself. D. to eat. E. an independent republic. F. to prepare a meal for us. G. he let the visitor in. H. you run round to the baker's. I. he let me down badly recently. J. the task.
E — an independent republic
Match List A with List B to form complete meaningful sentences. (iii) We successfully understood ... List B: A. early in the morning. B. a major operation. C. you have to cook your dinner yourself. D. to eat. E. an independent republic. F. to prepare a meal for us. G. he let the visitor in. H. you run round to the baker's. I. he let me down badly recently. J. the task.
J — the task
Match List A with List B to form complete meaningful sentences. (iv) I'll never rely on him again ... List B: A. early in the morning. B. a major operation. C. you have to cook your dinner yourself. D. to eat. E. an independent republic. F. to prepare a meal for us. G. he let the visitor in. H. you run round to the baker's. I. he let me down badly recently. J. the task.
I — he let me down badly recently
Match List A with List B to form complete meaningful sentences. (v) These apples don't look good ... List B: A. early in the morning. B. a major operation. C. you have to cook your dinner yourself. D. to eat. E. an independent republic. F. to prepare a meal for us. G. he let the visitor in. H. you run round to the baker's. I. he let me down badly recently. J. the task.
D — to eat
Rearrange the following sentences in a logical sequence to make a meaningful paragraph. A. The lady extended her hand towards him for money. B. The lady hesitated then slowly took a plate and filled it with food. C. Bambo walked to one of the women and ordered rice and meat. D. Bambo took his food and joined the other men sitting on a bench. E. 'Don't worry mama, I'll settle the bill after eating,' he told her.
C, D, B, A, E (as printed in the solutions)
CONTESTABLE: the key places D (Bambo eating with the men) before B (the lady filling the plate), which is out of sequence. A more logical order is C, B, A, E, D. Key kept as printed; CHECK with the marking scheme.
Choose two (2) topics from the four and write a composition on each. (A) There has been an unstable and unreliable electric supply at your school. Write a persuasive letter to the Manager, Tanzania Electric Supply Co. Ltd., P.O. Box 74760, Dar es Salaam, telling him or her how the problem has affected your school and persuading him/her to ensure a reliable power supply. Sign your name as Uziah Caleb or Chiku Makanja.
Persuasive letter from Uziah Caleb (Mtakuja Secondary School) to the Manager, Tanzania Electric Supply Co. Ltd.: the unreliable supply disrupts the computer lab, library and science practicals; requests priority in the supply schedule and backup power; thanks the reader.
CHECK: the model letter's sender address (Mtakuja Secondary School, P.O. Box 74210) is not in the question. Candidate chooses two of four topics (5A-5D).
Choose two (2) topics from the four and write a composition on each. (B) Being a Tanzanian, suggest to the Ministry of Labour, Youth Development and Sport how 'Beauty contests' can be carried out while maintaining African traditional values.
NOT IN ANSWER SHEET. Suggestions: contests judged on inner qualities, talent and dress that respects culture; modest attire; no exploitation of women; cultural items such as traditional dance and dress included.
NOT IN ANSWER SHEET: the solutions give no model for topic B; points drafted. CHECK. Candidate chooses two of four topics (5A-5D).
Choose two (2) topics from the four and write a composition on each. (C) In not more than 250 words, write a composition about: 'Who is more important to the society, a teacher or a doctor?'
NOT IN ANSWER SHEET. Argument both ways: teachers build knowledge and skills for every profession; doctors preserve life and health; a balanced conclusion is expected.
NOT IN ANSWER SHEET: the solutions give no model for topic C; points drafted. CHECK. Candidate chooses two of four topics (5A-5D).
Choose two (2) topics from the four and write a composition on each. (D) Imagine that you are the executive officer of Mtakuja Village. Write a speech of not more than 250 words to educate your people on the importance of National Census.
Speech by the village executive officer on the census: it gives data for planning schools, roads and hospitals; shows demographics for policies; supports economic development and fair political representation; urges everyone to participate.
Candidate chooses two of four topics (5A-5D).
Rewrite the sentences according to the instructions. 'Kirwii is plumpy and heavy. He is not healthy.' (Begin: Although ……….)
Although Kiruwi is plumpy and heavy, he is not healthy.
CHECK: the paper spells the name 'Kirwii' and the solutions 'Kiruwi'. Key kept as printed.
Rewrite the sentence using 'Despite'. 'English is a medium of instruction in schools but it is spoken rarely in the secondary schools.' (Use: Despite ……….)
Despite being the medium of instruction in schools, English is spoken rarely in secondary schools.
Rewrite the sentence. 'I like coffee more than tea.' (Begin: I prefer ……….)
I prefer coffee to tea.
Rewrite using 'not only ... but also'. 'Halima is a hardworking student and a good cook.'
Halima is not only a hardworking student but also a good cook.
Write the sentence according to the instruction. 'I am too tired to do any more work.' (Begin: I am so tired ………….)
I am so tired that I cannot do any more work.
Write the sentence using 'regret'. 'I was sorry to have missed seeing you.' (Use: ………… regret …………)
I regret having missed seeing you.
Write the sentence according to the instruction. 'His financial difficulties were solved with the help of a loan from the bank.' (Begin: A loan ………….)
A loan from the bank solved his financial difficulties.
Join into one sentence without using 'and' or 'but'. 'Christmas comes but once a year. This is known to everybody.'
Everybody knows that Christmas comes but once a year.
CONTESTABLE: the key uses 'but', which the instruction forbids. A compliant alternative is 'Everybody knows that Christmas comes once a year.' Key kept as printed.
Complete with suitable words. It was early in the morning, Celina was going to school. On the way she met (i) __________ very old man. (Passage: Celina is afraid of a cat in a basket carried by an old man.)
a
Complete with suitable words. It was early in the morning, Celina was going to school. On the way she met a very old man. (ii) __________ man was carrying a basket with a cat inside it.
The
Complete with suitable words. The man was carrying (iii) __________ basket with a cat inside it.
a
Complete with suitable words. She started running. (iv) __________ cat jumped out from the basket and started to chase her.
The
Complete the sentence with the suitable word or words. The scholarship .......... for another year. A. enable him study B. enable him to study C. enabled him to studying D. enabled his studies E. enabled to study
D — enabled his studies
'Enabled his studies' fits grammatically and contextually.
CONTESTABLE: 'enable him to study' (B) is the standard pattern and also fits. Key kept as printed.
Complete the sentence with the suitable word or words. They said they didn't feel .......... just yet. A. for eating B. like to eat C. for food D. like eating E. eating
E — eating
'Eating' is given as the most appropriate form.
CONTESTABLE: 'didn't feel like eating' (D) is the standard idiom; 'didn't feel eating' (E) is ungrammatical. Key kept as printed; CHECK with the marking scheme.
Complete the sentence with the suitable word or words. Because of the preparations she had made, Anna was not quite as nervous .......... the other candidates. A. than B. as like C. like D. as E. like as
D — as
The correct structure for comparison is 'as nervous as'.
Complete the sentence with the suitable word or words. They wrote their answers .......... that they finished well before the end of the examination. A. so quickly B. as quickly C. more quickly D. very quickly E. much quickly
A — so quickly
'So quickly' indicates the speed with which they completed their answers.
Write two sentences for the word 'case' to show its difference in meaning.
(a) The lawyer argued a difficult case in court. (b) I bought a case for my new phone.
Write two sentences for the word 'train' to show its difference in meaning.
(a) The train arrived at the station on time. (b) She decided to train for the marathon next month.
Write two sentences for the word 'lead' to show its difference in meaning.
(a) The detective followed a strong lead in the investigation. (b) Pencils used to contain lead, which is a harmful metal.
Write two sentences for the word 'book' to show its difference in meaning.
(a) I borrowed a book from the library. (b) She decided to book a hotel room for the trip.
Using two references from the list of texts, explain how children sometimes find themselves in situations which force them to disobey their parents and are blamed for it.
In The River Between, Muthoni defies her Christian father by undergoing female circumcision to stay connected to her Kikuyu roots, and dies; in Things Fall Apart, Nwoye rebels against Okonkwo by converting to Christianity and is estranged. Both show children disobeying to pursue their beliefs and facing blame.
With the help of examples from two texts, discuss the positive and negative effects brought about by the coming of Europeans to Africa.
In Things Fall Apart, Christianity and Western education offer Nwoye new options, but colonial rule disrupts Igbo society and leads to Okonkwo's downfall; in The River Between, Christianity and colonial education bring knowledge to some, like Waiyaki, but divide the Kikuyu community and families.
'African societies were very strong in exerting pressure to individuals who acted contrary to people's expectations.' From two readings you have done, give examples to support the statement.
The River Between: the Kikuyu community pressures Waiyaki, who is rejected by both traditional and Christian sides. Things Fall Apart: Okonkwo's life is shaped by societal expectations of masculinity; fear of weakness drives him to enforce norms and he is isolated when he opposes the colonial government.
One of the challenges in today's African way of life is women's struggle for their rights. (Discuss with reference to two texts.)
The Lion and the Jewel: Sidi struggles against Baroka's patriarchal dominance and uses her wit to assert herself; Song of Lawino: Lawino criticises Ocol for abandoning African traditions that marginalise her role as a woman, advocating equality and respect.
CHECK: the paper's question 14 is a statement for discussion; the solutions answer it with two readings.
To what extent have the writers of two texts you have read under this section shown this (women's struggle for their rights)?
Imbuga (Betrayal in the City) shows the oppression of those who demand justice and equality under corruption; Ngugi (The River Between) shows Waiyaki's struggle for unity, progress and self-determination, reflecting the broader fight for rights.
CHECK: the character 'Mosese' cited in the sample answer is not verified against the text.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). What is the main problem introduced in the first paragraph? A. We must not fail to explain the problem of smoking to the new generation B. People should not smoke when they are in contact with young children C. Smoking is now regarded as an illness or habit D. Smoking among old people must be stopped E. Smoking and young people
E — Smoking and young people
The main issue discussed in the passage is the problem of smoking in relation to children.
UNVERIFIED: passage text missing from the solutions and paper is unreadable; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). What excuses does the writer suggest older people should give to children for their smoking? A. It is because they are older B. It is the way of life in town C. That smoking is a very unpleasant experience in the past D. Experience cannot be shared with the younger generation E. That smoking is not good
A — It is because they are older
Parents may excuse their smoking by linking it to their age or past habits.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). In the sentence 'the relaxation of the evening grows round the pipe' the writer implies that A. smoking is part of the family life B. smoking is not part of a relaxing family atmosphere C. parents should not be seen smoking in the evening D. smoking is enjoyable and part of relaxing time in the evening E. that old people do not smoke in towns
D — smoking is enjoyable and part of relaxing time in the evening
The statement presents smoking as a form of relaxation.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). Who are the people who can actually stop children from smoking? A. The teachers B. The parents C. Those who produce the tobacco firms D. Those who are involved in caring for children and advertising agencies E. All people mentioned above
B — The parents
The passage emphasises the important role of parents in guiding children away from smoking.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). As a consolation to the teacher who feels he has to smoke his pipe the writer says A. the teacher should be prepared to make the sacrifice B. children are being flooded with publicity from many other sources to smoke anyway C. the teacher should make his smoking as obvious as possible D. no one can stop children from smoking without the co-operation of parents E. there is no need to involve the teacher in stopping the children from smoking
D — no one can stop children from smoking without the co-operation of parents
The passage insists that teachers alone cannot succeed without parents' co-operation.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). From the author's remarks, what does he think about the way it is advertised? A. It is showing a false impression on tobacco B. The honour should reveal that smoking is disgusting and is the right thing to do C. It is giving a good idea of tobacco D. It is highly important part of tobacco sales E. Smoking is an useless disease
A — It is showing a false impression on tobacco
Publicity makes smoking appear attractive while it is harmful.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). From the passage, what could be the main influences that may cause children to smoke? A. Example of parents and the influence of publicity B. Atmosphere of the home and example of teachers C. False publicity in public places like the cinema D. Way tobacco firms capture the names of famous people E. Social life of children
A — Example of parents and the influence of publicity
The passage stresses that children copy parents and are influenced by advertisements.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). In conclusion the writer says that the problem of smoking can be solved if A. advertising and sale of certain things are done B. all countries should enforce strict laws C. rules and restrictions in public places must be taken D. parents should keep away from any form of smoking in public E. schools must educate children about the bad effects of smoking
D — parents should keep away from any form of smoking in public
The final recommendation is that parents set a good example by avoiding smoking in front of children.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Passage: smoking and children (passage text not in the solutions; first line only: 'The modern problem of smoking primarily concerns children...'). The best title for this passage can be A. Why teachers dislike smoking B. Why parents dislike smoking C. How smoking affects children in society D. The role of parents to stop smoking in society E. How smoking affects modern society
C — How smoking affects children in society
The central theme is the effect of smoking on children and their behaviour.
UNVERIFIED: passage text missing from the solutions; key taken from the solutions.
Read and summarise the following passage in three sentences. (Passage: mosquitoes transmit malaria; one-celled parasites multiply in the mosquito's gut and salivary glands, enter the human liver within a short time, mature in six to nine days, move into the blood stream, and burst blood cells, causing severe fever.)
Malaria is transmitted by mosquitoes that carry parasites in their salivary glands. These parasites enter the human liver where they grow and later move into the blood stream. The parasites multiply in the blood cells, causing them to burst and resulting in severe fever.
Match LIST A with LIST B to produce complete and meaningful sentences. (i) The president did not want to declare war ... List B: A. but his people did not support him. B. so people were careful about it. C. are caused by careless driving. D. despite the short time of preparation. E. it is going to rain soon. F. as a result we can manage. G. this is the reason.
A — but his people did not support him
Match LIST A with LIST B to produce complete and meaningful sentences. (ii) The disease has killed many people ... List B: A. but his people did not support him. B. so people were careful about it. C. are caused by careless driving. D. despite the short time of preparation. E. it is going to rain soon. F. as a result we can manage. G. this is the reason.
B — so people were careful about it
Match LIST A with LIST B to produce complete and meaningful sentences. (iii) Many road accidents occur ... List B: A. but his people did not support him. B. so people were careful about it. C. are caused by careless driving. D. despite the short time of preparation. E. it is going to rain soon. F. as a result we can manage. G. this is the reason.
C — are caused by careless driving
Match LIST A with LIST B to produce complete and meaningful sentences. (iv) Poor crop harvests ... List B: A. but his people did not support him. B. so people were careful about it. C. are caused by careless driving. D. despite the short time of preparation. E. it is going to rain soon. F. as a result we can manage. G. this is the reason.
G — this is the reason
CONTESTABLE: 'this is the reason' is a weak fit for 'Poor crop harvests'. Key kept as printed.
Match LIST A with LIST B to produce complete and meaningful sentences. (v) The team will do better ... List B: A. but his people did not support him. B. so people were careful about it. C. are caused by careless driving. D. despite the short time of preparation. E. it is going to rain soon. F. as a result we can manage. G. this is the reason.
D — despite the short time of preparation
Rearrange the following sentences in a logical sequence to make a meaningful paragraph. A. A television set receives these signals and one can watch them on the screen. B. However, in order to use the television set to receive these signals properly, an antenna is needed. C. These are then combined with radio waves and broadcast in the same way as ordinary sound programmes. D. Television is a system of transmitting moving pictures by radio or cable. E. With the use of a television camera, visual images are changed into electrical signals.
D, E, C, B, A (as printed in the solutions)
CONTESTABLE: 'However, ... an antenna is needed' (B) reads more naturally after A (the set receives the signals). Key kept as printed; CHECK with the marking scheme.
Choose two (2) topics from the list (a) to (e) and write a composition on each. (a) Imagine that you are one of the principal speakers in a debate with a motion 'PRIVATISATION HAS MANY ADVANTAGES IN TANZANIA.' Argue for or against the motion. Give at least four points for whichever side you have taken. (250 words)
NOT IN ANSWER SHEET. Debate speech for or against privatisation: at least four points, such as efficiency, investment and jobs for, or loss of public control and unequal benefit against.
NOT IN ANSWER SHEET: the solutions give no model for topic (a); points drafted. CHECK. Candidate chooses two of five topics (5a-5e).
Choose two (2) topics from the list (a) to (e) and write a composition on each. (b) Write an open letter in one of the English local newspapers to the Ministry of Tourism and Natural Resources, telling him/her how environmental degradation is rampant in your district. Suggest as many possible solutions to curb the problem. Your letter is Matupo Mademu.
NOT IN ANSWER SHEET. Open letter from Matupo Mademu describing degradation (deforestation, soil erosion, pollution, burning) and suggesting solutions (tree planting, enforcement, education, alternative fuels).
NOT IN ANSWER SHEET: the solutions give no model for topic (b); points drafted. CHECK. Candidate chooses two of five topics (5a-5e).
Choose two (2) topics from the list (a) to (e) and write a composition on each. (c) Tanzania has abundant land and reliable water supply for irrigation purposes, yet it suffers frequent food shortages. Write a composition of not more than 250 words explaining why this is so.
NOT IN ANSWER SHEET. Reasons for food shortages despite land and water: poor farming methods and tools, limited irrigation use, overdependence on rain, weak markets and storage, and poor policy support.
NOT IN ANSWER SHEET: the solutions give no model for topic (c); points drafted. CHECK. Candidate chooses two of five topics (5a-5e).
Choose two (2) topics from the list (a) to (e) and write a composition on each. (d) Write a composition on how one can date this phenomenon.
NOT IN ANSWER SHEET. The printed topic has no referent ('this phenomenon'); no answer is given.
NOT IN ANSWER SHEET and CHECK: the topic as printed does not name the phenomenon; the candidate may be expected to state it. Candidate chooses two of five topics (5a-5e).
Choose two (2) topics from the list (a) to (e) and write a composition on each. (e) Illiteracy is an undesirable disease which affects us in most cases. Write in not more than 250 words.
NOT IN ANSWER SHEET. Composition on illiteracy as a disease: causes, effects on individuals and development, and solutions such as adult education and schooling.
NOT IN ANSWER SHEET: the solutions give no model for topic (e); points drafted. CHECK. Candidate chooses two of five topics (5a-5e).
Rewrite the sentences according to the instructions given. 'The message was very interesting. It was delivered by her uncle.' (Join using a relative pronoun)
The message which was delivered by her uncle was very interesting.
Rewrite the sentences according to the instructions given. 'Education is becoming expensive. It is extremely for few people.' (Join without using a relative pronoun)
Education is becoming extremely expensive for few people.
CHECK: the second sentence is garbled as printed ('It is extremely for few people'). Key kept as printed.
Rewrite the sentences according to the instructions given. 'Komba is plump and heavy. He is not healthy.' (Begin: Although ...)
Although Komba is plump and heavy, he is not healthy.
Rewrite the sentences according to the instructions given. 'Jogging is a good exercise. Many students prefer traveling by bus.' (Begin: Though ...)
Though jogging is a good exercise, many students prefer traveling by bus.
Rewrite the sentences according to the instructions given. 'Neither of the brothers forgot to send her a letter of condolence.' (Use: Both ...)
Both brothers remembered to send her a letter of condolence.
Rewrite the sentences according to the instructions given. 'Kanini committed a foul against the goalkeeper. He argued with the referee.' (Begin: Not only ...)
Not only did Kanini commit a foul against the goalkeeper but also he argued with the referee.
CHECK: the key 'but also he argued' is not fully parallel after an inverted 'did'; key kept as printed.
Write the letter of the correct alternative. If I were you, ______ the next examination. A. won't fail B. don't fail C. am not going to fail D. will not fail E. would not fail
E — would not fail
Write the letter of the correct alternative. Clara's English is excellent. She speaks ______. A. perfectly English B. perfect English C. in perfect English D. with perfectly English E. perfective English
B — perfect English
Write the letter of the correct alternative. His performance is ______ than it was a year ago. A. good B. best C. very better D. more better E. better
E — better
Write the letter of the correct alternative. My teacher promised ______ me with any difficult topic. A. help B. to help C. helping D. help to E. would help
B — to help
Rewrite the sentence according to the instructions given. 'The water from the stream was very polluted, and they could not use it for drinking purpose.' (Rewrite using: too ... to ...)
The water from the stream was too polluted to be used for drinking purpose.
Rewrite the sentence according to the instructions given. 'There came into his mind the saying that circulated among all the ordinary people of Dar es Salaam that he had once heard.' (Rewrite: The saying ...)
The saying that circulated among all the ordinary people of Dar es Salaam once came into his mind.
Choose the most correct alternative. Seldom did Juma wear shoes. This means Juma A. wore shoes often B. has never worn shoes C. will never wear shoes D. wore shoes rarely E. sold shoes
D — wore shoes rarely
'Seldom' means rarely.
Choose the most correct alternative. No sooner had she arrived than the bus left. This means A. she arrived earlier than required B. immediately the bus left, she arrived C. immediately she arrived, the bus left D. she did not arrive before the bus left E. just as the bus saw her it left
C — immediately she arrived, the bus left
'No sooner ... than' shows one event happened immediately after another.
Choose the most correct alternative. He scarcely ate chicken. This means he A. hardly ate chicken B. never ate chicken C. ate chicken several times D. ate chicken for a short time E. ate chicken quite often
A — hardly ate chicken
'Scarcely' means almost never or hardly.
Choose the most correct alternative. Had he known, he would have bought enough pens. This means he did not know A. and he did not buy enough pens B. but he bought enough pens C. where to buy pens D. good varieties of pen E. he will not need more pens
A — and he did not buy enough pens
'Had he known' implies he did not know and failed to act.
Rewrite the sentence according to the instructions given. '"Do you know when your sister will arrive Ally?" She asked.' (Begin: She asked ...)
She asked Ally if he knew when his sister would arrive.
Rewrite the sentence according to the instructions given. 'I do not feel well, but that does not mean that I will not go to work today.' (Begin: The fact ...)
The fact that I do not feel well does not mean that I will not go to work today.
Rewrite the sentence according to the instructions given. 'Had the doctor known his mother was ill, he would have gone to see her.' (Begin: If ...)
If the doctor had known his mother was ill, he would have gone to see her.
Rewrite the sentence according to the instructions given. 'The lecture was not long and it was not short either.' (Rewrite using: neither ... nor ...)
The lecture was neither long nor short.
The mother is an important figure in the African family. With reference to two texts you have read in this course show the role of the mother in her family.
In Song of Lawino and Ocol by O. p'Bitek, the mother preserves tradition by teaching children African customs and is a source of love and unity. In Weep Not Child by Ngugi wa Thiong'o, the mother is the caretaker who supports her children in hardship and gives moral guidance despite colonial oppression.
CHECK: section letter inferred (D); reading list for 2004 is not in the readable paper text. 'Weep Not Child' is cited in the sample answer and not verified against the reading list.
Marriage is considered to be an important social obligation in the African societies. However it sometimes leads the concerned parties into frustration. How true is this statement in the two readings you have read in this course?
In Three Suitors One Husband by O. Mbia, marriage is a social obligation that Juliette is forced into by her family, causing frustration. In The Lion and the Jewel by W. Soyinka, Sidi becomes a prize between Lakunle and Baroka, and her lack of freedom makes marriage a cultural burden.
CHECK: section letter inferred (D). The Juliette plot detail is cited from the sample answer and not verified against the play.
Choose two characters from two readings (i.e. one from each reading) you have done and show how their determination and effort helped to bring changes in their societies.
Jusper in Betrayal in the City fights corruption and dictatorship, bringing awareness and courage that lead to resistance; Njoroge in Weep Not Child is determined to seek education as a tool for freedom and inspires hope that change can come through knowledge.
CHECK: section letter inferred; the solutions give 'Response to Reading' with no letter.
Explain how and why modern education and western civilization made the youth to alienate themselves from their traditional societies. Refer to two texts in answering the question.
In Song of Lawino and Ocol by O. p'Bitek, Ocol abandons his traditional culture after Western education and is alienated from his wife Lawino, who stays loyal to African traditions. In The Lion and the Jewel by W. Soyinka, Lakunle rejects bride price and traditional customs, alienating himself from the community.
CHECK: section letter inferred; the solutions give 'Response to Reading' with no letter.
“An idle mind is the devil’s workshop” means A. satan is cleverer than our hands B. satan is an employer to people C. people who are jobless are welcome for work D. people with nothing to do can be directed to do evil things by satan E. satan finds work to obedient hands to do
D — people with nothing to do can be directed to do evil things by satan
The proverb means that when people are idle, they are more likely to engage in wrong or harmful actions.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
Paragraph one suggests that A. self employment and good use of time makes one active B. much activity leads to boredom and unlawful spending of time C. everyone should avoid falling into bad things D. unlawful ways of spending free time encourage pleasure E. there is no work without satan’s temptations
A — self employment and good use of time makes one active
The first paragraph stresses that using free time wisely prevents boredom and bad habits.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
A hobby can be A. anything that is done physically by an individual B. either physical or mental activity that entertains at extra time C. anything that is done inside normal routine at school or workplace to entertain D. games or athletics within the school routine E. anything that is done in the same way as different much work
B — either physical or mental activity that entertains at extra time
The passage defines a hobby as a physical, mental, or entertainment activity done outside normal routine.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
Stamp collection results into A. an expensive hobby which is useless B. correspondence in pictures and designs C. acquisition of educational knowledge D. cheap collection from stamp dealers who are overseas E. boredom of geographical and historical information
C — acquisition of educational knowledge
The passage states stamp collecting provides geographical and historical knowledge.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
An album as used in the passage means A. an interesting short playing record B. a book written about stamp collection C. an order of countries collecting stamps D. a book with little writing for collecting stamps E. a book with pictures drawn in it
D — a book with little writing for collecting stamps
Stamp collectors use an album as a book to keep and arrange their stamps.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
A stamp collector has an advantage in that A. he can reuse the stamps collected in the album B. he keeps stamps of flowers or animals only C. the more he keeps them the more valuable they become D. he arranges stamps from one country only E. stamp dealers know each other
C — the more he keeps them the more valuable they become
The passage explains that stamps gain value the longer they are preserved.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
“Depicting” as used in the third paragraph means A. showing B. represent C. explain D. drawing E. collecting
A — showing
“Depicting” means showing or illustrating something.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
The introduction of machines and other gadgets has changed people to A. have more time to rest than working B. become important in the society C. learn more modern things D. use spare time more constructively E. earn more money than before
A — have more time to rest than working
Machines reduce workload, giving people more leisure time.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
The last paragraph suggests that A. it is important in the future to use spare time B. one can earn more money than before C. machines and labour gadgets are important D. future is an important element of time E. an alternative to leisure time is the hobby
A — it is important in the future to use spare time
The final paragraph emphasizes that with more free time, people must learn to use it wisely.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
The best title for the passage is A. the leisure time B. an old saying C. the importance of a hobby D. satan finds work E. stamp collecting
C — the importance of a hobby
The passage focuses on explaining what a hobby is, its values, and why it is important.
CHECK: paper scanned; number 1 and section A inferred from solutions layout.
Juma and Mary used to be good friends, but now they have ----- A. fallen off B. turned off C. given in D. fallen out E. put out
D — fallen out
“Fallen out” means to quarrel or stop being friends.
CHECK: paper scanned; section B inferred from solutions layout.
When the light went off, I ----- my supper. A. have eaten B. have been eating C. was eating D. had ate E. am eating
C — was eating
Past continuous tense shows an action that was happening when another occurred.
CHECK: paper scanned; section B inferred from solutions layout.
There was not ----- traffic on that road last night. A. much B. many C. lot of D. a few E. a little
A — much
“Traffic” is uncountable, so “much traffic” is correct.
CHECK: paper scanned; section B inferred from solutions layout.
If the boat had been maintained properly, it ----- capsized. A. will not have B. would not have C. will not D. would not E. might not
B — would not have
This is a third conditional sentence about a past unreal situation.
CHECK: paper scanned; section B inferred from solutions layout.
Complete the sentence by supplying the missing preposition: He was generally known ___ the name “Mwalimu”.
by
CHECK: paper scanned; blank position inferred from the completed sentence.
Complete the sentence by supplying the missing preposition: The thief was led away ___ heavy guard.
under
CHECK: paper scanned; blank position inferred from the completed sentence.
Complete the sentence by supplying the missing preposition: ___ all, remember to write your index number.
Missing preposition not identified in solutions. Printed sentence: 'Above all, remember to write your index number.'
UNVERIFIED: blank cannot be identified from the solutions; sentence as printed.
Complete the sentence by supplying the missing preposition: The nurse carefully spread the cloth ___ the table.
over
CHECK: paper scanned; blank position inferred from the completed sentence.
Choose the word which is closest in meaning to the underlined one: They asked the secretary to summon a meeting of the Sports Council. A. Lead B. Control C. Call D. Postpone E. All end
C — Call
“Summon” means to call for or request attendance.
CHECK: paper scanned; section B inferred from solutions layout.
Choose the word which is closest in meaning to the underlined one: The attitude of the gate keeper was very hostile. A. Strange B. Unfriendly C. Patient D. Abusive E. Welcoming
B — Unfriendly
“Hostile” means unfriendly or aggressive.
CHECK: paper scanned; section B inferred from solutions layout.
Choose the word which is closest in meaning to the underlined one: It seems that we will have to differ on the amount of money to be spent for the graduation ceremony. A. Disagree B. Quarrel C. Speak D. Think E. Forget
A — Disagree
“Differ on” means to disagree.
CHECK: paper scanned; section B inferred from solutions layout.
Choose the word which is closest in meaning to the underlined one: A more durable paint was used for outside walls. A. Attractive B. Decorative C. Expensive D. Shiny E. Lasting
E — Lasting
“Durable” means long-lasting.
CHECK: paper scanned; section B inferred from solutions layout.
Rewrite: Had you been careful, you would have come first in the examination. (Begin: If ----)
If you had been careful, you would have come first in the examination.
CHECK: paper scanned; section B inferred from solutions layout.
Rewrite: Dotto was nervous. Kurwa was equally nervous. (Combine into one sentence using 'as')
Dotto was as nervous as Kurwa.
CHECK: paper scanned; section B inferred from solutions layout.
Rewrite: Lilian does not speak as much English as her brother John. (Rewrite using 'than')
Her brother John speaks more English than Lilian.
CHECK: paper scanned; section B inferred from solutions layout.
Rewrite: Tina had never met a boy as naughty as Zero. (Begin: Never ----)
Never had Tina met a boy as naughty as Zero.
CHECK: paper scanned; section B inferred from solutions layout.
Authors usually choose for their books titles which cover much information of what is contained in the books. Choose two (2) titles of the books you have read and explain their relevance to the stories in those books.
Things Fall Apart (Chinua Achebe) and Weep Not Child (Ngugi wa Thiong’o): titles explained in relation to the story.
CHECK: paper scanned; section C inferred from 'three questions from section C'.
Choose any two characters from any two (2) readings and describe them by showing how they succeeded in their problems.
Laye (The African Child) and Lawino (Song of Lawino): both succeed by holding to their values while adapting.
CHECK: paper scanned; section C inferred from 'three questions from section C'.
One of the African traditional rites was circumcision to both girls and boys. After the coming of Europeans, this practice was declared a mortal sin. Using two readings you have done describe how this declaration affected certain individuals.
Waiyaki (The River Between) and Laye (The African Child): the condemnation creates conflict and undermines pride and unity.
CHECK: paper scanned; section C inferred from 'three questions from section C'.
Modern education is a necessary tool for modifying the traditional culture. Justify this statement by using two (2) readings you have done.
Weep Not Child and Things Fall Apart: modern education transforms cultural identity and creates new leaders.
CHECK: paper scanned; section C inferred from 'three questions from section C'.
From this passage we can tell that colonial education was to A. help Africans acquire their independence B. help Europeans satisfy the rule Africans C. meet the needs of modern Africans D. replace African tradition and culture E. civilize the African children
E — civilize the African children
The word ‘conform’ in the second paragraph means A. comply with rules or general customs B. discuss with other members of the society C. respect the elders of the society D. mix well with the members of the society E. disagree with the community values
A — comply with rules or general customs
‘Elite’ in the fourth paragraph means A. a group of selected people B. a group of colonialists C. a group of westernized Africans D. a group of rich people E. a disadvantaged group
A — a group of selected people
The traveller in East Africa was surprised (in paragraph three) because A. he could not expect such young children to prepare such a delicious meal B. he thought only European children could prepare a meal like that C. the children could prepare a meal without assistance from an older person D. the children were not competently supervised when preparing the meal E. the children were too few to prepare a meal
C — the children could prepare a meal without assistance from an older person
We can deduce from paragraphs four and five that colonial education was A. too difficult for the Africans B. irrelevant to the African situation C. showing European traditions and customs that did not exist in Africa D. preparing Africans for highly paid jobs E. preparing Africans for leadership in missions
B — irrelevant to the African situation
According to the writer, education in Africa today A. should train electrical engineers B. should be practical-oriented C. does not require universities D. should base on secondary school level only E. should not prepare a western elite
B — should be practical-oriented
The writer says that in traditional education “severe tests of endurance were a more formal part of this education.” The aim of the tests was to train A. boys and girls not to fear the sight of monsters B. boys and girls to survive in the cold C. a Chagga boy not to fear a leopard D. Bangi girls not to run away from the pretendedly dead women falling at their feet E. boys and girls to tolerate an extremely difficult condition
E — boys and girls to tolerate an extremely difficult condition
Nyerere criticised colonial education because A. it perpetuated the interests of the colonial society B. it prepared local clerks and junior officials C. it encouraged university level only D. it inculcated the values of the colonial society E. he just hated colonialists
D — it inculcated the values of the colonial society
In the seventh paragraph, the question “…how many universities should a country have, when half of an age group goes to schooling at all?” implies that the writer A. does not support university education B. supports university education for children who go to schooling at all C. encourages more emphasis be put on lower levels of education than the university D. discourages lower levels of education for children who go to schooling at all E. insists that all civil servants should receive good secondary education
C — encourages more emphasis be put on lower levels of education than the university
From the last paragraph the writer observes that education in many African countries is A. preparing young people for urban life B. preparing young people for rural life C. attracting young people to urban areas which they are reluctant to leave D. trying to prepare young people for rural life, but the urban areas are too tempting E. less important for Africans
D — trying to prepare young people for rural life, but the urban areas are too tempting
CHECK: option E reads 'preparing young people for rural life but they do not like farming' on the paper; solutions text used.
Read and summarise the following passage in 40 words. A young man went to a car showroom. He was wearing rubber boots and a jacket. The young man examined an expensive car carefully and then turned to speak to the salesman. “How much does this car cost?” he asked. “Ten million shillings,” the salesman said. “I have two million,” the young man said. The salesman smiled. He found it hard to be polite. “You are joking, of course,” he said. The salesman showed his customer the door and the young man left the shop without a word.
A young man asks the price of an expensive car, admits he has only two million shillings, and is dismissed by the salesman who thinks he is joking.
Match the item in column A with the response in column B to produce complete and meaningful sentences. Column A: (i) We have been in this school Column B: A. in the year 2005 B. than a black cat crossed the football pitch C. he drank beer D. he had eaten lunch E. then Kaniki scored a goal F. I will have completed my studies G. for a very long time H. they managed to buy ten bicycles I. till we complete our studies J. they were not happy
H — since we began our studies
CHECK: key text 'since we began our studies' is not among the printed column B responses (H is 'they managed to buy ten bicycles').
Match the item in column A with the response in column B to produce complete and meaningful sentences. Column A: (ii) Before Tom went to the market Column B: A. in the year 2005 B. than a black cat crossed the football pitch C. he drank beer D. he had eaten lunch E. then Kaniki scored a goal F. I will have completed my studies G. for a very long time H. they managed to buy ten bicycles I. till we complete our studies J. they were not happy
F — he had eaten lunch
CHECK: key letter F does not match; 'he had eaten lunch' is D on the paper.
Match the item in column A with the response in column B to produce complete and meaningful sentences. Column A: (iii) No sooner had the Simba-Yanga match begun Column B: A. in the year 2005 B. than a black cat crossed the football pitch C. he drank beer D. he had eaten lunch E. then Kaniki scored a goal F. I will have completed my studies G. for a very long time H. they managed to buy ten bicycles I. till we complete our studies J. they were not happy
C — than a black cat crossed the football pitch
CHECK: key letter C does not match; this text is B on the paper.
Match the item in column A with the response in column B to produce complete and meaningful sentences. Column A: (iv) By the time I am 25 years old Column B: A. in the year 2005 B. than a black cat crossed the football pitch C. he drank beer D. he had eaten lunch E. then Kaniki scored a goal F. I will have completed my studies G. for a very long time H. they managed to buy ten bicycles I. till we complete our studies J. they were not happy
E — I will have completed my studies
CHECK: key letter E does not match; this text is F on the paper.
Match the item in column A with the response in column B to produce complete and meaningful sentences. Column A: (v) In spite of their poverty Column B: A. in the year 2005 B. than a black cat crossed the football pitch C. he drank beer D. he had eaten lunch E. then Kaniki scored a goal F. I will have completed my studies G. for a very long time H. they managed to buy ten bicycles I. till we complete our studies J. they were not happy
G — they managed to buy bicycles
CHECK: key letter G does not match; 'they managed to buy ten bicycles' is H on the paper and G is 'for a very long time'.
Rearrange the following five sentences in a logical sequence to make a meaningful paragraph by writing the corresponding letters. A. The other day, when a match had been arranged against another club, I played with my brother. B. After my day’s work I often go to the tennis club. C. Since we won this time, we shall probably play for the club again next week. D. Although I have not been playing long, I can already beat many of the other members there. E. We won our match easily, but the other pairs all lost theirs.
B C E D A (as printed in the solutions)
CHECK: key B C E D A does not read as a logical sequence with the printed sentences; B D A E C reads logically. Please check against the paper.
Choose two topics from the four (a)-(d) and write a composition on each. Topic (a): As a committed sports lover, advise the National Sports Council as to what should be done to enable our teams excel in international competitions.
Model answer: The Role of the National Sports Council in Improving Sports Competitions
Choose two topics from the four (a)-(d) and write a composition on each. Topic (b): Write an essay of not more than 250 words explaining why there is mass poverty in most African countries, despite the many years of political independence.
Poverty persists because of structural and governance problems since independence.
NOT IN ANSWER SHEET: points drafted by the bank writer. CHECK before use.
Choose two topics from the four (a)-(d) and write a composition on each. Topic (c): Your fellow students have elected you Head-prefect. Write the speech you intend to give on the day the results of the election are going to be announced.
Speech of thanks and commitment from the elected Head-prefect.
NOT IN ANSWER SHEET: points drafted by the bank writer. CHECK before use.
Choose two topics from the four (a)-(d) and write a composition on each. Topic (d): Write a story to end: … “I shall never go there again, never.”
Model story: An Unforgettable Experience (the haunted house that turned out to be the housekeeper).
Complete each of the following sentences with a suitable word or expression. (i) I don’t know where _______________ A. had the boys gone B. the boys have gone C. have the boys gone D. do the boys go E. did the boys go.
C — the boys have gone
CHECK: key letter C does not match; 'the boys have gone' is B on the paper.
Complete each of the following sentences with a suitable word or expression. (ii) Your work is _______________ than it was a month ago. A. worse B. bad C. worst D. the worst E. worser
E — worse
CHECK: key letter E does not match; 'worse' is A on the paper.
Complete each of the following sentences with a suitable word or expression. (iii) I noticed this morning that some new houses ________ on the land next to uncle’s house. A. building B. being build C. are being built D. are building E. have built
B — are being built
CHECK: key letter B does not match; 'are being built' is C on the paper.
Complete each of the following sentences with a suitable word or expression. (iv) Two men _____ for a bus were knocked down when the lorry skidded and ran off the road. A. had waited B. were waiting C. waited D. waiting E. wait.
A — had waited
CONTESTABLE: 'were waiting' (B) also reads as correct in context; key A kept as printed.
Rewrite the following sentences according to the instructions given after each. Juma is bright. His sister is also bright. (Combine using ……..as …….as ……..)
Juma is as bright as his sister.
Rewrite the following sentences according to the instructions given after each. The boy was sleeping. (Rewrite beginning 'Her children' instead of 'The boy'.)
Her children were sleeping.
Rewrite the following sentences according to the instructions given after each. There is a possibility that he will come. (Rewrite beginning with 'It …………..', changing the form of the word 'possibility'.)
It is possible that he will come.
Rewrite the following sentences according to the instructions given after each. Open the door, Tatu. (Begin: Tatu, would you mind …………..)
Tatu, would you mind opening the door?
Complete each of the following sentences with a suitable word or expression. (i) Each of them has brought _______________ best friend A. his B. their C. his or her D. her E. one’s
B — his
CHECK: key letter B does not match; 'his' is A on the paper.
Complete each of the following sentences with a suitable word or expression. (ii) Where is Mr. _______________ wife staying? A. Jumas’ B. Juma’s C. Jumas’s D. Jumas E. Juma
B — Juma’s
Complete each of the following sentences with a suitable word or expression. (iii) After he _______________ his goods, he paid for them. A. has collected B. had collected C. have collected D. was collected E. having collected
A — had collected
CHECK: key letter A does not match; 'had collected' is B on the paper.
Complete each of the following sentences with a suitable word or expression. (iv) He was accused _______________ stealing money A. for B. of C. about D. on E. with
C — of
CHECK: key letter C does not match; 'of' is B on the paper.
Rewrite the following sentences according to the instructions given after each. The labourer did his work. Then he sat down to rest. (Begin: Having …………..)
Having done his work, the labourer sat down to rest.
Rewrite the following sentences according to the instructions given after each. There were heavy clouds in the sky. That’s why we couldn’t see the sun the whole day. (Begin: The skies were so ……………… that ………….)
The skies were so cloudy that we couldn’t see the sun the whole day.
Rewrite the following sentences according to the instructions given after each. I was very happy to see the film. (Rewrite using 'enjoyed' instead of 'was very happy'.)
I enjoyed seeing the film.
Rewrite the following sentences according to the instructions given after each. Despite the sickness, Maria wrote her final examination. (Rewrite beginning with: Although ...)
Although Maria was sick, she wrote her final examination.
Complete the following sentences with a suitable word from the list (A, B, C, D, E). (i) This is the first time I _______ table tennis. A. played B. was playing C. have played D. playing E. I have been playing
C — have played
Complete the following sentences with a suitable word from the list (A, B, C, D, E). (ii) The train arrived after I _______ for about twenty minutes. A. waiting B. had waited C. have been waiting D. have waited E. was waiting
B — had waited
Complete the following sentences with a suitable word from the list (A, B, C, D, E). (iii) He hasn’t got _______ luggage. A. much B. many C. plenty D. a few E. more
A — much
Complete the following sentences with a suitable word from the list (A, B, C, D, E). (iv) Miriam is good _______ Mathematics. A. in B. with C. over D. to E. at
E — at
Children sometimes use force to exercise their freedom from the hands of the parents even when they are thought to need parental care. Using two references you have read, discuss this statement with clear examples.
Nwoye (Things Fall Apart) and Muthoni (The River Between) both resist parental control to assert their independence.
“The coming of the white-man to Africa was to some extent, advantageous to the African”. Using two readings support this statement.
Nwoye (Things Fall Apart) and Waiyaki (The River Between) show how Western education and belief offered new opportunities.
In traditional societies, a school was conceptualised negatively. Using two references you have done in class discuss why it was so.
Elders in The River Between and Things Fall Apart saw Western schools as a threat to their culture and authority.
With reference to two readings show how the parents were trying to mould or shape their children in such a way that they would be like them (parents).
Okonkwo (Things Fall Apart) and Joshua (The River Between) try to shape their children in their own image.
Scientists have found that male mosquitoes A. produce infected baby mosquitoes B. bite and take blood C. take blood only during the mating season D. do not bite but help to produce young mosquitoes E. eat and drink blood
D — do not bite but help to produce young mosquitoes
The passage states that the only importance of male mosquitoes is in helping to produce young mosquitoes. They do not bite; biting is done by the female mosquito.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
Female mosquitoes usually live for about A. several days B. a week C. a month D. three months E. a year
B — a week
The passage mentions that the average life span of a female mosquito is about a month, but only about a week of this is spent feeding on human blood. This makes “a week” the right choice as per the passage.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
Wiping out malaria was made possible by A. the discovery of quinine B. modern health organisations C. the discovery of D.D.T. D. the study of mosquitoes E. the knowledge of insects
C — the discovery of D.D.T.
The passage clearly explains that wiping out malaria was only possible after the discovery of the chemical D.D.T. in 1940, which killed mosquitoes effectively.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
Immediately after feeding on human blood, the mosquito flies A. back to a swamp B. to another victim C. to a dark object D. to a wall or object in a room E. straight to the pond
D — to a wall or object in a room
The passage says that after feeding on human blood, female mosquitoes usually land on a wall or object in a room, which is why spraying those surfaces with D.D.T. kills them.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
Malaria remains in a human being A. only during fever attacks B. for three years C. while he is in a warm country D. for life E. for only a week
B — for three years
The passage explains that the malaria parasite remains in the human blood for more than three years, which makes B the correct choice.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
A mosquito can spread malaria by A. producing infected baby mosquitoes B. infecting the water supply C. giving it to another mosquito D. feeding on a person with malaria, then on a healthy person E. biting each other
D — feeding on a person with malaria, then on a healthy person
The passage states that when a mosquito bites a person with malaria, it picks up the parasite and can transfer it to a healthy person by biting them.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
To rid a country of malaria a nationwide program should be developed to A. give drugs to everyone with malaria B. kill all mosquitoes C. kill mosquitoes after they have bitten people D. give better medical services E. drink chloroquine
C — kill mosquitoes after they have bitten people
The passage emphasizes that spraying with D.D.T. kills mosquitoes after they feed, which is the most effective method for breaking the cycle of malaria transmission.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
The plan put forth in the story might not work because A. the drugs developed are not good enough B. good organisation and money could be a problem C. mosquitoes are difficult to kill D. breeding places for mosquitoes are difficult to trace E. mosquitoes are clever insects
B — good organisation and money could be a problem
The passage highlights that successful eradication of malaria requires proper organisation and enough money, and without these, the plan may fail.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
The length of the spraying period should be A. the same as the length of the disease in a human being B. a year or two longer than the length of malaria in a human being C. longer than the life of a mosquito D. continued as long as necessary E. ten years
B — a year or two longer than the length of malaria in a human being
The passage states that spraying must continue for one or two years longer than the parasite remains in humans, to ensure total eradication.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
Countrywide programmes to get rid of malaria have succeeded in A. no country B. only part of some countries including Tanzania C. every country that has tried the programme D. everywhere in the world E. nowhere in the world
C — every country that has tried the programme
The passage states that every country that carried out the spraying programme has succeeded in wiping out malaria.
CHECK: paper unreadable; number 1 and section A inferred from solutions layout.
Read and summarise the following passage in about 40 words. A man was found murdered at 8:30 a.m. with a small knife nearby. The doctor said he died about eight hours earlier. Three men were questioned, two gave alibis, but the third denied knowing the victim. He was arrested for murder.
Drafted: a man is found murdered with a knife nearby; the doctor says he died about eight hours earlier; the third of three questioned men, who denied knowing the victim, is arrested.
NOT IN ANSWER SHEET: the solutions give no summary. Points drafted by the bank writer. CHECK before use.
Match the item in column A with the response in column B to form complete, meaningful sentences. (i) The thieves would have left
H — had it not been for the arrival of the police
CHECK: column B list not printed in solutions; only the key response is given.
Match the item in column A with the response in column B to form complete, meaningful sentences. (ii) It rained so much
G — the roads got flooded
CHECK: column B list not printed in solutions; only the key response is given.
Match the item in column A with the response in column B to form complete, meaningful sentences. (iii) Any of us would feel hopeless
E — unless it is instructed otherwise
CHECK: column B list not printed in solutions; only the key response is given.
Match the item in column A with the response in column B to form complete, meaningful sentences. (iv) Permission must be sought
D — lest the prefects feel respected
CHECK: column B list not printed in solutions; only the key response is given. Response text kept as printed.
Match the item in column A with the response in column B to form complete, meaningful sentences. (v) We should have been late
A — if not had it not been for the alarm clock
CHECK: column B list not printed in solutions; only the key response is given. Response text is ungrammatical as printed and kept as printed.
Rearrange the following five sentences in a logical sequence to make a meaningful paragraph. A. Okonkwo brought down his machete twice and the messenger’s head lay on the ground beside his body. B. The messenger bent down to escape from Okonkwo’s machete, but he was too late. C. Okonkwo was sure that the people of Umuofia would not fight the white man as they had let the other four messengers escape. D. He stood looking at the dead messenger as the other four messengers escaped. E. Suddenly Okonkwo lifted his machete and the messenger realised that he was going to be hit.
E B A D C
NOT IN ANSWER SHEET: the key is implied by the order the solutions print the sentences. CHECK.
Choose two topics from the four (A-D) and write a composition on each. Topic A: Imagine that you were the spokesman of the Tanzania Posts Corporation (TPC) and that you have been asked to respond to the following complaint lodged in the Daily News. Write the response in about 40 words.
Model response: The Tanzania Posts Corporation regrets the inconvenience caused. Investigations have shown that the money was collected by an authorised person at Mbeya Post Office. Efforts are being made to refund you, and corrective measures are being put in place to prevent a recurrence.
UNVERIFIED: the Daily News complaint itself is not printed in the solutions.
Choose two topics from the four (A-D) and write a composition on each. Topic B: Write a short story of about 250 words entitled “The Narrow Escape”.
Model story: a student walking home on a stormy evening escapes a robbery when a car's headlights stop the attacker.
CHECK: topics C and D are not in the solutions and are not drafted.
Complete the sentence from the list (list not printed in the solutions): As Ali ___ ten years, he will know what to do.
B — has been working here for
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list (list not printed in the solutions): Timothy goes to school every morning ___.
C — goes on foot
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list (list not printed in the solutions): They cannot carry those boxes, ___?
A — can’t they?
CHECK: key 'can’t they?' is a negative tag after a negative statement, but the printed sentence already takes 'can they?'. Check against the paper. UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list (list not printed in the solutions): When he returned home, he found all the visitors ___.
B — had left
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Rewrite the following sentence according to the instruction given. You will need two days to reach Dar es Salaam by car. (Begin: It will...)
It will take you two days to reach Dar es Salaam by car.
Join into one sentence without using 'and' or 'because'. He was revising for the 'mock' examinations until late last night. He dozed off in class this morning.
He dozed off in class this morning since he was revising for the ‘mock’ examinations until late last night.
Rewrite the following sentence according to the instruction given. The cobbler is mending Joseph’s shoes. (Begin: Joseph...)
Joseph’s shoes are being mended by the cobbler.
Rewrite the following sentence according to the instruction given. I advised him not to waste his time with girls. (Begin: I suggested...)
I suggested that he should not waste his time with girls.
Complete the sentence from the list A-E (list not printed in the solutions): He knows so little about fashion that he goes to dinner parties ___ shorts and sandals.
D — wearing
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list A-E (list not printed in the solutions): She was not familiar ___ the novels of Ngugi.
C — at
CHECK: 'familiar with' is the usual collocation; key 'at' kept as printed. UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list A-E (list not printed in the solutions): I would have gone if you ___ me.
A — had told
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list A-E (list not printed in the solutions): He has more than enough money ___ to be considered very rich.
A — so that he is considered very rich
CHECK: the key is a full clause, not a single word; check the paper. UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Join into one single sentence without using 'and', 'but' or 'so'. The boy completed his homework. He went out to play.
The boy went out to play after completing his homework.
Rewrite the following sentence, beginning with 'During'. While he was travelling to Nairobi, he saw a lot of things.
During his travel to Nairobi, he saw a lot of things.
Rewrite the following sentence, beginning with 'He wanted to know'. Jane, what were you doing yesterday? He asked.
He wanted to know what Jane was doing yesterday.
Join the sentence using 'so ... that ...'. He is very intelligent. He will pass his examinations.
He is so intelligent that he will pass his examinations.
Complete the sentence from the list A-E (list not printed in the solutions): From the sound of music, it was clear that Alice ___ practising.
B — is practising
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list A-E (list not printed in the solutions): ___ my loneliness, I was never really unhappy.
C — Despite
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list A-E (list not printed in the solutions): ‘A teacher is a jack of all trades,’ ___.
D — Mary said
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Complete the sentence from the list A-E (list not printed in the solutions): They tried to concentrate on the broadcast but the noise in the boys’ room ___.
B — put them out
UNVERIFIED: paper unreadable and option list not printed in solutions; blank position reconstructed from the key.
Describe the difficulties faced by two of the main characters in any two books you have read under this section and how they tried to build a better future for themselves and their society.
Njoroge (Weep Not Child) and Okonkwo (Things Fall Apart) face hardship and change, and try to build a better future.
CHECK: paper unreadable; section C inferred from 'three questions from section C'.
“The personality of an individual is influenced by his environment.” With reference to two readings you have done under this section, discuss this statement.
Waiyaki (The River Between) and Lawino (Song of Lawino) show how environment shapes personality.
CHECK: paper unreadable; section C inferred from 'three questions from section C'.
The main objective of most leaders of opposition political parties is to create a just and equal society. With reference to any two readings you have done under this section, discuss how far those goals have been achieved.
The African Child and A Meeting in the Dark: the goals were pursued but not fully achieved.
CHECK: paper unreadable; section C inferred from 'three questions from section C'.
“Illiteracy has been one of the greatest barriers against progress.” By referring to two readings you have done under this section, discuss the statement.
Weep Not Child and The African Child: illiteracy keeps Africans in ignorance and limits progress.
CHECK: paper unreadable; section C inferred from 'three questions from section C'.
The doctor was willing to kill dogs because A. he disliked them B. they kill children C. they spread rabies D. dogs infect people in towns with rabies.
C — they spread rabies
Rabies vaccine is not given to all people because A. it can be dangerous B. it is too costly C. there is not enough vaccine D. the people will not take it.
A — it can be dangerous
The best way to control the disease is to A. vaccinate everybody B. prevent contact with infected animals C. warn children about dogs D. warn dogs about people
B — prevent contact with infected animals
The experience of the doctor in Mexico had shown that A. rabies could be controlled B. new ways of working were needed C. all chief carriers and wild animals infected with rabies could be hunted and killed D. the best hope is to provide large-scale production of the vaccine against rabies.
A — rabies could be controlled
From reading this passage, it can be said that rabies is found A. Only in the United States, Mexico and Central America. B. All over the world C. In Guatemala city D. All over the American continents.
D — All over the American continents.
Explain the meaning of the bolded expression ‘what it is to have rabies’ according to the way it has been used in the passage.
how it feels to suffer from rabies / how dangerous rabies is
CHECK: sub-numbering (i)-(iv) added; the paper's expressions are not numbered in the solutions.
Explain the meaning of the bolded expression ‘the risk worth taking’ according to the way it has been used in the passage.
advisable to try
CHECK: sub-numbering (i)-(iv) added; the paper's expressions are not numbered in the solutions.
Explain the meaning of the bolded expression ‘as far as the forest and desert’ according to the way it has been used in the passage.
very far
CHECK: sub-numbering (i)-(iv) added; the paper's expressions are not numbered in the solutions.
Explain the meaning of the bolded expression ‘without seeing even a track’ according to the way it has been used in the passage.
without seeing even one
CHECK: sub-numbering (i)-(iv) added; the paper's expressions are not numbered in the solutions.
According to the passage, how successful has the programme against rabies been? Write down four sentences using your own words as far as possible.
The programme had been very successful: the institute made low-cost vaccine, infected animals were killed in large numbers, and rabies disappeared from wild animals.
CHECK: the question asks for four sentences; the solutions print three points.
Provide a suitable title (heading) for the passage. Use two words only.
Rabies eradication
Choose the correct word from those supplied in the box to complete the sentence: school, crowd, pack, pride, swarm, herd, hordes. There was a big ________ of people in the meeting.
crowd
Choose the correct word from those supplied in the box to complete the sentence: school, crowd, pack, pride, swarm, herd, hordes. A _______ of whales surrounded us in the sea.
school
Choose the correct word from those supplied in the box to complete the sentence: school, crowd, pack, pride, swarm, herd, hordes. The village was invaded by a __________ of bees.
swarm
Choose the correct word from those supplied in the box to complete the sentence: school, crowd, pack, pride, swarm, herd, hordes. We saw a _________ of lions in the park.
pride
Choose the correct word from those supplied in the box to complete the sentence: school, crowd, pack, pride, swarm, herd, hordes. The whole carcass was eaten up by a _______ of hungry wolves.
pack
Rewrite the sentence according to the instruction (Use … enough …). She is too weak to lift the box.
She is not strong enough to lift the box.
Add a question tag. George has finished reading the newspaper, ………..?
Hasn’t he?
Rewrite the sentence according to the instruction (Begin: Coal ……..). Gold is more expensive than coal.
Coal is less expensive than gold / Coal is cheaper than gold.
Rewrite the sentence according to the instruction (Begin: In spite of …….). Although it was raining, we went to the farm.
In spite of the rainfall, we went to the farm.
Rewrite putting the verb in parentheses in a suitable form. After failing the examination, he wished he (be) more hard working.
After failing the examination he wished he had been more hard working.
Correct the following sentence where necessary. The news was shocking.
No mistake.
Correct the following sentence where necessary. All letters should be replied to promptly.
No mistake.
Correct the following sentence where necessary. He owns 30 herds of cattle.
He owns 30 heads of cattle.
Correct the following sentence where necessary. The maize are growing well this season.
The maize is growing well this season.
Correct the following sentence where necessary. She had three children with her first husband.
She had three children by her first husband.
Choose the right word which completes the sentence correctly. Everybody must be educated _________ hygiene. A. for B. over C. of D. in
D — in
Choose the right word which completes the sentence correctly. The government intends to build ___________ university in this town. A. a B. over C. some D. any
A — a
Choose the right word which completes the sentence correctly. You won’t succeed _____________ you try harder. A. if B. unless C. because D. so
B — unless
Choose the right word which completes the sentence correctly. He has waited ___________ three hours now. A. for B. since C. in D. within
A — for
Choose the right word which completes the sentence correctly. When the police arrived, the thief ___________ away. A. was gone B. was going C. had gone D. go
C — had gone
Match the items in Column A and B to produce complete and meaningful sentences. Write down the complete sentences. Column A (i): It might rain Column B: - despite his laziness - yet they expected wonders - they did not stop digging the canal - despite her hearing impairment - Although the sky is clear. - But he was feeling cold.
It might rain although the sky is clear.
CHECK: column B fragment 'yet they expected wonders' is not used in the key.
Match the items in Column A and B to produce complete and meaningful sentences. Write down the complete sentences. Column A (ii): Despite the hot sun Column B: - despite his laziness - yet they expected wonders - they did not stop digging the canal - despite her hearing impairment - Although the sky is clear. - But he was feeling cold.
Despite the hot sun they did not stop digging the canal.
Match the items in Column A and B to produce complete and meaningful sentences. Write down the complete sentences. Column A (iii): He succeeded Column B: - despite his laziness - yet they expected wonders - they did not stop digging the canal - despite her hearing impairment - Although the sky is clear. - But he was feeling cold.
He succeeded despite his laziness.
Match the items in Column A and B to produce complete and meaningful sentences. Write down the complete sentences. Column A (iv): The girl followed what was being said Column B: - despite his laziness - yet they expected wonders - they did not stop digging the canal - despite her hearing impairment - Although the sky is clear. - But he was feeling cold.
The girl followed what was being said despite her hearing impairment.
Match the items in Column A and B to produce complete and meaningful sentences. Write down the complete sentences. Column A (v): The temperature was high Column B: - despite his laziness - yet they expected wonders - they did not stop digging the canal - despite her hearing impairment - Although the sky is clear. - But he was feeling cold.
The temperature was high but he was feeling cold.
Guided composition (picture to be printed, not in the source): describe how to repair a punctured bicycle tube, step by step.
Remove the wheel and tube, locate and patch the puncture, then refit the tube and wheel.
UNVERIFIED: the picture is not in the source; the steps are as printed in the solutions.
Write a letter to your Regional Traffic Commander to advise him/her on how road accidents could be minimized. Your name is Koku Faraja.
Formal letter (sender's address, date, addressee, salutation, subject, body with advice, conclusion, signature and name) on minimising road accidents.
Write a composition on “The causes and problem of unemployment”. Use about 350 words.
Essay with introduction, body and conclusion on the causes and problems of unemployment.
Write a short story of about 350 words using the sentence (in italics) in any part of your story: In no time I was in deep sleep. Some hours into the night I was woken by what sounded like a shuffling of feet. I knew that there was someone in the room.
Free composition (a story) using the given cue, with plot parts in order: exposition, rising action, conflict, climax and resolution.
In any two readings you have done, compare two female characters from each reading and show how and why they differ.
Nyambura (The River Between) and Clara (No Longer at ease) are compared: both fall in love and cause misunderstanding, but differ in education and background.
Parents would always wish to make their own images out of their children. Consider the different ways they try to bring up their children to behave like them.
Parents shape children by being close to them, instructing them, using coercion, corporal punishment and counselling.
With reference to two readings, show how fear and jealousy caused misunderstandings in the societies concerned.
The River Between (Kamau and Kabonyi) and Song of Lawino (Lawino's jealousy) show fear and jealousy causing misunderstanding.
According to this passage, how many people were intending to have a meal together? (2 marks)
Four people
Copy a sentence from the passage which shows that what spoilt the author’s plan for the Friday happened just unexpectedly. (2 marks)
In no way could I have expected what was to ruin our day completely.
Copy a sentence from the passage which shows that the author’s car was very old. (2 marks)
It’s a 1972 Ford Maverick, it runs, but the body is half-rusted away.
Why do you think the police officers asked the author of this passage whether she or her husband was a teacher? (2 marks)
It was common for students to do things like that to teachers who failed them.
CORRECTED: solutions print 'thongs' for 'things'; 'things' used here to match the sense.
The story in this passage is told by A. Aunt Barbara B. Gregory C. Mrs. Marty D. Cousin Lee
C — Mrs. Marty
The events in the story you have read occurred in the A. afternoon B. noon C. morning D. evening
A — afternoon
The job of the author of this story was A. teacher B. police officer C. doctor D. not mentioned
D — not mentioned
Why was the author of this passage helpless and frightened? (fourth paragraph) A. Her husband was away B. She did not have the money to repair the car. C. Her husband’s car was damaged. D. Her neighbours never helped her.
B — She did not have the money to repair the car.
Summarise the passage you have read into thirty words.
Mrs. Marty and her son, Gregory, wanted to go out with some relatives for a meal. They couldn't go because their car had been willfully damaged and she couldn't repair it.
CHECK: the paper labels the summary '(a)' after the MCQ items; the solutions label it (f). Kept as (f).
Choose the right answer which will complete the sentence correctly. __________ hour ago we were still outside the classroom. A. the B. some C. a D. an
D — an
Choose the right answer which will complete the sentence correctly. Sophia deserved all the praises she got, ______________. A. isn’t she? B. wasn’t she? C. didn’t she? D. does she?
C — didn’t she?
CHECK: the solutions print the key as 'Didn’t she?' without a letter; the text matches option C.
Choose the right answer which will complete the sentence correctly. The letter I am reading was brought to me ________ hand. A. by B. with C. of D. on
A — by
Choose the right answer which will complete the sentence correctly. I am creative, but my brother is ______________ than I am. A. creative B. more creative C. most creative D. equally creative
B — more creative
Choose the right answer which will complete the sentence correctly. My sister went to the shop _________ she bought clothes and some food. A. which B. that C. where D. what
C — where
Answer the question according to the instruction given (Begin with: “Coffee …”). “We grow coffee in our district”.
Coffee is grown in our district.
Join the two sentences using … too … to …. That boy is very fat. He is unable to run fast.
That boy is too fat to run fast.
Change the sentence into reported speech. “My name is Mary and my cousin’s is Musa”.
She said that her name was Mary and her cousin’s was Musa.
Begin with “The harder ……”. He worked hard in his farm, as a result he harvested better crops.
The harder he worked the better the crops he harvested.
Join the two sentences using … enough to …. Ali is grown up now. He can travel alone to school.
Ali is grown up enough to travel alone to school.
What is he/she called? (give your answer in a single word): makes things using gold
Goldsmith
What is he/she called? (give your answer in a single word): plays a guitar, piano, trumpet, etc.
Musician
What is he/she called? (give your answer in a single word): paints pictures, signs, composes poems.
Artist
What is he/she called? (give your answer in a single word): makes dresses, skirts, trousers
Tailor
What is he/she called? (give your answer in a single word): makes wooden chairs, tables, beds
Carpenter
What is he/she called? (give your answer in a single word): cooks food in hotels or schools
Chef
What is he/she called? (give your answer in a single word): takes other people’s properties without their permission
Thief
What is he/she called? (give your answer in a single word): flies an aeroplane
Pilot
What is he/she called? (give your answer in a single word): is an expert in language studies
Linguist
What is he/she called? (give your answer in a single word): a daughter of a royal family
Princess
Correct the following sentence where necessary. This beautiful dress costed me a lot of money.
This beautiful dress cost me a lot of money.
Correct the following sentence where necessary. The crisis were started by a few naughty boys.
The crisis was started by a few naughty boys.
Correct the following sentence where necessary. The bad smell makes me vomit.
Correct (no change needed).
Correct the following sentence where necessary. We look forward to receiving you soon.
Correct (no change needed).
Correct the following sentence where necessary. They let him free last week.
Correct (no change needed).
Correct the following sentence where necessary. Please do this work careful.
Please do this work carefully.
Correct the following sentence where necessary. The news was spread by unidentified persons.
The news was spread by unidentified people.
Correct the following sentence where necessary. One of our friends have left school.
One of our friends has left school.
Correct the following sentence where necessary. We have received a new teacher yesterday.
We received a new teacher yesterday.
Correct the following sentence where necessary. Never mind, I’ll pay for the drink for you.
Never mind, I’ll pay for the drink.
Match the items in column A and B to produce complete and meaningful sentences. Write down the complete sentences (i)-(v). Column A (i): There is a narrow street Column B: - the better the writers we become. - if they are to perform well. - they wouldn’t have grown tobacco. - cutting across the town - despite his earning a lot of money. - links our village with the national park. - from the lake.
There is a narrow street cutting across the town.
CHECK: column B responses 'they wouldn’t have grown tobacco' and 'despite his earning a lot of money' are not used in the key.
Match the items in column A and B to produce complete and meaningful sentences. Write down the complete sentences (i)-(v). Column A (ii): Sportsmen and women should be cared for Column B: - the better the writers we become. - if they are to perform well. - they wouldn’t have grown tobacco. - cutting across the town - despite his earning a lot of money. - links our village with the national park. - from the lake.
Sportsmen and women should be cared for if they are to perform well.
Match the items in column A and B to produce complete and meaningful sentences. Write down the complete sentences (i)-(v). Column A (iii): The rough road Column B: - the better the writers we become. - if they are to perform well. - they wouldn’t have grown tobacco. - cutting across the town - despite his earning a lot of money. - links our village with the national park. - from the lake.
The rough road links our village with the national park.
Match the items in column A and B to produce complete and meaningful sentences. Write down the complete sentences (i)-(v). Column A (iv): There is a cool breeze Column B: - the better the writers we become. - if they are to perform well. - they wouldn’t have grown tobacco. - cutting across the town - despite his earning a lot of money. - links our village with the national park. - from the lake.
There is a cool breeze from the lake.
Match the items in column A and B to produce complete and meaningful sentences. Write down the complete sentences (i)-(v). Column A (v): The more we practice writing Column B: - the better the writers we become. - if they are to perform well. - they wouldn’t have grown tobacco. - cutting across the town - despite his earning a lot of money. - links our village with the national park. - from the lake.
The more we practise writing the better writers we become.
The Administrative Manager of Shoppers Super Market, P.O. Box 02020, Dar es Salaam, advertises job opportunities for Shop Assistants, Accounting Clerks and Marketing Officers. Apply for any of the above jobs, stating the place where you would like to work in Tanzania. Your address: P.O. Box 56, Kigongo. Your name is Jaribu Kejeli.
Formal job application letter following the printed template (sender's address, date, addressee, salutation, subject heading, body, conclusion, signature and name).
“If I won a lottery of ten million shillings”. (about 350 words)
Personal essay in the first person, introduction-body-conclusion, using second conditional sentences (If I won ... I would ...).
You have been invited to talk to form three students at a neighbouring school to advise them on how to avoid AIDS. Write your speech (about 350 words).
Speech addressing the audience (starting with the chair), introduction, three parts, and points on avoiding AIDS.
How could we make life in our rural areas enjoyable?
Essay on improving rural life: introduction on why youth migrate; body on jobs, social services, recreation, amenities and agriculture; conclusion on state and civil society action.
Take any two characters each from a different reading you have done and show how they resemble and differ in terms of their views on African traditional life.
Waiyaki (The River Between) and Okonkwo (Things Fall Apart) both defend tradition and see the whites as enemies, but differ in how they accepted new values and fought.
“Foreigners came to Africa determined to bring changes to the African traditional ways of life. But, with good reasons, the Africans resisted some of these changes”. Use two readings to analyse this statement.
Things Fall Apart and The River Between show Africans resisting change, though without success.
“Our parents are very important agents of shaping our personalities”. Verify this statement using two readings you have done under this section.
The River Between (Chege and Waiyaki) and Things Fall Apart (Okonkwo and Nwoye) show parents shaping personality, positively or negatively.
Unlike many other countries, the African States should provide the required services because: A. other countries have a lot of money B. Africans are too poor to pay for the expensive services C. Africa needs education, food and health services D. the African states have enough wealth for services
C — Africa needs education, food and health services
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
“Problems are high”. But the writer provides two factors as solution, and these are: A. radical solution and agriculture B. agriculture and primary production C. resource assessment and manufacturing D. manufacturing and agriculture
D — manufacturing and agriculture
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
When the writer says “In skilled labour and capital, Africa is defective” he means: A. Africa greatly misses highly learned people and capital B. Capitalism highly affects Africa’s development C. The educated people in Africa are less reliable D. manufacturing industry workers need no much skill
A — Africa greatly misses highly learned people and capital
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
In the third paragraph, the writer says despite Africa’s ability to produce a variety of crops, its major problem is the: A. competition with temperate zone crops B. abundance of products and their storage C. means of preserving the qualities of her products D. market for selling its quality products
C — means of preserving the qualities of her products
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
What two suggestions does the writer give as ways of preventing the collapse of African Agriculture?
Soil conservation measures and the urgent use of chemical fertilizers to restore and maintain soil fertility.
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Summarize the last paragraph in about fifty (50) words.
Overuse of land and shifting cultivation cause soil infertility; soil conservation and chemical fertilizers are needed to prevent collapse.
UNVERIFIED: passage not in solutions file; points from the printed key. CHECK: section letter inferred.
Asha has finished reading the newspaper, ____________ [Write the correct question tag]
Asha has finished reading the newspaper, hasn’t she?
CHECK: section letter inferred.
He has not written to his wife for a long time. [Start: It is a long time ……….. ]
It is a long time since he wrote to his wife.
CHECK: section letter inferred.
“When will you visit Zimbabwe?” Mr. Okoto asked me. [Write in Reported Speech]
Mr. Okoto asked me when I would visit Zimbabwe.
CHECK: section letter inferred.
This book is too big to go on the shelf. [Write using … so … that … ]
This book is so big that it cannot go on the shelf.
CHECK: section letter inferred.
How __________ time is left before we finish writing this paper? [Fill in the blank space]
How much time is left before we finish writing this paper?
CHECK: section letter inferred.
In the following passage fill in the gaps by writing the correct forms of the verbs (i) – (x). It (i) __________ (to be) the end of the term; and the (ii) __________ (begin) of the long holidays. We were (iii) __________ (converse) with only one thing, getting home to our families whom we (iv) __________ (have) not (v) __________ (see) for six months. Nothing else (vi) __________ (matter). So early in the morning, even before the bell (vii) __________ (ring) everyone was outside, (viii) __________ (laugh) and (ix) __________ (sing), ready for inspection. An hour later the buses (x) __________ (come) and took us to the Railway Station.
(i) was (ii) beginning (iii) conversing (iv) had (v) seen (vi) mattered (vii) rang (viii) laughing (ix) singing (x) came
CHECK: section letter inferred.
Correct the following sentence where necessary: Fatu was frightened that the teacher would be angry to her for coming late.
Fatu was frightened that the teacher would be angry with her for coming late.
CHECK: section letter inferred.
Correct the following sentence where necessary: It’ll rain soon, isn’t it?
It’ll rain soon, won’t it?
CHECK: section letter inferred.
Correct the following sentence where necessary: It is very much time since he wrote to his wife.
It is a very long time since he wrote to his wife.
CHECK: section letter inferred.
Correct the following sentence where necessary: Mary she is hard working.
Mary is hard working.
CHECK: section letter inferred.
Correct the following sentence where necessary: Malindi play Small Simba last Saturday.
Malindi played Small Simba last Saturday.
CHECK: section letter inferred.
Choose the best word to complete the sentence: Please do not shout: the baby ________. A. sleeps B. is asleep C. slept D. had slept
B — is asleep
CHECK: section letter inferred.
Choose the best word to complete the sentence: Ke ______ to hurry or we’ll find the train gone. A. should B. must C. ought D. had
B — must
CHECK: section letter inferred. Stem reads 'Ke' as printed in the solutions; likely a typo for 'We'.
Choose the best word to complete the sentence: “________ is John talking to?” “To the teacher”. A. Where B. When C. What D. Who E. Whom
E — Whom
CHECK: section letter inferred.
Choose the best word to complete the sentence: We have had a pleasant time ______ we arrived. A. since B. for C. while D. during
A — since
CHECK: section letter inferred.
Choose the best word to complete the sentence: We live a few metres ______ the main road. A. above B. on C. for D. to E. from
E — from
CHECK: section letter inferred.
Match the items in Column A with the relevant ones in Column B to produce complete and meaningful sentences. Column A (i) In spite of the heavy rain, (ii) However hard he tried (iii) Although he had two cars (iv) Martha did not change her bad manners (v) He never tasted any type of fruit Column B (i) even though her mother tried to teach her (ii) he used to work on foot everyday. (iii) although he was an expert horticulturalist. (iv) the boys played football to the end of the game. (v) we could see through his deceit.
(i) In spite of the heavy rain, the boys played football to the end of the game. (ii) However hard he tried, we could see through his deceit. (iii) Although he had two cars, he used to work on foot everyday. (iv) Martha did not change her bad manners even though her mother tried to teach her. (v) He never tasted any type of fruit although he was an expert horticulturalist.
CHECK: section letter inferred.
Imagine that your class is due to hold a debate with a neighbouring school (same class level). You are one of the main speakers on the motion: “MONEY IS THE SOURCE OF ALL EVIL”. Prepare a speech against the motion (350 – 400 words).
Money is a neutral tool; greed and misuse of money, not money itself, are the root of evil.
CHECK: section letter inferred.
“After Ill-health, Ignorance and Poverty, CORRUPTION has added its number to Tanzania’s major developmental ENEMIES.” Discuss this saying showing how Corruption has taken roots in our society (350 – 400 words).
Corruption has become a major enemy of development: it weakens public services, governance and the economy.
CHECK: section letter inferred.
The question of Environmental preservation has taken a major role in the discussions of important issues in Tanzania. Explain the importance of good and healthy environmental setting in any society. (350 – 400 words)
A healthy environment protects health, supports economic activity, maintains biodiversity, regulates climate and improves quality of life.
CHECK: section letter inferred.
You happen to have a Burundian refugee penfriend. You feel very sad that your friend is having an unsettled, difficult time/life. Write a letter to him/her to encourage and console him/her; hoping that his/her problems/troubles will soon find an end. Your friend’s name is Tiba. Your name is Adam or Hawa. (350 – 400 words)
Letter of encouragement to the refugee penfriend Tiba, signed Adam.
CHECK: section letter inferred.
From two readings you have done under this section, choose two characters, one from each reading and examine in detail how they have been affected by the conflicts in their societies.
Njoroge (Weep Not Child) and Okonkwo (Things Fall Apart) are both broken by the conflicts of colonial rule.
CHECK: section letter inferred.
Referring to two readings you have done, discuss the misunderstandings between African and foreign religious beliefs.
In Things Fall Apart and The River Between, African beliefs and foreign religion clash and divide communities.
CHECK: section letter inferred.
Choose two characters from two readings you have done and explain their positive contributions to their societies.
Obierika (Things Fall Apart) brings reason and peace; Waiyaki (The River Between) brings hope through education.
CHECK: section letter inferred.
Young people in developing countries are asked to: A. Become educated and migrate to a developed country which can make use of their skills. B. Rise up against unjust politicians and kill them. C. Improve the spiritual health of rural people by converting them to Christianity or Islam. D. Use their ability to help their people.
D — Use their ability to help their people.
UNVERIFIED: passage not in solutions file; key as printed. CHECK: sub-letter and section inferred; 1(a)-(d) absent from solutions.
Young parents are asked: A. Not to have any children because overpopulation prevents progress. B. To have only the number of children that the society can support without hindering its advance. C. To use all types of birth control to regulate the size of their families. D. To take suffering children to doctors for medical attention.
B — To have only the number of children that the society can support without hindering its advance.
UNVERIFIED: passage not in solutions file; key as printed. CHECK: sub-letter and section inferred.
Rulers according to this passage, must learn that: A. Food should be made available equitably and that spending on arms is a waste. B. The world should be united into one state. C. International barriers to trade should be removed. D. All their political and financial institutions should be replaced.
A — Food should be made available equitably and that spending on arms is a waste.
UNVERIFIED: passage not in solutions file; key as printed. CHECK: sub-letter and section inferred.
The most suitable title for this passage would be: A. The fight against Unjust Rulers B. How starvation and Gun of Tyrants kill many people each year C. The Fight Against Hunger D. How Ignorance and Population Growth Prevent World Progress
C — The Fight Against Hunger
UNVERIFIED: passage not in solutions file; key as printed. CHECK: sub-letter and section inferred.
From the underlined sentences (paragraph 4) we know that: A. we should develop our bodies and spirits by helping rural people. B. we should work with rural people so that they develop their bodies and spirits. C. we should take the little money that rural people have and use it to make more money for them. D. we should send money to rural people who work on development projects.
B — we should work with rural people so that they develop their bodies and spirits
UNVERIFIED: passage not in solutions file; key as printed. CHECK: sub-letter and section inferred.
Which of the following is not true according to the passage: A. Educated young people should help needy people B. Rulers are unaware that many men starve C. The size of families should be planned D. The world can end hunger if all decide to do it
B — Rulers are unaware that many men starve
UNVERIFIED: passage not in solutions file; key as printed. CHECK: sub-letter and section inferred.
Match the items in columns A and B to produce complete and meaningful sentences. Write the sentences. COLUMN A (i) However rich people are (ii) The bandits had already run away (iii) Had she realized the trick (iv) Although he worked intelligently COLUMN B (a) she would have rejected the offer (b) but he did not achieve his goals (c) he failed in all his plans (d) by the time the Policemen arrived (e) she would not be trapped so easily (f) they always seem anxious to make more money (g) when you come (h) but they get richer
(i) However rich people are, they always seem anxious to make more money. (ii) The bandits had already run away by the time the Policemen arrived. (iii) Had she realized the trick, she would not be trapped so easily. (iv) Although he worked intelligently, he did not achieve his goals.
CHECK: solutions print only '(e)'; labelled 2(e) by inference. Section letter inferred.
Write a letter to the Editor of the Daily News explaining why it was important for the Tanzanians aged 18 and above to register for the Presidential & Parliamentary elections. Your name should be J. Mkude.
Letter to the Editor urging Tanzanians aged 18 and above to register and vote, signed J. Mkude.
CHECK: section letter inferred.
Write a composition on why in recent years the Tanzanian youths have been running from villages to towns and most of them becoming petty traders commonly known as “Machinga”. What would you suggest as solutions to this problem?
Youths migrate to towns for jobs and urban attractions, and the remedy lies in rural development and youth programmes.
CHECK: section letter inferred.
Imagine you have completed form four. Write a letter to your pen friend in the United Kingdom telling him/her where you will be, what you will be doing and what your future expectations are.
Letter to a UK pen friend giving plans after Form Four, signed adamu.
CHECK: section letter inferred.
As a representative of the Tanzanian young generation, what and why would you like the next government after the October Elections to put more emphasis on?
Education, job creation, access to technology, health services and youth empowerment.
CHECK: section letter inferred.
The introduction of formal education with new and different ideas in various African societies has caused a lot of misunderstandings. Discuss this statement with reference to 2 readings you have studied in the language 3 programme.
Formal education brought new ideas that clashed with tradition, dividing families and communities.
CHECK: section letter inferred.
In any 2 readings you have done, how did the key characters help to develop their communities?
Njoroge (Weep Not Child) promoted progress through education; Lawino (Song of Lawino and Ocol) preserved cultural heritage.
CHECK: section letter inferred.
Using 2 readings under this course, show the causes of dissatisfaction and how people have reacted to them.
In No Longer at Ease and The Black Hermit, dissatisfaction comes from corruption and tribalism; people withdraw or call for change.
CHECK: section letter inferred.
The author of this passage says information would not be required when (a) we think hard over a subject (b) that information is perfect (c) that information is not perfect (d) we think without prior knowledge
D — we think without prior knowledge
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
The author argues that in order to provide correct information (a) thinking and being informed are necessary (b) It is most important to be informed in a subject (c) we should think hard to assimilate knowledge (d) we should be capable of guessing things
A — thinking and being informed are necessary
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
In the second paragraph, a closed subject area means (a) an outdated subject (b) the most important subject (c) secure subjects (d) a full information subject
C — secure subjects
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Specialists in academic subjects have less ability outside their area of speciality because (a) they are less informed in their subject areas (b) their knowledge depends on such information in their subject area (c) the knowledge they have is just too much (d) other people cannot easily understand them
B — their knowledge depends on such information in their subject area
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Good thinking is always necessary before we reach any decision on a matter because (a) people usually admire information (b) information on a matter is always inadequate (c) it is a normal human practice (d) thinking enables us to wait for adequate information
B — information on a matter is always inadequate
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
The author says statistics have almost wrecked science for the reason that (a) statistics gives ready-made answers to puzzling questions (b) statistics can generate endless information (c) people are enabled to generate so many ideas by statistics (d) some people think statistics gives every information they require
D — some people think statistics gives every information they require
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Rewrite the sentences according to the instructions given. She reads fast. She can finish two books in a day. [Join using: …… so …… that ………]
She reads so fast that she can finish two books in a day.
CHECK: section letter inferred.
Rewrite the sentences according to the instructions given. You have not seen him playing football. You say he is a bad player. [Join using: Had you seen ………]
Had you seen him playing football, you would not say he is a bad player.
CHECK: section letter inferred.
Rewrite the sentence according to the instructions given. I do my homework when everybody is asleep. [Change into reported speech]
He said that he did his homework when everybody was asleep.
CHECK: section letter inferred.
Rewrite the sentences according to the instructions given. He is sick. He is attending the meeting. [Join using: despite]
He is attending the meeting despite being sick.
CHECK: section letter inferred.
In the following passage fill in the gaps by writing the correct forms of the verbs (i) – (viii). Yesterday we (i) ______ the whole day in the garden. We have (ii) ______ a variety of vegetables there. We (iii) ______ so busy that when the bell (iv) ______ we never (v) ______ it. When it was (vi) ______ night, we all (vii) ______ so tired that we had to (viii) ______ back to our dormitories.
(i) spent (ii) grown (iii) were (iv) rang (v) heard (vi) getting (vii) felt (viii) go
CHECK: section letter inferred. Bracketed base verbs are not in the solutions; key taken from the completed passage printed there.
Correct the following sentence where necessary: My brother he is a very good artist.
My brother is a very good artist.
CHECK: section letter inferred.
Correct the following sentence where necessary: One must work hard if he wants to be successful in life.
One must work hard if one wants to be successful in life.
CHECK: section letter inferred.
Correct the following sentence where necessary: We have been in this school since four years.
We have been in this school for four years.
CHECK: section letter inferred.
Correct the following sentence where necessary: The informations reached us early this morning.
The information reached us early this morning.
CHECK: section letter inferred.
Choose the best word to complete the sentence: While we were ____ the party the lights went off. (a) on (b) in (c) by (d) at
B — in
CHECK: section letter inferred.
Choose the best word to complete the sentence: I normally go to school ____ bus. (a) by (b) on (c) with (d) in
A — by
CHECK: section letter inferred.
Choose the best word to complete the sentence: Come ____ 9.30 tomorrow. (a) on (b) at (c) in (d) to
B — at
CHECK: section letter inferred.
Match the items in Column A with the relevant ones in Column B to produce complete and meaningful sentences. Column A (i) Even though my English is poor (ii) You must hurry up (iii) We decided to close up the shop (iv) In spite of their poverty Column B (a) I did not understand you. (b) They lived happily. (c) Let us go back home. (d) A stranger can understand what I am saying. (e) How do you do! (f) Because it will soon be raining. (g) As customers were becoming fewer and fewer. (h) He did not do well in my terminal tests.
(i) Even though my English is poor, (d) A stranger can understand what I am saying. (ii) You must hurry up, (f) because it will soon be raining. (iii) We decided to close up the shop (g) as customers were becoming fewer and fewer. (iv) In spite of their poverty (b) they lived happily.
CHECK: section letter inferred.
Write an essay on "African boundaries are not necessary" (about 350 words).
African boundaries are unnecessary: colonial lines divided one people, hindered trade and fuelled conflict.
CHECK: section letter inferred.
Write an essay on "What I intend to do in my life" (about 350 words).
I intend to become an engineer, serve my community and country, and live a disciplined, meaningful life.
CHECK: section letter inferred.
The General Manager of Small Scale Industries Development Organisation (SIDO), P.O. Box 2476, Dar es Salaam, advertised training opportunities (Daily News of 24th June, 1995) for form four leavers. Courses: Carpentry, Electrical Engineering, Mechanical Engineering and Textile Engineering. Apply for a course. Sign your name as Masonga Magesa.
Formal application letter to SIDO for the Mechanical Engineering course, signed Masonga Magesa.
CHECK: section letter inferred.
Imagine you were a Village Executive Officer. Your people do not know the importance of environment protection. They cut trees randomly, burn forests and such other activities. Prepare a speech to educate them on the matter (about 350 words).
A speech urging villagers to stop random tree cutting and forest burning and to protect the environment.
CHECK: section letter inferred.
A large number of accidents occur in factories resulting in …… A. nothing worse than a few scratches B. a few days or weeks of absence from work C. deaths D. death and sometimes permanent disablement
D — death and sometimes permanent disablement
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Measures to prevent accidents in factories include: A. Introduction of safety regulations B. Government Factory inspectors C. Wearing overalls without loose ends D. A and B
D — A and B
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Power driven machines are always a common source of accidents because: A. the moving parts are often not protected B. operators are sometimes overconfident C. some machine belts are overhead D. operators have not practised the quickest ways to stop the machines when problems arise
A — the moving parts are often not protected
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Who is usually responsible for the causes of accidents? A. The machines makers B. The fact that the machines are power driven C. The victims are largely to blame D. The confident operators of the machines
C — The victims are largely to blame
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
The first thing you should do if an accident occurs while you are working would be: A. to run out of the room B. call for help C. to stop the machine as quickly as possible D. to handle the pull by a bar or metal and not by hand
C — to stop the machine as quickly as possible
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
A suitable heading for this passage would be: A. The three results of accidents that occur in factories B. The Government role in minimizing factory accidents C. The responsibilities of operators in curbing factory accidents D. Precautions against factory accidents
D — Precautions against factory accidents
UNVERIFIED: passage not in solutions file; key as printed. CHECK: section letter inferred.
Fill in the gaps with a, an, the where necessary. While I was at school a few years ago, I was (i) ____ best student in my class. Wherever I was given (ii) ____ test, I always scored full marks. I even won (iii) ____ prize once for an essay on (iv) ____ wildlife of East Africa. (v) ____ prize was a beautiful book with pictures of all (vi) ____ animals you find in Tanzania. (vii) ____ headmaster of our school presented it to me and told me that the composition would be included in our school magazine. Also at school, I learnt to play (viii) ____ piano so well that I thought one day I would become (ix) ____ famous musician.
(i) the (ii) a (iii) a (iv) the (v) The (vi) the (vii) The (viii) the (ix) a
CHECK: no separate key; articles taken from the completed passage in the solutions. Section letter inferred.
Rewrite the sentence: I don’t know the girl whom he was talking about.
I don’t know the girl about whom he was talking.
CHECK: section letter inferred.
Rewrite the sentence: Students go to school in order to learn.
Students go to school so that they may learn.
CHECK: section letter inferred.
Rewrite the sentence: I like football more than volleyball.
I prefer football to volleyball.
CHECK: section letter inferred.
Rewrite the sentence: Shall we be able to identify the thief? Asked the police constable.
The Police constable wondered whether they would be able to identify the thief.
CHECK: section letter inferred.
Rewrite the sentence: Our school library has such good books now that we are learning English very fast.
The books in our school library are so good that we are learning English very fast.
CHECK: section letter inferred.
Rearrange the words in the sentences below to form correct English sentences. (The jumbled word order is not in the solutions file.)
(i) He has had his money stolen. (ii) Has he ever had an accident? (iii) She never forgot their birthday. (iv) Does he not often ask us? (v) He has seldom kept us waiting.
UNVERIFIED: scrambled sentences not in solutions; key shows the correct sentences only. CHECK: section letter inferred.
Choose the appropriate group of words to fill the blanks. (i) He doesn’t smoke nor B. he drinks. (ii) They said they would telephone A. as soon as they reach home. (iii) They won’t come here today B. of what you say to them because. (iv) I don’t know C. whose car he will decide to take. (v) He will come if A. you invite him.
Key not in answer sheet
NOT IN ANSWER SHEET: the solutions give no key and the option groups are not printed. CHECK: section letter inferred.
Think of a career you would like to follow after you have completed your education and then explain why you would prefer such a career in terms of advantages it would bring to you personally and to your country. (300 words)
Mechanical engineering: personal fulfilment and stability, and national benefit through industry and development.
CHECK: section letter inferred.
Write a speech you would give as a main speaker opposing the motion “It is better to live in town than in the country.” (300 words)
Living in the country is healthier, safer and more affordable, and supports the national economy.
CHECK: section letter inferred.
It was only four days left for me to report to the University of Dar es Salaam for further education. While I was busy preparing myself I received a letter from the University which advised me that I should not report to the university as directed earlier because …………. (Finish the story). (300 words)
A delayed admission turns into a useful period of voluntary teaching, and the writer finally reports for studies.
CHECK: section letter inferred.
Your friend in Canada has written to you informing you that he is planning to visit Tanzania next year and would like to visit the national parks. Write him a reply advising him to visit Mikumi National Park and if he can afford the time visit Manyara and Ngorongoro. Give him a few details on weather, transport and geographical description of the areas you advise him to visit – i.e., Morogoro and Arusha. Your name is Baraka and his is Alen. Your address should be Moi Secondary School, Box 72 Sokoni. (300 words)
Reply letter from Baraka (Moi Secondary School, Box 72, Sokoni) to Alen, advising Mikumi, Manyara and Ngorongoro.
CHECK: section letter inferred.
To protest is to want change. Whenever there is a conflict of ideas, beliefs, practices between two parties, people protest to show dissatisfaction. With reference to relevant examples from any readings you’ve done, verify this view.
Protest does arise from dissatisfaction and a demand for change, as shown in Things Fall Apart and Weep Not Child.
CHECK: section letter inferred.
“Running away from problems does not help to solve them.” With reference to two books you have read, explain how the authors have shown the truth of this statement.
Okonkwo and Waiyaki both show that avoiding problems makes them worse.
CHECK: section letter inferred.
Choose two characters from two books you’ve read and show how their personalities and efforts helped to bring changes in their societies.
Obierika (Things Fall Apart) and Waiyaki (The River Between) bring change through wisdom and education.
CHECK: section letter inferred.
English · 1,562 questions · 668 flagged for checking
Number, algebra, geometry, measurement and statistics
Equal squares as large as possible are drawn on a rectangular board 54 cm by 78 cm. Find the size of each square.
6 cm
In a class of 40 students, 17 are boys and the rest are girls. Find the percentage of girls and boys.
Boys 42.5%, Girls 57.5%
In the same class (40 students, 17 boys), express the number of boys in decimal.
17
1(b)(ii): bank ans is 17 (count of boys); working read as a decimal proportion gives 17/40 = 0.425.
CONTESTABLE: key answers 17. If 'in decimal' means the proportion of boys, 17/40 = 0.425.
Express (5 + sqrt7)/(3 + sqrt7) in the form a + b sqrt c, where a, b and c are integers.
4 - sqrt7 (a = 4, b = -1, c = 7)
Without tables or calculator, solve 3 log_3 x + 4 = log_3 24.
x = 2/3
In a school of 100 students, 45 prefer Music, 40 prefer Theatre Arts and 5 prefer both. Using a formula, find the number who prefer neither subject.
20 students
A table shows the number of tables in twenty offices of a company. Find the probability that an office has two tables.
1/4
UNVERIFIED: the frequency table is not readable in the text; counts taken from the key.
Using the same table of twenty offices, find the probability that an office has at least five tables.
3/20
UNVERIFIED: the frequency table is not readable in the text; counts taken from the key.
A quadrilateral has vertices A(6,-4), B(8,4), P(6,1) and Q(7,5). Determine whether AB is parallel to PQ.
AB is parallel to PQ
Position vectors a = 2i - 7j and b are such that 2a + 3b = 13i - 2j. Find the components of b.
b = 3i + 4j
A regular six-sided plot is inscribed in a circular track of radius r and its area is 720 m^2. Find r, rounded to the nearest (i) tens and (ii) tenths.
(i) 20 m, (ii) 16.6 m
Two triangular plots are shown in a diagram. (i) Prove that triangles AEB and CDE are similar. (ii) Using similarity, find the length of CD in metres.
NOT IN ANSWER SHEET
NOT IN ANSWER SHEET: key gives no working for 5(b). Points drafted in English with CHECK. UNVERIFIED: figure unavailable.
On a rainy day 850 ml of water were collected in a tank every minute. It rained continuously from 8:10 a.m. to 11:52 a.m. Calculate the litres collected.
188.7 litres
Time t (seconds) to go home varies inversely with average speed v (m/s). Mary takes 30 minutes at 10 m/s. Write an equation for t in terms of v.
t = 18000/v
Using t = 18000/v, find the speed needed for Mary to get home in 15 minutes.
20 m/s
The sum and difference of the ages of Amina and Bakari are in the ratio 5:4. Find the ratio of their ages.
9 : 1
On 1 July 2021 a trader started a business with 1,000,000 shillings cash. From the cash account (sales 500,000 and 310,000; purchases 700,000, 400,000 and 235,000; rent 110,000; wages 55,000), extract a trial balance.
Cash Dr 310,000; Capital Cr 1,000,000; Purchases Dr 1,335,000; Rent Dr 110,000; Wages Dr 55,000; Sales Cr 810,000; totals 1,810,000
UNVERIFIED: paper OCR reads a purchase figure as 410,000 (key uses 400,000). If 410,000, purchases = 1,345,000 and balance c/d = 300,000.
Monthly loan repayments are 20,000, 22,000, 24,000 shillings and so on. The final installment is 114,000 shillings. How many months did repayment take?
48 months
Find the total amount of the loan borrowed (sum of the 48 installments).
3,216,000 shillings
Show that 4 sin 75 = sqrt6 + sqrt2.
4 sin 75 = sqrt6 + sqrt2
Electricity post AB is supported by wires AC and AD. AC = 10 m, CD = 4 m, height AB = 6 m. Find AD in surd form.
AD = 6 sqrt5 m
CONTESTABLE: the figure is not in the text. The key assumes D is beyond C. If D lies between B and C, BD = 4 and AD = 2 sqrt13. UNVERIFIED.
A candidate's minimum average of two Mathematics tests is 53. She scored 54 in the first. What is the least mark in the second?
52 marks
A rectangular fence uses 56 m of wire and encloses an area of 171 m^2. Find the dimensions.
19 m by 9 m
Scores of students in Geography are grouped (65-69 to 95-99) with cumulative frequencies 10, 22, 43, 49, 58, 62, 66. Using an assumed mean of 77, find the mean score correct to 2 decimal places.
78.52
CHECK: the key's '12.' header is stray. Mode and PT tangent are printed under item 12 in the key. Numbering to check against the paper.
Draw the cumulative frequency curve (ogive) of the Geography scores.
Smooth ogive through the cumulative frequency points (as in key)
11(a)(ii): bank plots points at 70, 75, ..., 100 (key); continuous-class upper boundaries give 69.5, 74.5, ..., 99.5 starting at (64.5, 0).
UNVERIFIED: graph not in text. CONTESTABLE: with continuous class boundaries the points would be at upper boundaries (64.5, 0), (69.5, 10), ...
Calculate the mode of the Geography scores correct to 3 decimal places.
76.875 (key)
11(a)(iii): bank ans is 76.875 (lower class limit 75); the standard formula with lower class boundary 74.5 gives 76.375.
CONTESTABLE: the key uses the lower class limit 75. With lower boundary 74.5 the mode is 76.375. Key value kept for consistency with the other years.
PT is a tangent to a circle with centre O and radius 5 cm. PC = 8 cm (see figure). Find the length of PT.
sqrt39 cm (key)
UNVERIFIED: figure not in text. The key treats PC = 8 as OP. If C is on the circle with O on PC extended, OP = 13 and PT = 12. CHECK numbering (key prints this under 12).
The surface area of a sphere is 113.04 cm^2. Find its diameter (use pi = 3.14).
6 cm
75360 litres of water are poured into a cylindrical tank of inside diameter 40 cm. Find the height of the water level.
600 m
CHECK: the answer 600 m is as printed; the water level in a 40 cm tank is unusually high. Re-check the volume in the paper.
Find the distance in nautical miles between A(18 N, 12 E) and B(65 N, 12 E).
2820 nautical miles
Find the distance in nautical miles between C(31 S, 76 W) and D(22 N, 76 W).
3180 nautical miles
Roza's matrix is (2 3; 5 -6) and Juma's is (-6 2; 4 3). Find the sum of twice Roza's matrix and thrice Juma's matrix.
(-14 12; 22 -3)
Show that the difference between the determinants of the two matrices is plus or minus 1.
+/- 1
A farm measuring 72 m by 88 m is enlarged by a scale factor of 4. Find the area of the enlarged farm.
101376 m^2
In a quiz each correct answer y points is related to x by y = 3x^2. How many points for 8 correct answers?
192 points
Find the domain and range of the inverse of y = 3x^2.
Domain [0, inf), range [0, inf)
CONTESTABLE: y = 3x^2 is not one-to-one on all x. The key assumes x >= 0 for the original function.
A cook mixes Food I and Food II (cost 6000 and 10000 Tsh per kg) to meet at least 10 units of vitamin A, 12 of vitamin B and 8 of vitamin C. Formulate the linear programming model to minimise cost.
Minimise C = 6000x + 10000y subject to x + 2y >= 10, x + y >= 6, 3x + y >= 8, x, y >= 0
UNVERIFIED: the vitamin contents and costs are read from the key's constraints, not from a readable table.
Find the minimum cost of the mixture.
52000 Tsh at (2, 4)
Arrange in ascending order: 0.6, 3/5, and 20% of 13/4.
0.6, 3/5, 0.65 (20% of 13/4)
Evaluate 13 - 2 x 3 + 14 / (2 + 5).
9
By listing the multiples of 2, 3 and 5, find the LCM of these numbers.
30
Find x and y that satisfy 5^(x - 2y) = 25 and 3^(2x) / 3^y = 3^2.
x = 2/3, y = -2/3
Solve 4 + 3 log_3 x = log_3 24.
x = 2/3
Universal set = {15, 30, 45, 60, 75}, A = {15, 45}, B = {30, 60}. Find (A u B)' and represent this on a Venn diagram.
(A u B)' = {75}
UNVERIFIED: the Venn diagram is not in the text; only its description is given in the key.
A class has 50 students: 35 boys and 15 girls. Find the probability that a student chosen at random is a boy.
7/10
Jonika has blue and red shirts and black, green and yellow trousers. Using a tree diagram, find the probability he wears a blue shirt and black trousers.
1/6
Show that the triangle with vertices A(4,-4), B(-6,-2), C(2,6) is isosceles.
Isosceles (AB = CA = 2 sqrt26)
A man walks 4 km from P to Q, where Q is N60 E of P, then 3 km to R, where R is N30 W of Q. Represent this on a labelled diagram.
Diagram: P at origin, Q at 4 km on bearing 060, R at 3 km on bearing 330 from Q
UNVERIFIED: diagram not in the text. Description drafted from the bearings.
Find the resultant displacement of the man from P to R.
5 km
CORRECTED: key gives 4.39 km (from sqrt(19.25)). Components PQ = (east 2 sqrt3, north 2) and QR = (east -1.5, north 3 sqrt3/2) sum to east 1.964, north 4.598, magnitude sqrt25 = 5 km. Angle PQR is 90 degrees, so PR = 5 km.
In the figure, angle RPQ = angle PQR and angle SPQ = angle SQP. Find the size of angle RPS.
84 degrees (key says 180 degrees assumed)
CORRECTED: key assumes 180 degrees with no figure. Paper figure shows 72 and 120 degrees. Placement of the angles is read from the figure, which is unreadable. UNVERIFIED. CHECK.
A rectangular field is 72 m by 40 m. A triangular field with base 60 m has the same area. Find its height.
96 m
Anna walks 24 km every day. Compute in metres the distance she walks in 2 days.
48,000 m
A dealer's buying price B is directly proportional to the selling price S. One mattress sells for 20,000 and costs 18,000. Give the equation relating B and S.
B = 0.9 S
If the buying price increases by 15%, find the new selling price.
23,000 Tshs
Ally and Jane share 64,000 shillings in the ratio 3:5. Find the difference between their shares.
16,000 Tshs
From Mr. Mrisho's cash account for February 2022 (capital 1,500,000; sales 1,200,000 and 800,000; purchases 1,000,000 and 1,400,000; transport 200,000; balance c/d 900,000), extract a trial balance at 28 February 2022.
Cash Dr 900,000; Capital Cr 1,500,000; Purchases Dr 2,400,000; Transport Dr 200,000; Sales Cr 2,000,000; totals 3,500,000
Write the first four terms of the sequence with general term n(2n - 1). Briefly explain whether it is an AP or a GP.
1, 6, 15, 28; neither AP nor GP
The sum of the first eleven terms of an AP is 517 and the first term is 7. Find the sum of the fourth and ninth terms.
102
A rectangular plot is 40 m long and its diagonal is 50 m. How wide is the plot?
30 m
A is acute and 13 cos A - 5 = 0. Find tan A without tables.
12/5
Triangular pond ABC has AB = 8 m, AC = 5 m and angle BAC = 60 degrees. Find BC.
7 m
If x = -3 and x = 1/3 are solutions of ax^2 + bx + c = 0 with a, b, c integers, find a, b and c.
a = 3, b = 8, c = -3
Solve 10 - x <= 3(x + 10), where x is an integer. State the first four values of x that satisfy it.
x >= -5; first four values -5, -4, -3, -2
Frequency table of scores of 30 students (classes 40-49 to 90-99; frequencies 2, 4, 7, 9, 5, 3). Calculate the median correct to 2 decimal places.
72.22 (key)
11(a): bank gives 72.22 using lower class limit 70; with lower class boundary 69.5 (the convention used for whole-number scores) the median is 71.72.
CONTESTABLE: key uses lower class limit 70. With lower class boundary 69.5 the median is 71.72.
Find the mean score correct to four significant figures.
71.17
Draw a histogram and use it to estimate the mode.
About 73.3
11(c): bank gives 73.3 using lower class limit 70; with class boundary 69.5 the mode is 72.83.
UNVERIFIED: histogram not in the text. CONTESTABLE: key uses lower limit 70 (boundary 69.5 gives 72.83).
A square box ABCDEFGH has sides 8 cm each. Determine its total surface area.
384 cm^2
UNVERIFIED: figure not in text; the box is taken as a cube with sides 8 cm.
Calculate the angle between the line AF and the plane ABCD, to the nearest degree.
35 degrees
CORRECTED: key gives 55 degrees, which is the angle to the normal, not to the plane. UNVERIFIED: figure labels not in text (if AF is a face diagonal, the angle is 45 degrees). CHECK.
A Boeing 787 flies at 500 km/h from Julius Nyerere Airport (7 S, 45 E) at 8:00 a.m. to Addis Ababa (9 N, 45 E). Use 2 pi R/360 = 112 km per degree. When does it arrive?
About 11:35 a.m.
Find x and y given that [x 4; 3 y] + [3x 5; -3 7] = [8 9; 0 9].
x = 2, y = 2
In a test 2 marks are given for each correct answer, -1 for each incorrect, 0 for no answer. Anna answered 49 questions and scored 62. Represent this in matrix form using x correct and y incorrect.
(1 1; 2 -1)(x; y) = (49; 62)
Using the inverse matrix method, find the number of questions Anna answered correctly.
37
Triangle ABC with A(1,3), B(2,5), C(4,1) is rotated 180 degrees anticlockwise about the origin. Find A', B', C'.
A'(-1,-3), B'(-2,-5), C'(-4,-1)
Draw triangles ABC and A'B'C' on the same axes.
Both triangles plotted from the coordinates in 13(c)(i)
UNVERIFIED: drawing not in text.
f is defined on the integers by f(x) = -2 if 0 < x <= 5, and x + 1 if -6 <= x < 0. Find f(4) and f(-5).
f(4) = -2, f(-5) = -4
State the domain and range of f(x).
Domain {-6, ..., -1, 1, ..., 5}; range {-5, -4, -3, -2, -1, 0}
CORRECTED: key gives domain {-6,...,5} and range {-5,...,-1}. Piece x+1 at x = -1 gives 0, and x = 0 is not in either piece. If the paper reads 0 <= x <= 5, domain is {-6,...,5} and range {-5,...,0}. CHECK.
Air Tanzania wants to buy two types of airplane, A and B. Parking space: 6 dam^2 for A, 2 dam^2 for B, 60 dam^2 available. Money: 20 bn for A, 30 bn for B, 480 bn available. Find the greatest number of airplanes.
18 airplanes (6 of type A, 12 of type B)
CORRECTED: key gives 16 (vertex (0,16)) and says (6,12) is not a vertex. (6,12) satisfies both constraints with equality and gives x + y = 18. Key's (9,3) is wrong. Parking 36 + 24 = 60 and money 120 + 360 = 480 both hold.
Find the percentage of numbers that are multiples of 5 in the set {1, 2, ..., 52}. Give the answer to one decimal place.
19.2%
Arrange in ascending order: 1/2, 2/9, 3/8, 1/12, 2/5.
1/12, 2/9, 3/8, 2/5, 1/2
Simplify (7 x 10^4)/0.000035 and write the answer in standard form.
2 x 10^9
Find x if 8^(x - 1) = 16.
x = 7/3
Simplify log_a sqrt(a) + log_a (a^2).
5/2
Rationalise the denominator of (5 + sqrt2)/(sqrt6 - sqrt2).
(5 sqrt6 + 5 sqrt2 + 2 sqrt3 + 2)/4
P = {multiples of 5 less than 35}, Q = {odd numbers between 14 and 30}. Find P n Q.
{15, 25}
In a village of 50 farmers, 25 grow cashew nut, 16 grow cashew nut and maize, and 10 grow neither. Without a Venn diagram, find the number who grow maize only.
15 farmers
A seed germinates with probability 1/3. Three seeds are planted. Using a tree diagram, find the probability that at least two germinate.
7/27
a = (4, 3), b = (-4, 1), c = (2, 5). Determine which of a + 2b and 3a + c is longer.
3a + c is longer (14 sqrt2 against sqrt41)
A line through (4, 2) is perpendicular to 2x + 3y + 14 = 0. Find its equation.
y = (3/2)x - 4
A triangle has sides 4 cm, 5 cm and 6 cm. A similar triangle has longest side 18 cm. Find the other sides.
12 cm and 15 cm
The perimeter of a regular hexagon inscribed in a circle is 72 cm. Find the radius of the circle.
12 cm
The area of triangle ABC is 70 cm^2, AB = 14 cm and AC = 20 cm. Find angle BAC.
30 degrees
5(b)(ii): bank gives 30 degrees only; sin A = 1/2 also gives 150 degrees, which is valid for sides 14 cm and 20 cm.
CONTESTABLE: sin A = 1/2 also gives 150 degrees. Key gives 30 degrees only.
Anna walks 24 km every day. Find, in metres, the distance she walks in 2 days.
48,000 m
A dealer's cost price C is directly proportional to the selling price s. One mattress sells for Tsh 20,000 and costs Tsh 18,000. Find the constant of proportionality.
k = 0.9
Using k from part (i), give the equation relating cost price and selling price.
C = 0.9s
A damaged table costing Tsh 20,000 was sold at a loss of 15%. Find the loss and the selling price.
Loss 3,000 Tsh; selling price 17,000 Tsh
Extract a trial balance from Mabala's cash account (capital 100,000; sales 43,000 and 47,000; purchases 80,000; telephone bills 28,000; balance c/d 82,000).
Cash Dr 82,000; Capital Cr 100,000; Purchases Dr 80,000; Telephone bills Dr 28,000; Sales Cr 90,000; totals 190,000
The 5th and 11th terms of an AP are 8 and -34. Find the sum of the first ten terms.
45
Tsh 100,000,000 is invested at 2% interest compounded annually. Find the amount after two years.
104,040,000 Tsh
Calculate the interest after two years.
4,040,000 Tsh
Without tables, find the value of sin 690 degrees / cos 690 degrees.
-sqrt3/3
Rectangular garden ABCD is 400 m by 300 m. Seedlings are planted along diagonal BD at 1.25 m intervals. Find the number of seedlings.
400 seedlings
CONTESTABLE: 400 intervals give 401 seedlings if one is planted at both ends. Key gives 400.
From the top of a 50 m tower the angle of depression of a car is 30 degrees. How far is the car from the base? Leave in surd form.
50 sqrt3 m
Express 2t^(-10) - 3t^(-5) + 1 = 0 in terms of x where x = 1/t^5.
2x^2 - 3x + 1 = 0
Using the quadratic formula, solve the equation from part (a).
x = 1 or x = 1/2
Find the central angle, in degrees, subtended by an arc of length 22 cm in a circle of radius 63 cm. Use pi = 22/7.
20 degrees
CORRECTED: key gives 12.7 degrees. Its step 22/63 = 2/9 is wrong (22/63 = 0.349 rad = 20 degrees).
In the figure, a and b are the angles at the centre and x and y are the angles at the circumference. Prove that x and y are supplementary.
x + y = 180 degrees
UNVERIFIED: figure not in text. Key assumes x and y are subtended by the arcs of a and b. CHECK.
In the figure, AE = 8 cm, BE = 3 cm and CE = 4 cm. Find the length of DE.
DE = 32/3 cm (about 10.67 cm)
NOT IN ANSWER SHEET: key gives no working for 11(c). Drafted from the intersecting chords theorem. UNVERIFIED: figure not in text. CHECK.
A bus leaves A(3 S, 39 E) at 40 km/h for B(12 S, 39 E). Use pi = 3.14 and R = 6400 km. How many hours does the bus take?
25.1 hours
Key intermediate 0.1571 rad gives 1005.44 km; exact 0.157 gives 1004.8 km. Answer 25.1 hours unchanged.
Box UVXY with plane PQRS vertically above it. UV = 4.2 cm, VX = 2 cm, XR = 2.5 cm. Find VR and UR to 1 dp.
VR = 3.2 cm; UR = 5.3 cm
UNVERIFIED: figure not in text. Assumes R is vertically above X.
Find the angle between the diagonal UR and the base UVXY.
28.3 degrees
CORRECTED: key gives 61.8 degrees, which is the angle between UR and the vertical edge XR, not the base. UNVERIFIED: figure not in text.
Find x, y, z and w in (x 4; 4 y)(-5 -7; 2 z) = (38 46; -10 w).
x = -6, y = 5, z = 1, w = -23
Find the image of (3, -2) after reflection in y = -x followed by reflection in x = 0, using matrices.
(-2, -3)
A translation takes (5, 5) to (-7, -7). If it takes (x, y) to (-4, -4), find x and y.
x = 8, y = 8
For f(x) = 1/(x - 2), find the domain and range.
Domain R \ {2}; range R \ {0}
Find f^(-1)(1/3).
5
Antony buys at most five black shirts (Tsh 24,000 each) and white shirts (Tsh 30,000 each), spending up to Tsh 180,000. How many of each kind maximise the number of shirts?
5 black, 2 white
Find the greatest number of shirts that should be bought.
7 shirts
Simplify (0.25 x 8.85 x 25)/(0.00625 x 0.5) without tables, correct to two significant figures.
18000
A 96-mark examination has 20% reading, 40% writing, 15% practical and the rest spelling. Find the marks for spelling.
24 marks
Three airplanes arrive at KIA at 2:00 p.m. on Saturday at intervals of 30, 40 and 55 minutes. When will they arrive together again?
After 22 hours: 12:00 noon on Sunday
If sqrt3/(2 + sqrt3) = a + b sqrt c, find a, b and c.
a = -3, b = 2, c = 3
Solve (9/sqrt3)^(2x) = 1/81.
x = -4/3
Given log 2 = 0.3010 and log 3 = 0.4771, find log(21/4) without tables.
0.7202
UNVERIFIED: log 7 is not given in the question text. The key assumes 0.8451.
40 students like tennis or football or both. Both = 3 x (tennis only). Football only = 2 x (tennis only) + 6. Neither = 4. Represent this in a Venn diagram with x = tennis only.
Tennis only 5, both 15, football only 16, neither 4
UNVERIFIED: the Venn diagram is not in the text; the key only describes it.
Using the Venn diagram, find the probability that a student likes football only.
2/5
Find the probability that a student likes both football and tennis.
3/8
A line with gradient 3/2 has x-intercept -3. Find its equation in the form y = mx + c.
y = (3/2)x + 9/2
CHECK: the paper's gradient is printed as a stacked fraction. Key reads 3/2 (the paper may say 2/3). Re-check against the paper.
Find the length of the segment joining (3, -2) and (15, 3).
13 units
A boat sails due North at 120 km/h and a wind blows due East at 40 km/h. Find the actual speed of the boat, using sqrt10 = 3.16.
126.4 km/h
In triangle ABC, AB = 8 cm, BC = 11.3 cm and angle ABC = 30 degrees. Find the area.
22.6 cm^2
Find the perimeter of a regular hexagon inscribed in a circle of radius 100 m.
600 m
Given AB/KL = BT/LC = TA/CK = 3 for triangles ABT and KLC, what does this imply?
Triangles ABT and KLC are similar (SSS, scale factor 3)
z = a t^n, with n a positive integer. Use the table (t = 1, z = 0.5; t = 2, z = 4) to find a and n.
a = 0.5, n = 3
Using z = 0.5 t^3, complete the table for t = 4 and t = 5.
z = 32 (t = 4); z = 62.5 (t = 5)
v varies directly as x^2 and inversely as sqrt(y). v = 18 when x = 3, y = 16. Find v when x = 5, y = 4.
v = 100
A school has 2,000 students, 1,500 of them boys. Find the ratio of boys to girls.
3 : 1
A book bought for Tsh 120,000 is sold a year later at a 20% profit. Find the selling price.
Tsh 144,000
From Halima's transactions for September 2018 (capital 25,000; purchases 15,000, 1,000, 6,000; sales 3,000, 5,000, 14,000; carriage 500; rent 2,000; wages 5,000), prepare the cash account.
Dr total 47,000; Cr total 29,500; balance c/d 17,500
Credit sale of 1,000 on 28 September is excluded from the cash account.
An AP has 5th term 21 and 8th term 30. Find the first term and the common difference.
a = 9, d = 3
Find the 10th term of the sequence 5, 15, 45, ... Leave the answer in exponent form.
5 x 3^9
AP is perpendicular to BC, AB = 13 cm, BP = 5 cm, AC = 15 cm. Find AP and CP.
AP = 12 cm, CP = 9 cm
A building 75 m high has a lorry and a minibus on one side, with angles of depression 30 degrees and 60 degrees. Sketch the diagram.
Sketch: building height 75 m, depression angles 30 degrees (lorry) and 60 degrees (minibus) from the top
UNVERIFIED: the sketch is not in the text. NOT IN ANSWER SHEET for the sketch itself. CHECK.
Find the distance between the lorry and the minibus, in surd form.
50 sqrt3 m
Rachel is three years older than John. In three years the product of their ages is 130. Formulate the quadratic and find their present ages.
John 7, Rachel 10
The sum of the squares of two consecutive positive numbers is 61. Find them.
5 and 6
Prepare a frequency distribution of 36 Geography marks (51 to 90) with class intervals 50-54, 55-59, 60-64, ... 90-94.
50-54: 3; 55-59: 2; 60-64: 7; 65-69: 4; 70-74: 11; 75-79: 2; 80-84: 4; 85-89: 2; 90-94: 1
Using the frequency table, draw a histogram.
Histogram with class intervals on the x-axis and frequencies as bar heights
UNVERIFIED: graph not in text.
Calculate the median correct to 2 decimal places.
70.91 (key)
11(b)(ii): bank key 70.91 uses the lower class limit 70; with the lower class boundary 69.5 the median is 70.41.
CONTESTABLE: key uses lower class limit 70. With lower boundary 69.5 the median is 70.41.
Towns A(10 S, 38 E) and B(10 S, 43 E). Using R = 6400 km and pi = 3.14, find the distance AB to the nearest whole km.
550 km
Key intermediate 0.08727 rad is slightly off; the exact value 0.087222 gives 549.75 km, which still rounds to 550.
A ship sails at 50 km/h from A to B. Using part (i), find the time taken.
11 hours
Rectangular prism with PQ = 12 cm, QR = 8 cm and RY = 4 cm. Find the total surface area.
352 cm^2
Find the angle between the planes PTZW and QRZW.
63.4 degrees
UNVERIFIED: figure not in text, so the coordinates of the normals cannot be checked.
Find the volume of a cone with base radius 12 cm and slant height 20 cm. Use pi = 3.14.
2411.52 cm^3
The inverse of matrix A is (4 3; 5 2). Find A.
A = (-2/7 3/7; 5/7 -4/7)
Amani pays Tsh 9950 for 12 Coca-cola and 5 Pepsi. Asha pays Tsh 8150 for 9 Coca-cola and 5 Pepsi. Formulate the equations and use the matrix method to find each price.
Coca-cola Tsh 600; Pepsi Tsh 550
Point A(4, 2) is reflected in y + x = 0 and then rotated 90 degrees anticlockwise about the origin. Find the final image.
(4, -2)
f(x) = (x + 2)^2. Find the domain and range of the inverse of f.
Domain [0, inf); range [-2, inf)
CONTESTABLE: restricting to x <= -2 instead gives range (-inf, -2].
A businessman buys at most 210 sacks of Irish (Tsh 30,000 each) and sweet potatoes (Tsh 5,000 each), spending at most Tsh 2,500,000. Profit is Tsh 12,000 per Irish sack and Tsh 10,000 per sweet sack. How many of each give maximum profit?
58 Irish sacks and 152 sweet sacks; profit Tsh 2,216,000
CORRECTED: key gives (83, 127) with profit 2,266,000. That point fails 6x + y <= 500 (625 > 500) and costs 3,125,000 Tsh, above the 2,500,000 budget. The vertex from x + y = 210 and 6x + y = 500 is (58, 152).
Mangoes are to be divided exactly into groups of 20, 30 or 36. What is the minimum number of mangoes?
180 mangoes
Mary was given 60,000 shillings. She spent 35% on shoes and 10% of the remainder on books. How much remained?
35,100 shillings
Find x if sqrt(5^(2x - 5)) - 9 = 116.
x = 11/2
CHECK: the paper text (OCR) reads the exponent as 2x - 3, which would give x = 9/2. Key uses 2x - 5. Re-check the exponent in the paper.
Using mathematical tables, find the value of 3.143 x (0.81)^2 / sqrt(35).
0.348
2(b): bank ans 0.348 (from log = -0.45795); working gives log = -0.4577 and N = 0.3486, i.e. 0.349 to 3 d.p.
Using the Venn diagram, find the number of subsets of set B'.
16
UNVERIFIED: the Venn diagram is not in the text. Key assumes U = {1..8}, A = {1, 3, 5, 7}, B = {2, 3, 5, 6}.
Using the Venn diagram, find the elements of A' n B.
{2, 6}
UNVERIFIED: diagram not in the text; sets assumed by the key.
An element is picked at random from U. Find the probability that it is not in B.
1/2
UNVERIFIED: diagram not in the text; sets assumed by the key.
54 people will work in the business sector, 36 in the industries sector only, 12 in both, and 21 in neither. How many will be employed?
111 people
CONTESTABLE: if the 54 excludes the overlap, the total is 54 + 36 + 12 + 21 = 123.
Find the equation of the line through A(-3, 4) parallel to 3x + 4y - 15 = 0.
y = (-3/4)x + 7/4
Points P(5, -3), Q(-6, 1) and R(1, 8). Show that they form an isosceles triangle.
PQ = PR = sqrt137, so isosceles
AB is parallel to CD and CD is a transversal. Label the corresponding angles of a and g on a sketch.
a and g are corresponding angles
UNVERIFIED: sketch not in the text; described only.
Label the alternate interior angles of f and g.
f and g are alternate interior angles
UNVERIFIED: sketch not in the text; described only.
Label the vertically opposite angles c and d.
c and d are vertically opposite
UNVERIFIED: sketch not in the text; described only.
Triangle ABC is similar to triangle PQR. AB = 4 cm, BC = 5 cm, PQ = 18 cm, angle PQR = 30 degrees. Find the area of triangle PQR.
101.25 cm^2
CORRECTED working: key computes the area of ABC using the 30 degree angle, which belongs to PQR. Answer is the same (101.25 cm^2).
Ogango has 5,000 Kshs. 1 US dollar = Tsh 2,500 and Ksh 1 = Tsh 20. How many US dollars does he get?
40 US dollars
Time t varies directly as L^2 and inversely as the number of men m. 5 men cut a 50 m field side in 3 hours. How many more men are needed for a 100 m side in 5 hours?
7 more men (12 in total)
Misumbwi, Shuma and Kiyando contributed 770,000, 560,000 and 1,050,000 shillings. Find the ratio in simplest form.
11 : 8 : 15
From the trial balance of Mr. Rwaichi at 31 December 2015 (cash 1,750,000; capital 2,500,000; purchases 2,300,000; rent 200,000; furniture 550,000; shelves 350,000; sales 3,000,000; salary 250,000; wages 100,000), prepare the trading and profit and loss account.
Gross profit 700,000; net profit 150,000
CORRECTED: key uses capital 2,300,000 and sales 2,500,000, which do not balance the trial balance (totals 5,500,000). With the paper figures the result is gross profit 700,000 and net profit 150,000, not gross profit 200,000 and net loss 350,000.
49, x and 81 are consecutive terms of a GP. Find x.
x = 63
Find the geometric mean of 49 and 81.
63
A brick wall is a trapezium: first level 50 bricks, top level 14 bricks, levels differ by 4 bricks. Find the number of levels.
10 levels
Find the number of bricks used to make the wall.
320 bricks
The diagram shows houses A, B and C. How far is A from B, to the nearest metre?
Cannot be solved: the diagram is not in the text
NOT IN ANSWER SHEET: key says it cannot be solved without the diagram. UNVERIFIED. CHECK.
A rectangular frame has a diagonal of 25 cm and width 15 cm. Find the length.
20 cm
Factorise 3x^2 - 11x - 20 by splitting the middle term.
(3x + 4)(x - 5)
Solve 2x^2 - 3x - 5 = 0 by completing the square.
x = 5/2 or x = -1
Prepare a frequency distribution of 30 daily maternity clinic attendances (June 2017) in classes 20-29, 30-39, 40-49, ...
20-29: 2; 30-39: 6; 40-49: 9; 50-59: 6; 60-69: 3; 70-79: 4
Using the frequency table, calculate the mean number of patients per day.
49.2 patients
Construct a pie chart for the frequency distribution.
Sectors: 20-29: 24 degrees; 30-39: 72; 40-49: 108; 50-59: 72; 60-69: 36; 70-79: 48
UNVERIFIED: chart not in text; angles from the key.
A ship sails from Pemba (4.5 S, 39.5 E) to Dar es Salaam (7.5 S, 39.5 E), leaving 11:30 a.m. and arriving 1:30 p.m. Using pi = 22/7 and R = 6370 km, find the speed in km/h.
166.8 km/h
Square pyramid with base PQRS, vertex W and centre N. State the projection of RW on the base PQRS.
RN (the projection of W is N)
CORRECTED: key gives 'point R', which is not a projection. The projection of W is the centre N, so the projection of RW is RN. Figure not in text: UNVERIFIED.
Name the angle between WS and the plane PQRS.
Angle WSN
UNVERIFIED: figure not in text.
Volume of a square pyramid is 28.2 cm^3 and base side is 4 cm. Find the height to 1 dp.
5.3 cm
Given P = (2 -3; 5 4) and Q = (9 12; -15 3), find 2P - Q.
(1 -10; 15 7) using 2P - (1/3)Q as in key
13(a)(i): bank ans [[1, -10], [15, 7]] is for 2P - (1/3)Q; the stem as written (2P - Q) gives [[-5, -18], [25, 5]].
CHECK: paper line reads '1/3' before Q, and the key uses 2P - (1/3)Q. Read the paper. If it is 2P - Q, the result is (-5 -18; 25 5).
If the matrix (4k 8; 2 9k) is singular, find the possible values of k.
k = 2/3 or k = -2/3
Solve 2x + 3y = 7 and y = (1/2)x by the inverse matrix method.
x = 2, y = 1
Using the matrix (1 0; 0 -1), find the image of A(-2, 3). State the axis of reflection.
(-2, -3); reflection in the x-axis
CORRECTED: key says 'y-axis', but negating y with x unchanged is a reflection in the x-axis.
f(x) = x + 2 for x < 0, and f(x) = 2 for 0 <= x <= 2. Find f(1) and f(-pi).
f(1) = 2; f(-pi) = 2 - pi
Using part (a), find f^(-1)(-1).
Does not exist: -1 is not in the range of f
14(b): bank says f⁻¹(-1) does not exist (range y > 2); for x < 0, f(x) = x + 2 < 2, so f(-3) = -1 and f⁻¹(-1) = -3.
A trader has space for 5 refrigerators and Tsh 2,400,000. Hitachi costs 600,000 (profit 200,000), Sony costs 400,000 (profit 150,000). Find the numbers of each brand that maximise profit.
2 Hitachi and 3 Sony (profit Tsh 850,000)
If m = 0.(27) recurring and n = 0.(15) recurring, find the fraction n/m in its simplest form.
5/9
Find the GCF of 210, 357 and 252.
21
Evaluate log10 40,500 given that log10 2 = 0.3010, log10 3 = 0.4771 and log10 5 = 0.6990.
4.6074
Find the values of x and y if 3^(x+2) / 5^(2y-5) = 2025.
x = 2, y = 3/2
In a school of 60 teachers, 46 drink Fanta, 18 drink Coca-Cola and 14 drink both. How many teachers drink neither Fanta nor Coca-Cola? (Use Venn diagram)
10 teachers
Using the figure (rectangles A and B), write the expression for the total area of rectangles A and B.
(x + 2)(2x) + (x + 1)(x + 14)
UNVERIFIED: figure not in text; dimensions taken from the solutions.
If the total area of rectangles A and B is 98 square centimetres, find the value of x.
x = 3 cm
CORRECTED: solutions key x = 2.6 cm does not satisfy the equation (gives 83.68, not 98). UNVERIFIED: figure not in text.
If a = 2x i + 3j, b = (x^2 + y) i + 4y j and v = (8/3) i + (15/12) j, find x and y given that v = (1/4)a + (1/3)b.
y = 3/8; x = (-3 +/- sqrt(131))/4, i.e. x = 2.11 or x = -3.61
CORRECTED: solutions key x = 2 or x = -7/2 fails substitution (x = 2 gives 2.46, not 2.67; x = -7/2 gives -5 in 8x^2+12x-61). UNVERIFIED: paper text garbled for v and the coefficients 1/4 and 1/3; solutions values used.
Find the point of intersection of the lines x - 2y = -5 and 2x + 7y - 34 = 0.
(3, 4)
A regular hexagon is inscribed in a circle and its perimeter is 42 cm. Find the radius of the circle.
7 cm
A regular hexagon of perimeter 42 cm is inscribed in a circle. Find the area of the circle and of the regular polygon.
Circle 49pi = 153.9 cm^2; hexagon 147 sqrt(3)/2 = 127.3 cm^2
Find the area of the shaded region (circle minus the hexagon).
49pi - 147 sqrt(3)/2 = 26.6 cm^2
UNVERIFIED: figure not in text; assumes the shaded region is the circle minus the hexagon, as in the solutions.
Mukasa received Ushs 1,000,000 from his sister in Uganda. How much is this in Tanzanian shillings if one Ugandan shilling equals 0.65 Tanzanian shilling?
650,000 Tshs
The energy E stored in an elastic band varies as the square of the extension x. When the extension is 4 cm the energy is 240 joules. What is the energy when the extension is 6 cm?
540 joules
Same elastic band as 6(b)(i): what is the extension when the stored energy is 60 joules?
2 cm
Three relatives shared Tshs 140,000 so that the first got twice as much as the second and the second got twice as much as the third. How much did the first relative get?
80,000 Tshs
Kitwana paid Tshs 900,000 for a desktop computer and sold it the following year for Tshs 720,000. Find the loss made.
180,000 Tshs
Kitwana paid Tshs 900,000 for a desktop computer and sold it for Tshs 720,000. Find the percentage loss.
20%
For an arithmetic progression with first term A1 and common difference d, write the second, third, fourth and fifth terms.
A1 + d, A1 + 2d, A1 + 3d, A1 + 4d
Using part (i), establish the formula for the sum of the first five terms of the arithmetic progression.
S5 = 5/2 (2A1 + 4d)
A geometric progression has first term 3 and second term 9. Find the third, fourth and fifth terms.
27, 81, 243
Verify that the sum of the first 5 terms is given by S_n = G1 (r^n - 1)/(r - 1), using part (i).
Verified: S5 = 363
Find the distance PR in the following figure if the lines PR and RQ are perpendicular.
NOT IN ANSWER SHEET: figure missing from text
NOT IN ANSWER SHEET: solutions say it cannot be solved without the figure; points drafted. CHECK against the paper figure. UNVERIFIED.
A flagpole is 5 metres high. Find, to the nearest cm, the length of its shadow when the elevation of the sun is 60 degrees.
289 cm
Use factorization to solve x^2 - 9x + 14 = 0.
x = 7 or x = 2
Find the values of x that satisfy 1350/x - 1350/(x + 3) = 5.
x = 27 or x = -30
A farmer needs to buy up to 25 cows: brown cows at 50,000/= and black cows at 80,000/= each, spending not more than 1,580,000/=. He must have at least 9 of each type. Profit is 5,000/= per brown cow and 6,000/= per black cow. How many of each type should he buy to maximize profit?
14 brown and 11 black cows (profit 136,000/=)
CORRECTED: solutions key 16 brown and 9 black (134,000/=). (14,11) is feasible and gives 136,000/=; the solutions' vertex (9,16) violates 5x + 8y <= 158.
The scores of 45 pupils in a Civics test are given. Construct a frequency distribution table using equal class intervals 21-40, 41-60, and so on.
21-40: 11; 41-60: 10; 61-80: 22; 81-100: 2 (total 45)
CORRECTED: solutions table 9, 10, 21, 2 sums to 42, not 45; it misses two scores (40 and a 35) in 21-40 and one in 61-80.
Calculate the mean score of the 45 pupils.
57.2 (grouped); raw mean 56.3
CORRECTED: solutions key 54.2 came from wrong frequencies (9, 10, 21, 2). Grouped method kept as in the solutions.
Draw the cumulative frequency curve and use it to estimate the median.
Median about 61.9 (raw median = 61)
CORRECTED: solutions key 63.3 came from wrong frequencies and a lower limit of 61 instead of boundary 60.5.
In the cuboid AB = 5 cm, BC = 12 cm and BG = 10 cm, calculate the length of AH correct to one decimal place.
16.4 cm
UNVERIFIED: figure not in text; assumes AB, BC and BG are mutually perpendicular and AH is the space diagonal (solutions' assumption).
In the same cuboid, calculate the angle CAH.
No valid angle from the lengths as given
13(a)(ii): bank ans says no valid angle (uses CA = 10 and CH = 5); with CA = 13 and CH = 10 on the 13(a)(i) assumption, cos CAH = 0.7926 and the angle is 37.6 degrees.
UNVERIFIED: solutions give no angle; cos > 1 means CA = 10, AH = 16.4, CH = 5 cannot form triangle CAH. CHECK figure labels.
A, B, C and D lie on a circle with centre O and BD a diameter; PAT is the tangent at A. If angle ABD = 59 degrees and angle CDB = 35 degrees, find angle ACD.
59 degrees
CORRECTED: solutions key 55 degrees (angle CBD) subtends arc CD, not AD. UNVERIFIED: figure not in text; assumes order A, B, C, D around the circle.
In the same figure, find angle ADB.
31 degrees
UNVERIFIED: figure not in text.
In the same figure, find angle DAT.
59 degrees
CORRECTED: solutions key 90 degrees is not supported; BD (not AD) is the diameter. CONTESTABLE: 121 degrees if T lies on the B side of AD. UNVERIFIED: figure not in text.
In the same figure, find angle CAO.
24 degrees
CORRECTED: solutions said it cannot be determined; the given data determine it. UNVERIFIED: figure not in text.
Mwanne commenced business on 1 April 2015 with cash capital of 200,000/=. Transactions in April are listed (goods, shelves, wages, rent, salary, sales). Prepare the cash account.
Debit total 1,500,000; credit total 980,000; balance c/d 520,000
Using the same transactions as 14(a), prepare a trial balance.
Totals 1,500,000 on each side
Find the point P(x, y) if the matrix (2 3; 4 -1) times the column (x, y) equals (-23, -11).
P(-4, -5)
A translation T maps P(x, y) from part (a) to (3, 2). Find where T takes the point (7, 4).
(14, 11)
Find the image of the point from part (b) under a rotation of 90 degrees anticlockwise followed by a rotation of 180 degrees anticlockwise.
(11, -14)
A bag has 6 white and 3 blue shirts. Three shirts are picked one after another with replacement. Find the probability that all three are blue.
1/27
Same bag as 16(a)(i). Find the probability that two shirts are white and one is blue.
4/9
Same bag as 16(a)(i). Find the probability that one shirt is white and two are blue.
2/9
The function f is defined by f(x) = -2 if x < -1; f(x) = 0 if x = -1; f(x) = x + 2 if x >= -1. Sketch the graph of f.
Horizontal line y = -2 for x < -1 (open at (-1, -2)); isolated point (-1, 0); line y = x + 2 for x > -1 (open at (-1, 1))
UNVERIFIED: graph not in text; points drafted from the printed definition. CONTESTABLE: as printed, the x >= -1 rule overlaps x = -1 (value 0 versus 1); the key reads it as x > -1.
Use the graph of f to determine the domain and range of f.
Domain: all real numbers; range: {-2, 0} union (1, infinity)
CORRECTED: solutions key range [1, infinity) includes 1, which is not attained for x > -1. CONTESTABLE: depends on the x = -1 overlap noted in 16(b)(i).
Round off 9.67 to ones.
10
Round off 0.205 to one decimal place.
0.2
Round off 0.0197 to two decimal places.
0.02
Hence, estimate the value of (9.67 x 0.205) / 0.0197 using the rounded values.
100
CORRECTED: solutions used 2.67 for 9.67 (key 30). The paper reads 9.67 x 0.205 / 0.0197; with 9.67 the estimate is 100.
Simplify (3 + sqrt(2))(4 - 2 sqrt(2)).
8 - 2 sqrt(2)
Simplify sqrt(40) x sqrt(45).
30 sqrt(2)
Express 0.3636... (recurring) in the form a/b where a and b are integers and b is not 0.
4/11
Simplify 27^(1/4) x 3^(1/4) x (sqrt(3))^(-2).
1
CORRECTED: solutions treated the exponent as +2 (giving 9). The paper prints -2; with +2 the answer would be 9.
Simplify log3 10 + log3 8.1.
4
If n log5 125 = log2 64, find the value of n.
n = 2
Factorize 16y^2 + xy - 15x^2.
(16y - 15x)(y + x)
CORRECTED: solutions gave (2y + x)(8y - 15x), which expands to 16y^2 - 22xy - 15x^2, not the given expression.
Factorize 4 - (3x - 1)^2.
(3 - 3x)(1 + 3x)
At a graduation ceremony 45 people drank Pepsi-Cola, 80 drank Coca-Cola and 35 drank both. Using a Venn diagram, how many people were at the ceremony if each person drank Pepsi-Cola or Coca-Cola?
90 people
Given a = 4i + 6j, b = 4i + 10j and c = 2i + 4j, determine the magnitude of their resultant.
10 sqrt(5), approximately 22.4
Camilla walks 5 km northeast, then 3 km due east, then 2 km due south. Represent these displacements and the resultant graphically using 1 unit = 1 km.
Resultant (5/sqrt(2) + 3, 5/sqrt(2) - 2), approximately (6.5, 1.5) km
UNVERIFIED: diagram not in text; points drafted from the solutions.
Show that triangle ABC is right-angled, where A = (-2, -1), B = (2, 1) and C = (1, 3).
Right angle at B
In the figure, AB = 10 cm, AX = 6 cm, CX = 8 cm and AB is parallel to DC. Show whether triangles AXB and CXD are similar.
Similar (AA)
UNVERIFIED: figure not in text.
In the same figure, find the length of CD.
40/3 cm, approximately 13.3 cm
In the same figure, find the ratio of the areas of triangles AXB and CXD.
9 : 16
Using a ruler and compass, construct an angle of 90 degrees.
Perpendicular constructed at a point on a line (angle of 90 degrees)
UNVERIFIED: construction diagram not in text; steps taken from the solutions.
A bottling machine fills 1,500 bottles in 45 minutes. How many bottles will it fill in 4 1/2 hours?
9000 bottles
X varies directly as Y and inversely as W. Find the values of a and b in the table (X: 8, 6, b; Y: 4, a, 2; W: 2, 3, 4).
a = 9/2, b = 2
A computer has a list price of sh. 2,500,000 plus VAT of 20%. Find the list price including VAT.
3,000,000 shillings
The sales manager offers a 25% discount before VAT is added. Find the amount of the discount before VAT.
625,000 shillings
Find the reduced final price of the computer (discount applied before VAT).
2,250,000 shillings
The sum of n terms of a geometric progression with first term 1 and common ratio 1/2 is 31/16. Find the number of terms.
n = 5
How many integers are there between 14 and 1,000 which are divisible by 17?
58 integers
In the figure AE = 20 m, EB = 20 sqrt(2) m and angle DAE = 45 degrees. Find DE, AD and AB.
AB = 20 sqrt(3) m; DE and AD cannot be determined from the text
NOT IN ANSWER SHEET for DE and AD (figure missing from text). CONTESTABLE: AB assumes a right angle at E, which the solutions assume without the figure.
Find the area of triangle ABE, leaving the answer in surd form.
200 sqrt(2) m^2
CONTESTABLE: uses AE and EB as perpendicular sides (right angle at E, assumed in 9(a)).
Solve 4x^2 - 32x + 12 = 0 by the quadratic formula.
x = 4 +/- sqrt(13), approximately 7.61 or 0.39
Anna is 6 years younger than her brother Jerry. If the product of their ages is 135, find their ages.
Anna = 9, Jerry = 15
Zelda buys oranges at sh. 150 and mangoes at sh. 200 each. She must buy at least two of each, at most 10 fruits in total. Profit is sh. 40 per orange and sh. 60 per mango. How many of each fruit maximize profit?
2 oranges and 8 mangoes (profit sh. 560)
The heights of 50 plants are given. Copy and complete the tally table using classes 21-30, 31-40, ..., 91-100.
5, 2, 11, 6, 6, 10, 6, 4 (total 50)
CORRECTED: solutions gave 81-90 = 5 and 91-100 = 5; the data give 6 and 4.
Draw a histogram for the height of the plants, using the frequency table from 12(a).
Histogram with eight adjoining bars: 5, 2, 11, 6, 6, 10, 6, 4
UNVERIFIED: diagram not in text; points drafted from the solutions.
Find the mean height of the plants (do not use the assumed mean method).
61.5 cm (grouped); raw mean 62.1 cm
CORRECTED: solutions key 61.7 used the wrong frequencies for 81-90 and 91-100.
Find the median of the heights of the plants.
62.2 cm (grouped); raw median 62.5 cm
CORRECTED: solutions key 61.7 used lower limit 61 instead of boundary 60.5 and wrong cumulative frequencies.
In the figure BC is a diameter, O the centre, and side CD of cyclic quadrilateral ABCD is produced to E. With reasons, name the right angles in this figure.
Angles BAC and BDC are right angles (angles in a semicircle, since BC is a diameter)
UNVERIFIED: figure not in text.
In the cyclic quadrilateral with CD produced to E, show that angle ADE = angle ABC.
Angle ADE = angle ABC (exterior angle of a cyclic quadrilateral equals the interior opposite angle)
CORRECTED: the paper reads angle ADE; the solutions wrote angle DAE. UNVERIFIED: figure not in text.
If angle ADE = 60 degrees and angle CAD = 25 degrees, find angle ABD.
35 degrees
CORRECTED: solutions key 95 degrees used the wrong triangle (it treated CAD as BAD) and is not consistent with the cyclic quadrilateral. UNVERIFIED: figure not in text.
Given CB = 10 cm, find the lengths AB and BD.
AB = 5 cm; BD = 10 cos 25 degrees, approximately 9.06 cm
CORRECTED: solutions only said 'use Pythagoras' and gave no lengths. CONTESTABLE: depends on the figure. UNVERIFIED: figure not in text.
What is a trial balance and what is its main purpose?
A list of ledger balances used to check that total debits equal total credits (arithmetic accuracy)
Semolina Women Group started business on 1 January 2015 with cash capital of 2,000,000/= and had the transactions listed in the paper. Prepare the cash account and balance it.
Debit total 3,620,000; credit total 2,440,000; balance c/d 1,180,000
CHECK: the paper lists the last sale as 15 after 26 January; the solutions take it as 15 January.
Using the transactions in 14(b)(i), prepare the trial balance.
Totals 3,620,000 on each side
Find the inverse and the identity matrix of A = [[6, 4], [-2, 5]].
A inverse = (1/38) [[5, -4], [2, 6]]; identity I = [[1, 0], [0, 1]]
Triangle OAB has vertices O(0,0), A(2,1) and B(-1,3). The triangle is enlarged by E = [[2, 0], [0, 2]] and then translated by T = (-3, -5). Find the vertices of the image.
(-3, -5), (1, -3), (-5, 1)
UNVERIFIED: matrix entries are blank in the paper text; the solutions' values (factor 2, translation (-3, -5)) are used.
Draw on the same axes triangle OAB and its images after (i) the enlargement and (ii) the translation.
O, A, B = (0,0), (2,1), (-1,3); enlarged (0,0), (4,2), (-2,6); translated (-3,-5), (1,-3), (-5,1)
UNVERIFIED: diagram not in text.
A function f on the integers is defined by f(x) = 1 + x for 1 <= x <= 2; 2x - 1 for 2 <= x <= 4; 3x - 10 for 4 <= x <= 6. Draw a pictorial (arrow) diagram for f.
Arrows: 1 to 2, 2 to 3, 3 to 5, 4 to 7, 5 to 5, 6 to 8
CONTESTABLE: the printed pieces overlap at x = 4 (7 versus 2); the key uses 7. UNVERIFIED: diagram not in text.
Using the function in 16(a)(i), find the domain and range of f.
Domain {1, 2, 3, 4, 5, 6}; range {2, 3, 5, 7, 8}
Given f(x) = (5x + 7)/(x + 2), find f^-1(4).
1
In a yard there are 500 vehicles: 160 cars, 130 vans and the rest lorries. Each vehicle is equally likely to leave first. Find the probability that a van leaves first.
13/50
Same yard as 16(c)(i). Find the probability that a lorry leaves first.
21/50
Same yard as 16(c)(i). Find the probability that a car leaves second if either a lorry or a van left first.
160/499
From the set {1, 3, 4, 5, 6, 8, 10, 15, 17, 21, 27}, write down the prime numbers.
{3, 5, 17}
From the set {1, 3, 4, 5, 6, 8, 10, 15, 17, 21, 27}, write down the multiples of 3.
{3, 6, 15, 21, 27}
From the set {1, 3, 4, 5, 6, 8, 10, 15, 17, 21, 27}, write down the factors of 60.
{1, 3, 4, 5, 6, 10, 15}
Four wooden rods of lengths 70 cm, 119 cm, 84 cm and 105 cm are cut into pieces of the same length with no wood left over. Find the greatest possible length of the pieces.
7 cm
Solve for x: 9^(x-3) x 81^(1-x) = 27^(-x).
x = 2
CORRECTED: solutions gave x = -2 from -2x - 2 = -3x (an algebra slip). Check: LHS = 1/729 and RHS = 27^(-2) = 1/729 at x = 2.
Show that (log 16 + log 81) / (log 27 + log 8) = 4/3.
Numerator = 4(log 2 + log 3); denominator = 3(log 3 + log 2); ratio = 4/3
By substituting a = 1/x and b = 1/y in the system -1/x + 6/(2y) = -1 and 3/x - 2/y = 5, find the solution set (x, y).
(x, y) = (7/13, 7/2)
UNVERIFIED: printed equations are garbled in the paper text; the reading is taken from the solutions.
Let U = {1, ..., 10}, A = odd numbers and B = prime numbers. Represent this information in a Venn diagram.
A only {1, 9}; A and B {3, 5, 7}; B only {2}; outside both {4, 6, 8, 10}
UNVERIFIED: diagram not in text; regions drafted from the sets in the solutions.
Using the sets in 3(b)(i), find A intersection B' and (A union B)'.
A intersection B' = {1, 9}; (A union B)' = {4, 6, 8, 10}
Given vectors a = 6i + 12j and b = 17i + 18j, find the vector c = 2a - b and its magnitude correct to 3 significant figures.
c = -5i + 6j; |c| = sqrt(61) = 7.81
Represent the vector c = -5i + 6j from 4(a)(i) on the x-y plane.
Arrow from the origin (0, 0) to the point (-5, 6)
UNVERIFIED: diagram not in text.
Find the equation of the line through the midpoint of A(-3, 2) and B(1, -4) which is perpendicular to AB.
y = (2/3)x - 1/3
In triangle ABC, X, Y and Z are the midpoints of AB, AC and BC. ZX = ZY and angles ZXB = ZYC = 90 degrees. Represent this information diagrammatically.
Triangle ABC with midpoints X, Y, Z; ZX perpendicular to AB at X; ZY perpendicular to AC at Y; ZX = ZY
UNVERIFIED: diagram not in text.
Show that angle ABZ = angle ACZ.
Angle ABZ = angle ACZ (triangles ABZ and ACZ congruent after showing AB = AC)
CORRECTED: the solutions apply RHS to triangles ABZ and ACZ, which have no right angles at X or Y. The proof used here applies RHS to ZXA and ZYA, then SSS.
The areas of two similar polygons are 27 and 48 square metres. If one side of the smaller polygon is 4.5 cm, find the corresponding side of the larger polygon.
6 cm
CHECK: paper gives areas in square metres and the side in cm; answer given as printed.
The number of tablets is directly proportional to a patient's weight. A 36 kg patient is given 9 tablets. How many tablets for a 48 kg patient?
12 tablets
Four people can eat 2 bags of rice (10 kg each) in 12 days. How many people can eat 6 bags of the same rice in 18 days?
8 people
Mariam, Selina and Moses contributed 800,000, 1,200,000 and 850,000 shillings. Find the ratio of their contributions in simplest form.
16 : 24 : 17
If the business made a profit of 1,900,000 shillings shared in the same ratio, how much does each person get?
Mariam 533,333; Selina 800,000; Moses 566,667 shillings
A dealer bought 10 books for 200,000 shillings. He sold 2/5 of them at 30,000 each and the rest at 25,000 each. Find his percentage profit.
35%
CHECK: paper text reads 'sold 25 of them' (with only 10 books), so the solutions' reading of 2/5 is used.
The 8th term of an arithmetic progression is 9 more than the 5th term and the 10th term is 10 times the 2nd term. Find the common difference and the first term.
d = 3; a = -1/3
The sum of the first two terms of a geometric progression is 18 and the sum of the second and third terms is 54. Find the first term and the common ratio.
a = 9/2 (4.5); r = 3
A river with parallel banks is 20 m wide. P and Q are points on opposite sides, as in the figure. Find the distance PQ.
20 m
UNVERIFIED: figure not in text; solutions assume PQ is perpendicular to the banks. CONTESTABLE.
In triangle LMN, LM = 5 m, LN = 6 m and angle MLN = 66 degrees. Find MN.
6.05 m
One root of x^2 + bx + 24 = 0 is 1 1/2. Find the value of b.
b = -35/2
Two numbers differ by 3. If the sum of their reciprocals is 7/10, find the numbers.
2 and 5, or -15/7 and 6/7
CORRECTED: solutions gave -30/7 and -9/7; (-1 - 29)/14 = -15/7, so the second pair is -15/7 and 6/7 (check: -7/15 + 7/6 = 7/10). UNVERIFIED: paper prints the reciprocal sum with the numerator missing; 7/10 taken from solutions.
A shopkeeper buys refrigerators (1.8 m^2, 300,000 shillings each) and washing machines (1.5 m^2, 500,000 shillings each) with 6,000,000 shillings and 27 m^2 of space. Write down all the inequalities.
1.8x + 1.5y <= 27; 300,000x + 500,000y <= 6,000,000; x >= 0; y >= 0
Profit is 30,000 shillings per refrigerator and 40,000 per washing machine. How many of each should be sold for maximum profit?
10 refrigerators and 6 washing machines (profit 540,000 shillings)
The scores of 35 students are given. Prepare a frequency distribution table with class intervals 0-9, 10-19, 20-29, and so on.
0-9: 3; 10-19: 4; 20-29: 6; 30-39: 8; 40-49: 3; 50-59: 5; 60-69: 3; 70-79: 2; 80-89: 1 (total 35)
Which class interval has more students?
30-39 (8 students)
Represent the information in a histogram and a frequency polygon, then find the mode.
Modal class 30-39; mode about 34.5
UNVERIFIED: diagrams not in text. CONTESTABLE: raw scores 19, 27 and 33 each occur twice, so the raw mode is not unique; the modal class is used.
Calculate the median mark.
35.1 (grouped); raw median 34
CORRECTED: solutions gave 35.6, which uses the lower limit 30 instead of the boundary 29.5. Raw median is 34.
In the figure BD is a tangent to the circle with centre O. Given angle OEC = 28 degrees, find the values of the angles X, Y and Z.
NOT IN ANSWER SHEET: figure missing from text; cannot be solved without the diagram
NOT IN ANSWER SHEET: figure not in text; solutions say cannot solve without the diagram. Points drafted. CHECK against the paper figure. UNVERIFIED.
Calculate the distance from Chagwe (5 degrees S, 39 degrees E) to Minga (12 degrees S, 39 degrees E) in km. Use pi = 3.14 and R = 6370 km; give one decimal place.
777.8 km
CORRECTED: solutions gave 778.2 km from a rounded angle (0.1222). Exact with pi = 3.14 is 777.8 km.
A bus leaves Chagwe at 8:00 am on Monday and travels at 40 km/h. At what time does it reach Minga?
3:27 am on Tuesday
Depends on the distance in 13(b).
Opening stock 34,430; closing stock 26,720; net purchases 212,290 (2012). Find the cost of goods sold.
220,000
Gross profit is 50% of the cost of goods sold. Find the gross profit.
110,000
Mrs. Lemisha started business on 1 June 2013 with cash capital 100,000 and had the transactions listed (furniture, goods, sales, expenses, wages, drawings). Prepare the cash account.
Debit total 245,000; credit total 220,000; balance c/d 25,000
Prepare the balance sheet as at 30 June 2013.
Total assets 65,000 (furniture 40,000 + cash 25,000, no stock); capital 65,000
CORRECTED: solutions show assets 70,000 (stock 5,000) against capital 135,000, which do not balance and add sales as profit. CONTESTABLE: assumes all 70,000 of goods were sold.
Explain the importance of the balance sheet prepared in 14(b)(ii).
It gives a snapshot of the business's financial position at a date
Given A = [[3, 5], [4, -2]], find A^2 + 2A.
[[35, 15], [12, 20]]
CORRECTED: solutions had (2,2) entry -18; A^2 entry = 4(5) + (-2)(-2) = 24, so the (2,2) entry is 20.
With B = [[3, -1], [-3, 2]], find t and y such that B^2 = tB + yI.
t = 5, y = -3
CORRECTED: solutions had B^2 (2,2) entry 8 and flagged a check error. With 7 the values t = 5, y = -3 satisfy all four equations.
Matrix C = [[k, -4], [3, -2]] has determinant 5. Find k.
k = 7/2
A linear transformation Q maps (x, y) to (x', y') where x' = 5x - 3y and y' = -2x + 4y. Determine the matrix Q.
Q = [[5, -3], [-2, 4]]
Find Q(3, 3).
(6, 6)
Find the image of the point from 15(b)(ii) under Q.
(12, 12)
A function f is defined by f(x) = 1 if x <= 0; x^2 + 1 if 0 < x <= 2; 5 if x >= 2. Sketch the graph of f.
y = 1 for x <= 0 (closed at (0, 1)); y = x^2 + 1 for 0 < x <= 2 (open at (0, 1), closed at (2, 5)); y = 5 for x >= 2 (closed at (2, 5))
UNVERIFIED: graph not in text; description taken from the solutions.
Use the graph of f to determine the domain and range of f.
Domain: all real numbers; range: [1, 5]
Two numbers are chosen at random from 1, 2 and 3 without repetition. What is the probability that their sum is odd?
2/3
If P(A) = 1/4, P(B) = 1/2 and P(A intersection B) = 1/8, find P((A union B)').
3/8
If p = 6.4 x 10^4 and q = 3.2 x 10^5, find p x q in standard form.
2.048 x 10^10
If p = 6.4 x 10^4 and q = 3.2 x 10^5, find p + q in standard form.
3.84 x 10^5
Evaluate the square root of (0.684^3 x 43.7 / 3.26) using mathematical tables, to 3 significant figures.
2.07
Solve for x: 4^(-2x) x 8^2 = 4 x 16^x.
x = 1/2
Find the value of log 900 given that log 3 = 0.4771.
2.9542
Find the solution set of the inequality 3x - 1 >= 2 - 2x and indicate it on a number line.
x >= 3/5 (0.6); closed circle at 0.6 with arrow to the right
CORRECTED: solutions solve x/3 - 1 >= 2 - x/2 (key x >= 3.6), which is not the inequality printed in the paper. Key follows the printed inequality. UNVERIFIED: number line not in text. CHECK.
The Venn diagram shows universal set U and subsets A and B. Write down A'.
A' = {4, 5, 6}
UNVERIFIED: Venn diagram not in text; U, A and B are the sets assumed in the solutions.
Using the same Venn diagram, write down B'.
B' = {1, 5, 6}
UNVERIFIED: Venn diagram not in text; sets as assumed in the solutions.
Using the same Venn diagram, write down A union B.
{1, 2, 3, 4}
UNVERIFIED: Venn diagram not in text; sets as assumed in the solutions.
Using the same Venn diagram, write down A' union B'.
{1, 4, 5, 6}
UNVERIFIED: Venn diagram not in text; sets as assumed in the solutions.
Verify that n(A union B) = n(A) + n(B) - n(A intersection B) for the sets in 3(b).
4 = 3 + 3 - 2, so the relation is verified
UNVERIFIED: depends on the sets assumed in 3(b).
Given a = 3i + 2j, b = 8i - 3j and c = 2i + 4j, find d = 3a - b + (1/2)c.
d = 2i + 11j
Find a unit vector in the direction of d = 2i + 11j.
(2/(5 sqrt 5)) i + (11/(5 sqrt 5)) j
Find the equation of the line through (6, -2) perpendicular to the line that crosses the x-axis at 3 and the y-axis at -4.
y = (-3/4)x + 5/2
Two similar triangles have corresponding bases 10 cm and 18 cm. The smaller triangle has area 40 cm^2. Find the area and the height of the larger triangle.
Area 129.6 cm^2; height 14.4 cm
In the figure CB = BD = DA and angle ACD = x. Show that angle ADE = 3x.
NOT IN ANSWER SHEET: result stated without proof in the solutions; points drafted
NOT IN ANSWER SHEET: figure not in text and the solutions give no proof. CHECK against the paper figure. UNVERIFIED.
In the same figure, calculate the measure of angle CDA if x = 39 degrees.
180 - 3x = 63 degrees (solutions key 78 degrees rests on an unstated assumption)
CONTESTABLE: solutions key 78 degrees (= 2x) is assumed without justification. 63 degrees follows if E lies on the extension of CD beyond D. UNVERIFIED: figure not in text.
v varies directly as the square of x and inversely as y. Given v = 18 when x = 3 and y = 4, find v when x = 5 and y = 2.
v = 100
The inside temperature of a house T_i is directly proportional to the outside temperature T_o and inversely proportional to the wall thickness t. T_i = 32 C when T_o = 24 C and t = 9 cm. Find t when T_i = 36 C and T_o = 18 C.
t = 6 cm
A shopkeeper makes a 20% profit by selling a radio for sh. 480,000. Find the ratio of the buying price to the selling price.
5 : 6
If the radio is sold for 360,000, what is the percentage loss?
10%
A farmer sold a quarter of his maize harvest and gave one third of the remainder to relatives. He kept 25 bags. How many bags did he harvest?
50 bags
How many terms of the series 3 + 6 + 9 + 12 + ... are needed for the sum to be 630?
20 terms
Jennifer saves sh. 6 million at 10% interest compounded annually. Find the amount after 5 years.
9,663,060 shillings
Find the value of sin(150 degrees) cos(315 degrees) / tan(300 degrees) without tables.
-sqrt(6)/12
Calculate the angles of a triangle with sides 4 m, 5 m and 7 m.
34.0 degrees, 44.4 degrees, 101.5 degrees
CORRECTED: solutions gave A = 34.1 degrees; cos A = 29/35 gives A = 34.05, which rounds to 34.0.
Factorize completely 2x^2 + x - 10 by splitting the middle term.
(2x + 5)(x - 2)
Solve the equation sqrt(x^2 - 7) = 7 + x.
x = -4
A small industry makes type A (3 hours and 6 m of material each, profit 4,000/=) and type B (6 hours and 7 m each, profit 6,000/=). Workers have 60 hours and there are 90 m of material. How many of each type give maximum profit?
8 type A and 6 type B (profit 68,000/=)
The marks of 32 students are given. Prepare a frequency distribution table with class intervals 24-29, 30-35, and so on.
24-29: 2; 30-35: 4; 36-41: 7; 42-47: 4; 48-53: 6; 54-59: 5; 60-65: 3; 66-71: 1 (total 32)
CORRECTED: solutions gave 6 for 36-41 (only three 37s counted; there are four) and a total of 31.
Draw the histogram for the marks.
Histogram with bar heights 2, 4, 7, 4, 6, 5, 3, 1 and no gaps
UNVERIFIED: diagram not in text. CORRECTED: height for 36-41 is 7 (solutions had 6).
Draw the cumulative frequency curve and use it to estimate the median.
Median about 46.0 (grouped); raw median 45.5
CORRECTED: solutions gave 47.5 from the wrong cumulative frequency for 36-41. UNVERIFIED: curve not in text.
Find the mean mark.
46.0 (grouped); raw mean 45.8
CORRECTED: solutions gave 44.8 from the wrong frequency for 36-41.
Find the values of the angles a and b in the figure.
NOT IN ANSWER SHEET: figure not in text; solutions do not answer this part
NOT IN ANSWER SHEET: figure not in text and solutions do not answer. Points drafted. CHECK against the paper figure. UNVERIFIED.
A rectangular box has base ABCD with AB = 9 cm and BC = 12 cm, and top WXYZ with WA = 3 cm. Calculate AC.
15 cm
UNVERIFIED: figure not in text; labels taken from the paper text and solutions.
Using the same box, find the angle between WC and AC.
11.3 degrees
UNVERIFIED: figure not in text.
Places P and Q are both on latitude 26 degrees N and differ in longitude by 40 degrees. Find the distance between them along the parallel.
About 3998 km
CORRECTED: solutions gave 4002 km (arithmetic slip). CONTESTABLE: R = 6371 km used as in solutions; the paper does not state R.
The trial balance of Chericho Ramaji at 31 December 2006 is given. Prepare the Trading, Profit and Loss account for the year ended 31 December 2006.
Gross profit 59,000; net loss 173,000 (closing stock taken as nil)
CONTESTABLE: closing stock is not in the trial balance text; solutions assume nil. CHECK the paper for closing stock, which would change the gross profit and net loss.
Given Q = [[-3, 1], [0, 2]] and P = [[a, b], [c, d]] with QP = [[-2, -2], [2, 2]], find the elements of P.
P = [[1, 1], [1, 1]]
Determine the matrix A from the equation [[5, 3], [4, 5]] - 2A = [[-2, 1], [3, 5]].
A = [[7/2, 1], [1/2, 0]]
Triangle A(0, 0), B(3, 0), C(3, 1) is translated by the vector (2, 3). Find the image.
(2, 3), (5, 3), (5, 4)
Triangle A(0, 0), B(3, 0), C(3, 1) is enlarged by the matrix [[2, 0], [0, 2]]. Find the image.
(0, 0), (6, 0), (6, 2)
Sketch the triangle and the images from 15(c)(i) and (ii) on the same axes, and comment on their sizes.
Translation keeps size and shape; enlargement doubles lengths and the area becomes 4 times larger
UNVERIFIED: sketch not in text.
The function f is defined by f(x) = x for x > 2; f(x) = 2 for -2 < x <= 2; f(x) = x + 4 for x <= -2. Sketch the graph of f.
Line y = x for x > 2 (open at (2, 2)); y = 2 for -2 < x <= 2 (closed at (2, 2), open at (-2, 2)); y = x + 4 for x <= -2 (closed at (-2, 2))
UNVERIFIED: graph not in text; description taken from the solutions.
Use the graph to determine the domain and range of f.
Domain: all real numbers; range: all real numbers
CORRECTED: solutions wrote the range as (-inf, 2] union (2, inf) and said y = 2 is excluded; that union is all real numbers.
Jeremia has a white and a blue shirt and black, green and yellow trousers. What is the probability he puts on a white shirt and black trousers?
1/6
A number is chosen at random from 1, 2, ..., 12. Find the probability that it is even.
1/2
A number is chosen at random from 1, 2, ..., 12. Find the probability that it is divisible by 3.
1/3
With E1 the set of even numbers and E2 the set of numbers divisible by 3 (from 16(c)), show whether E1 and E2 are mutually exclusive.
Not mutually exclusive: E1 intersection E2 = {6, 12}
Kisiki completes a round of a circular path in 24 minutes and Jembe in 36 minutes. Starting together from the same place, after how many minutes will they meet again at the starting point?
72 minutes
An empty bottle weighs 115 grams. If 45 tablets each weighing 3 grams are put in the bottle, what is the total weight?
250 grams
UNVERIFIED: paper text prints 'each weighing 35 gram'; solutions read 3 g. If 3.5 g each, the total is 272.5 g. CHECK.
Express (sqrt(3) + 5)^2 in the form a + b sqrt(3), where a and b are integers.
a = 28, b = 10, i.e. 28 + 10 sqrt(3)
CORRECTED: solutions expanded (3/5 + 5/3)^2 instead of the printed expression and gave 1156/225.
Express (sqrt(3) + 5)^2 / (7 sqrt(3) + 2) in the form p + q sqrt(3), where p and q are rational.
p = 14/13, q = 16/13
CORRECTED: solutions answered a different expression (p = 1156/225, q = 0). Check numerically: 3.2087 on both sides.
Solve for x if (8/11)^(-6x) x 81 = sqrt(9), as printed.
NOT IN ANSWER SHEET: printed base is garbled and the solutions answer a different equation. If the base is 81, x = 1/8
2(b): bank gives no value (its solutions answer a different equation); on the printed base 8/11 the working gives x ≈ −1.72, while the base-81 reading gives x = 1/8.
NOT IN ANSWER SHEET: solutions solve (81)^(1/4) x 81 = sqrt(9)^x and give x = 5, a different equation. UNVERIFIED: printed base is garbled.
The Venn diagram shows the number of elements in sets P and Q: P has 38 + 2x, the intersection has x, and Q has 13 + x. If n(P union Q) = 95, find x.
x = 22
UNVERIFIED: Venn diagram not in text; region labels taken from the solutions.
Using the Venn diagram in 3(a)(i), find n((P intersection Q)').
NOT IN ANSWER SHEET: needs the size of the universal set (not in text). n(P intersection Q) = 22
3(a)(ii): bank gives n(P ∩ Q) = 22 rather than n((P ∩ Q)'); the working gives n(U) − 22, and n(U) is not in the text.
NOT IN ANSWER SHEET: solutions give n(P intersection Q) = 22 rather than its complement. CHECK the paper figure for n(U). UNVERIFIED.
The age of Timothy is 1/3 the age of his father. If the sum of their ages is 54 years, find the father's age.
40.5 years
UNVERIFIED: paper glyph for the fraction is garbled; read as 1/3 as in the solutions.
Find the equation of the line through (6, 4) perpendicular to the line 12x + 6y = 9.
y = (1/2) x + 1
If a = 2i + 3j, b = 19i - 15j and c = 5i - 7j, find the value of x such that xa + yc = b.
x = 2 (and y = 3)
CORRECTED: solutions solved xa + yb = c with different vectors and gave x = -2/3.
XY = 2 cm, BC = 3 cm and the area of trapezium XYCB is 10 cm^2 (printed as cm^3). Calculate the area of triangle AXY.
8 cm^2
CORRECTED: solutions gave 5 cm^2 by treating XYCB as a parallelogram, which contradicts XY = 2 and BC = 3. UNVERIFIED: figure not in text; assumes XY parallel to BC.
Find the length of one side of a regular quadrilateral inscribed in a circle of radius 10 cm.
10 sqrt(2) cm
Juma sells one litre of milk at sh 600. How many litres must he sell to get sh 208,800?
348 litres
The compression l of a spring is directly proportional to the thrust T newtons. A thrust of 2 N gives a compression of 0.4 cm. Find the compression when the thrust is 5 N.
1 cm
Using the same spring, find the thrust when the compression is 0.7 cm.
3.5 newtons
Kieku shares 80 books with sisters Upendo and Okuli: for every 2 books Okuli gets, Upendo gets 3 and Kieku gets 5. How many books does each get?
Okuli 16, Upendo 24, Kieku 40
Nyaumwa invests money at 6% interest paid every 6 months. After 5 years his savings are sh 9,600,000. Find the initial amount.
About sh 7,143,302
CORRECTED: solutions rounded (1.03)^10 to 1.3439 and gave 7,143,400.
The 20th term of an arithmetic progression is 60 and the 16th term is 20. Find the sum of the first 40 terms.
2600
A shopkeeper invests sh 4,800,000 for 5 years and the amount becomes sh 7,730,450. Find the compound interest rate.
10%
Find the length marked y in the figure, to four significant figures.
3.106 cm (y taken as the side opposite the 30 degree angle)
UNVERIFIED: figure not in text; solutions take y as the side opposite the 30 degree angle. CONTESTABLE: if y is AC (opposite 45 degrees), y = 6 sin 45 / sin 105 = 4.392 cm.
A 4 m ladder rests against a vertical wall with its foot 2 m from the wall. How far up the wall does it reach? Give two decimal places.
3.46 m
Use the quadratic formula to solve x^2 + 4x - 12 = 0.
x = 2 or x = -6
A 12 m by 16 m garden is to have a pathway of equal width built all round, so that the total area becomes 285 m^2. Find the width of the pathway.
1.5 m
A farmer has 20 hectares for tomatoes and cabbages. Tomatoes cost sh 48,000 per hectare and cabbages sh 32,000; the budget is sh 768,000. Tomatoes need 1 man-day per hectare and cabbages 2 man-days; 36 man-days are available. Profit is sh 160,000 per hectare of tomatoes and sh 192,000 per hectare of cabbages. How many hectares of each should be planted for maximum profit?
4 hectares of tomatoes and 16 hectares of cabbages (profit sh 3,712,000)
CORRECTED: solutions used cost 480,000 and 120,000 per hectare and 48 and 2 man-days, which differ from the paper. Key re-solved from the printed data; the solutions key (0 and 6.4) is not valid for the paper.
The heights of plants after 5 weeks are grouped in the table 11-15, 16-20, 21-25, 26-30, 31-35, 36-40 with frequencies 4, 8, 20, 21, 12, 3. Calculate the mean and the mode.
Mean about 25.8 cm; modal class 26-30 (grouped mode about 26.0)
CORRECTED: solutions used frequency 13 for 31-35 (paper prints 12) and total 69, giving mean 25.9.
Draw a cumulative frequency curve for the data.
Cumulative frequencies 4, 12, 32, 53, 65, 68 at upper class boundaries 15.5, 20.5, 25.5, 30.5, 35.5, 40.5
UNVERIFIED: curve not in text.
Estimate the median from the graph.
About 26.0 cm
CORRECTED: solutions gave 25.6 from n = 69 and the wrong frequency for 31-35.
Prove that the angles in the same segment of a circle are equal.
Angles subtended by the same chord at points on the same arc are equal, each being half the central angle
UNVERIFIED: solutions give a sketch; the cases for the position of the centre are not treated in full.
In the figure O is the centre of the circle and AD bisects angle BAC. Find angle BCD.
NOT IN ANSWER SHEET: figure missing; solutions say it cannot be determined from the text
NOT IN ANSWER SHEET: figure not in text; solutions say it cannot be determined. CHECK against the paper figure. UNVERIFIED.
Kicheko and Mtakuja are on latitude 60 degrees S. The distance between them along the parallel is 1111 km. Find the difference in their longitudes to 2 significant figures.
20 degrees
CONTESTABLE: paper does not state R; solutions use 6400 km. The answer 20 degrees holds for R between 6370 and 6400 km.
Mr Kijembe starts business on 16 March 2011 with cash capital 2,066,000. Transactions: 17 Mar bought goods 1,000,000; 19 Mar bought shelves 1,100,000; 20 Mar sold goods 900,000; 21 Mar purchases 800,000; 22 Mar sold goods 1,400,000; 26 Mar paid rent 300,000. Record in a cash account, extract a trial balance and state two uses of it.
Cash balance c/d 1,166,000; trial balance totals 4,366,000 on each side
CORRECTED: solutions used different transactions (goods 1,116,000; sales 800,000 and 1,400,000) from the printed paper. UNVERIFIED: transactions as printed in the paper text.
Determine a matrix M which represents a reflection in the line y - x = 0.
M = [[0, 1], [1, 0]]
CORRECTED: solutions composed two reflections in other lines and gave [[-1, 0], [0, -1]]; the paper asks for one reflection in y - x = 0.
Find the image of the line x + 2y - 4 = 0 after a reflection in the line y - x = 0.
2x + y - 4 = 0
NOT IN ANSWER SHEET: solutions answer other parts of Q15 and not this image.
If the matrix A is as printed, find |A| and A^(-1).
|A| = -11; A^(-1) = (1/11) [[1, 2], [4, -3]] (for A = [[3, 2], [4, -1]])
UNVERIFIED: matrix in the paper text is missing. Solutions use [[3, 2], [-1, 4]] (|A| = 14, A^(-1) = (1/14)[[4, -2], [1, 3]]). CHECK the paper.
Use the inverse matrix from 15(b)(i) to solve 3x + 2y = 12 and 4x - y = 5.
x = 2, y = 3
CORRECTED: solutions solved -x + 4y = 5, a different system, giving x = 19/7, y = 3, which fails the printed equations.
A bag has 6 white and 3 yellow balls. One ball is taken at random and not replaced; then another is taken. Find the probability of one white and one yellow ball.
1/2
The function f is defined by f(x) = 4 for x <= 1; f(x) = 5 for 1 < x <= 2; f(x) = x for x > 2. Sketch the graph of f.
Horizontal y = 4 for x <= 1 (closed at (1, 4)); y = 5 for 1 < x <= 2 (open at (1, 5), closed at (2, 5)); y = x for x > 2 (open at (2, 2))
UNVERIFIED: graph not in text; description from the solutions.
State the domain and range of f.
Domain: all real numbers; range {4, 5} union (2, infinity)
Is f a one-to-one function? Give reasons.
No: many values of x give the same output
A shopkeeper sold 292 t-shirts at the price of sh. 6950. Estimate how much money she got.
sh. 2,100,000
Express 0.96 (6 recurring) in the form a/b, where a and b are integers and b ≠ 0.
29/30
CORRECTED: solutions key 1/(1000/9) worked 0.9%, a different item; key recomputed for 0.96 recurring. CHECK: recurring digit read from paper text.
If log y + 2 log (3x + 1) = 1, express y in terms of x.
y = 10/(3x + 1)²
CORRECTED: solutions worked log y² − 2 log(3x + 1) = 1 (key y = ±(3x + 1)√10); key recomputed for the printed equation, base 10 as in solutions.
Simplify √7 / (√7 + √5) by rationalizing the denominator.
(7 − √35)/2
UNVERIFIED: expression garbled in paper text; reading assumed. CORRECTED: solutions key √21/3 answered √(7/√3), a different expression.
If m * n = m + 4n, find x given that 3 * (x * 1) = 27.
x = 2
CORRECTED: solutions used m * n = m + n − 4n and 3 * (x + 1), key x = 9. Check: x = 2 gives 3 * 6 = 27.
48 men at a meeting: 24 are teachers, 36 are parents and 16 are both. Using a Venn diagram, find how many are neither teachers nor parents.
4
Find the direction cosines of the vector C = 9i + 12j, hence show that the sum of the squares of these direction cosines is one.
3/5 and 4/5 (cos with i and j); (3/5)² + (4/5)² = 1
CORRECTED: solutions treated C as an angle (90° + 12°); key recomputed for C = 9i + 12j as printed.
Find the equation of the line through the point (4, 6) and the midpoint of (2, 4) and (10, 4).
y = −x + 10
The lengths of two sides of a triangle are 16 cm and 20 cm. Find the area if the included angle is 30°.
80 cm²
In the figure below, calculate the length BD. (Figure not in text; the solutions list AC = 6 cm, BC = 18 cm, AD = 12 cm, AE = 20 cm.)
NOT IN ANSWER SHEET: BD is not given in the solutions
NOT IN ANSWER SHEET: solutions give working but no final value for BD. UNVERIFIED: figure not in text.
A bus travels 240 km using 16 litres of diesel. How many litres are needed to drive 90 km?
6 litres
CORRECTED: solutions key 60 litres answered 900 km; paper text reads 90 km, so key recomputed.
y² varies directly as x − 1 and inversely as x + d. When x = 2, d = 4 and y = 1, find x when y = 2 and d = 1.
x = 5
A radio is bought for sh 400,000 and sold for sh 500,000. Find (i) the profit made, (ii) the percentage profit.
(i) sh 100,000 (ii) 25%
Find the time in which sh 300,000 will earn an interest of sh 60,000 at 10% per annum (simple interest).
2 years
The first term of an arithmetic progression is 12 and the common difference is 10. Find the nth term.
10n + 2
Find the amount accumulated after 2 years when sh 500,000 is invested at 10% compound interest per annum.
sh 605,000
A ladder leans against a wall. It reaches 12 m up the wall and its foot is 9 m from the base of the wall. Find the length of the ladder.
15 m
A and B are complementary angles and sin A = 3/5. Find tan B (leave your answer as an improper fraction).
4/3
CORRECTED: solutions asked sin B with sin A = 1/3 (answer 2√2/3, not an improper fraction); paper text asks tan B. CHECK: 3/5 read from garbled '35'.
What must be added to x² + 8x to make the expression a perfect square?
16
Find two consecutive odd numbers whose product is 195.
13 and 15
Solve by the graphical method the simultaneous equations 4x + y = 6 and 5x + 2y = 9.
x = 1, y = 2
A farm is to be planted with sorghum and maize. Labour days per ha: sorghum 4, maize 2, maximum 20. Labour cost per ha: sorghum sh 1400, maize sh 1200, maximum sh 8400. Fertilizer cost per ha: sorghum sh 600, maize sh 800, maximum sh 4800. Profit per ha: sorghum sh 800,000, maize sh 600,000. How many hectares of each crop give maximum profit?
3.6 ha sorghum, 2.8 ha maize; profit sh 4,560,000
CORRECTED: solutions gave 6 ha sorghum and 0 maize, but (6, 0) breaks the labour-days limit (2x + y ≤ 10). Re-solved as a linear programme.
The frequency table shows the marks of 100 students in a Physics examination: 41–50: 10; 51–60: 22; 61–70: 34; 71–80: 25; 81–90: 7; 91–100: 2. Using an assumed mean of 75.5, calculate the mean.
65.8
Same frequency table as 12(a). Calculate the median correct to two decimal places.
65.79
CORRECTED: solutions used lower limit 60 (answer 65.29); continuous class boundary 60.5 gives 65.79.
Same frequency table as 12(a). Calculate the mode correct to two decimal places.
66.21
CORRECTED: solutions used lower limit 60 (answer 65.71); boundary 60.5 gives 66.21.
A rectangular prism has AB = 10 cm, BC = 8 cm and BF = 6 cm. Calculate the length of DF, leaving the answer in surd form. (Figure not in text.)
10√2 cm
UNVERIFIED: figure not in text and paper line cut off before BF; BF = 6 cm taken from solutions. Solutions call the diagonal DP.
O is the centre of the circle. ABCD is a cyclic quadrilateral with ∠ABC = 80° and ∠ADC = x. Find x. (Figure not in text.)
x = 100°
UNVERIFIED: figure not in text; cyclic reading taken from solutions.
Calculate the circumference, in km, of the small circle along the parallel of latitude 30°N. Take the radius of the earth R = 6370 km and π = 22/7. Leave the answer in surd form.
6370√3 π km (about 34 662 km)
13(c): bank gives about 34 662 km, which is 6370√3 × 3.14159; with the paper's π = 22/7 the value is about 34 675.7 km (surd form 6370√3 π km agrees).
CORRECTED: solutions used R = 6400 km (answer 6400π√3 km); paper constant is R = 6370 km.
Mr. Chapakazi commenced business on 1 June 2011 with cash capital of sh 5,500,000. June: 2 bought goods for cash 2,000,000; 3 bought furniture for cash 600,000; 7 sold goods for cash 2,000,000; 11 cash purchases 700,000; 13 paid rent 2,000,000; 16 cash sales 950,000; 20 paid transport 80,000; 22 sold goods for cash 250,000; 26 paid salaries 160,000. Record the transactions in the cash account, balance it and extract the trial balance.
Cash balance c/d sh 3,160,000; trial balance totals sh 8,700,000
CORRECTED: solutions used different figures (goods 2,200,000; sales 1,700,000). Paper text figures used and recomputed.
Given A = [[2, 6], [4, 8]], find A⁻¹.
[[−1, 3/4], [1/2, −1/4]]
UNVERIFIED: matrix not in paper text; taken from solutions. Check against the paper.
Use the result of 15(a) to find the point of intersection of 2x + 6y = 22 and 4x + 8y = 32.
(2, 3)
Find the image of the point in 15(b) under a rotation of 90° anticlockwise about the origin.
(−3, 2)
A die and a coin are tossed together. What is the probability of getting a tail and an even number?
1/4
Draw the graph of the inverse of R = {(x, y): y ≥ 0 and y ≤ x}. Find its domain and range.
Domain: x ≥ 0 (i.e. [0, ∞)); range: y ≥ 0 (i.e. [0, ∞))
UNVERIFIED: graph not in text; region description taken from solutions.
Without using a table of values, draw the graph of y = x² − 4x + 2 and use it to solve the equation x² − 4x = 5.
x = −1 or x = 5
UNVERIFIED: graph not in text. CORRECTED: solutions solved x² − 4x + 5 = 0 (no real roots); paper asks x² − 4x = 5, roots −1 and 5.
By using mathematical tables, evaluate the expression printed as the cube root of (0.0072 × 81.3²) over √23140, to three significant figures. (Paper text garbled.)
NOT IN ANSWER SHEET: printed expression unclear; solutions key 0.455 answers a different expression
NOT IN ANSWER SHEET: expression unreadable in paper text. UNVERIFIED: solutions answered (0.007225/0.8140)^(1/2) instead.
Rationalize (2 + √3)/(1 − √3).
−(5 + 3√3)/2
UNVERIFIED: fraction layout garbled in paper text; reading (2 + √3)/(1 − √3) assumed. CORRECTED: solutions key −√(1 + √3) answered 2/√(1 − √3).
Find the value of x for which 2^x × 16 = 81^x (paper text '2x ∙ 16 = 81x' is garbled; reading assumed). Solve the equation.
NOT IN ANSWER SHEET: printed equation unclear; solutions answer 2^x × 16 = ½ (different)
NOT IN ANSWER SHEET: equation garbled in paper text. CHECK: confirm the right-hand side before use.
Solve log_a(x² + 3) − log_a x = 2 log_a 2.
x = 1 or x = 3
Base printed as a in the paper; solutions use base 5. Same result.
Mr. Bean lived a quarter of his life as a child, a fifth as a teenager and a third as an adult. He then spent 13 years in old age. How old was he when he died?
60 years
A and B are subsets of U. Find n(A ∩ B) given n(A) = 39, n(A′ ∩ B′) = 4, n(B′) = 24 and n(U) = 65.
19
CORRECTED: solutions read n(A ∩ B′) = 4 and gave 35. Paper says n(A′ ∩ B′) = 4; key recomputed as 19. Check: n(A ∩ B′) = 20, n(A′ ∩ B) = 22, n(A′ ∩ B′) = 4.
Given a = (3, 4), b = (1, −4) and c = (5, 2), find d = a + 4b − 2c.
d = (−3, −16)
CORRECTED: solutions used d = a − 4b + 2c = (9, 24). Paper text reads a + 4b − 2c.
Given a = (3, 4), b = (1, −4) and c = (5, 2), with d = a + 4b − 2c, find the magnitude of d in the form m√n.
√265 (m = 1, n = 265)
CORRECTED: solutions magnitude 3√73 was for their wrong vector (9, 24).
Find the direction cosines of d and hence show that the sum of their squares is one.
cos θx = −3/√265; cos θy = −16/√265; sum of squares = 1
CORRECTED: solutions used d = (9, 24). Key recomputed for d = (−3, −16).
Polygons X and Y are similar. Their areas are 16 cm² and 49 cm² respectively and the corresponding side of X is 28 cm. Find the length of the corresponding side of Y.
49 cm
CORRECTED: solutions used areas 16 and 28 and asked for a side of 16/√7 cm. Paper text gives area 49 cm² for Y.
Show whether triangles PQR and ABC are similar. (Figure not in text.)
Similar: PQ/AB = QR/BC = 5/3 and ∠Q = ∠B = 40° (SAS)
UNVERIFIED: figure not in text; side lengths and angles taken from solutions.
Find the relationship between y and x in the triangles of 5(b)(i). (Figure not in text.)
y = 3x/5
UNVERIFIED: figure not in text. CHECK: which sides are x and y.
The power P used in an electric circuit is directly proportional to the square of the current I. When I = 8 A, P = 640 W. Write down the equation relating P and I.
P = 10I²
Using the same circuit (P = 640 W at 8 A), calculate the current when the circuit uses 360 W.
6 A
If x * y = ½(x + y), find (5 * −2) * (3 * −4).
1/2
By selling an article at sh 22,500 a shopkeeper makes a loss of 10%. At what price must it be sold to make a profit of 10%?
sh 27,500
An alloy has metals A, B and C in the proportion A : B = 3 : 5 and B : C = 7 : 6. Find A : C.
7 : 10
The 5th term of an arithmetic progression is 23 and the 12th term is 37. Find the first term and the common difference.
first term 15; common difference 2
Find the sum of the first four terms of a geometric progression with first term 1 and common ratio 1/4.
85/64
CORRECTED: solutions used ratio 1/2 (sum 15/8). Paper text reads ratio '14', taken as 1/4. CHECK: fraction read from garbled text.
Find the length AC from the figure (figure not in text): ∠ABC = 86°, ∠BAC = 26°, BC = 22.2 cm.
AC ≈ 50.5 cm
UNVERIFIED: figure not in text; angles and BC taken from solutions.
A ladder reaches the top of a wall 18 m high when its foot is 8 m from the wall. Find the length of the ladder.
2√97 m (about 19.7 m)
Solve for x if x − 4 = 1 + 4x.
x = −5/3
UNVERIFIED: paper text shows 'x−4 = 1 + 4x' and may have lost symbols. CORRECTED: solutions assumed a different equation (½x + ⅓x = 1, x = 6/5).
If the sum of two numbers is 3 and the sum of their squares is 29, find the numbers.
5 and −2 (or −2 and 5)
Anna and Mary are tailors who make x blouses and y skirts each week. Mary does all the sewing: a blouse takes 4 hours and a skirt 10 hours. Neither tailor works more than 60 hours a week. Show that for sewing 2x + 5y ≤ 30.
4x + 10y ≤ 60, divided by 2 gives 2x + 5y ≤ 30
Write down the inequality in x and y for cutting. Anna does all the cutting: a blouse takes 5 hours and a skirt 6 hours.
5x + 6y ≤ 60
If they make at least 8 blouses each week, write down the inequality in x.
x ≥ 8
Using 1 cm to represent 1 unit on each axis, show the information in parts (a), (b) and (c) graphically and shade only the required region.
Region with x ≥ 8, below 2x + 5y = 30 and below 5x + 6y = 60, in the first quadrant
UNVERIFIED: graph not in text. The required region is the one described in the points.
If the profit on a blouse is sh 3,000 and on a skirt sh 10,000, calculate the maximum weekly profit for Anna and Mary.
sh 52,000 at 8 blouses and 2.8 skirts (LP corner). Whole items: 9 blouses and 2 skirts give sh 47,000
CONTESTABLE: LP maximum is at a non-whole point (8, 2.8). Whole-number maximum is 47,000 at (9, 2). CORRECTED: solutions gave 57,333.33 at (8, 10/3), which breaks the sewing limit.
In a survey of the number of children in 12 houses the data are 1, 2, 3, 4, 2, 2, 1, 3, 4, 3, 5, 3. Show the data in a frequency distribution table.
Children 1: 2; 2: 3; 3: 4; 4: 2; 5: 1 (total 12)
Draw a histogram and a frequency polygon to represent the data in 12(a).
Histogram: bars 1 to 5 with heights 2, 3, 4, 2, 1; polygon joins (1, 2), (2, 3), (3, 4), (4, 2), (5, 1)
UNVERIFIED: diagram not in text.
Calculate the mean and the mode number of children per house from the data in 12.
Mean 2.75; mode 3
An open rectangular box measures externally 32 cm long, 27 cm wide and 15 cm deep. The wood is 1 cm thick. Find the volume of wood used.
2460 cm³
Find the distance in km between P(12.4°S, 30.5°E) and Q(12.4°S, 39.8°E) along the line of latitude, to 4 decimal places (R = 6370 km, π = 22/7).
about 1010.2372 km
CORRECTED: solutions read 12°4′ and 30°5′ and gave 982.2951 km. CONTESTABLE: value depends on the constants used (π = 22/7 and R = 6370 km).
The following balances were extracted from the ledgers of Mr. and Mrs. Mkomo on 31 January: capital 30,000; furniture 25,000; motor vehicle 45,000; sales 68,000; purchases 54,000; creditors 76,000; debtors 15,000; insurance 3,000; cash 18,000; discount received 7,000; discount allowed 4,000; drawing 12,000; electricity 5,000. Prepare a trial balance.
Both sides total sh 181,000
CORRECTED: solutions used sales 65,000 and reported a mismatch of 3,000. Paper gives sales 68,000, which balances.
From the information: sales 38,000; opening stock 8,000; purchases 25,000; electricity 4,000; discount allowed 2,000; closing stock 5,000. Determine the gross profit and the net profit.
Gross profit sh 10,000; net profit sh 4,000
Find the value of k for which the matrix [[2k + 2, k], [4k − 3, k + 3]] is singular. (Matrix not in paper text; taken from solutions.)
k = 6 or k = −1/2
UNVERIFIED: matrix not in paper text; taken from solutions.
Triangle ABC has vertices A(1, 2), B(3, 1) and C(−2, 1). Find the vertices of its image under reflection in the x-axis.
A′(1, −2), B′(3, −1), C′(−2, −1)
Solve by the matrix method: 2x + 3y = 2 and 8x − 6y = 1. (Equations not in paper text; taken from solutions.)
x = 5/12, y = 7/18
UNVERIFIED: equations not in paper text; taken from solutions.
A box contains 7 red and 14 black balls. Two balls are drawn at random without replacement. Draw a tree diagram to show the results.
First draw: red 1/3, black 2/3. After red: red 3/10, black 7/10. After black: red 7/20, black 13/20
UNVERIFIED: diagram not in text; branch values recomputed.
Find the probability that both balls are black.
13/30
Find the probability that both balls are the same colour.
8/15
Find the probability that the first ball is black and the second is red.
7/30
Verify the rule P(A) + P(A′) = 1 using 16(b), where A is the event that both balls are black.
13/30 + 17/30 = 1
Express 0.05473 correct to three significant figures.
0.0547
CORRECTED: solutions worked 0.5473 (answer 0.547). Paper number is 0.05473.
Express 0.05473 correct to three decimal places.
0.055
CORRECTED: solutions worked 0.5473 (answer 0.547). Paper number is 0.05473.
Express 0.05473 in standard form.
5.473 × 10⁻²
NOT IN ANSWER SHEET: the solutions do not answer this part. Key computed.
Evaluate (0.0084 × 1.23 × 3.5)/(2.87 × 0.056) without tables and express the answer as a fraction in its simplest form.
9/40
CORRECTED: solutions evaluated 0.0944 × 1.21 ÷ 5.36⁻³, a different item. Key recomputed.
Solve the equation log₄(5x) − log₄(x + 2) − log₄3 = 0.
x = 3
CORRECTED: solutions worked log₅x + log₅(x + 2) − log₅3 = 0 (x = 1). CHECK: paper text reads 'log45x' taken as log base 4 of 5x.
By rationalizing the denominator, simplify (√3 + √2)/(√5 + √2).
(√15 − √6 + √10 − 2)/3
CORRECTED: solutions simplified (5√3 + √7)/√3 to (15 + √21)/3, a different expression.
A shopkeeper sold 500 sweets, some at sh 5 and some at sh 8. Cash from the more expensive sweets was sh 100 more than from the cheaper ones. Find the number of each kind sold.
300 sweets at sh 5; 200 sweets at sh 8
A survey of 240 houses showed that all kept a farm or a garden or both. 180 kept gardens and 79 kept farms. How many kept both?
19
Find the distance between the point (−3, −2) and the point midway between (2, 13) and (4, 7). Write the answer as a√c.
6√5
Given vectors x = 3i + 2j, y = 5i − 3j and z = 4i − 2j, find the resultant r = x + y + z and its direction.
r = 12i − 3j; magnitude 3√17 ≈ 12.37; direction ≈ −14.04° from the positive x-axis
CORRECTED: solutions added only x and v (resultant 8i − j). Key recomputed with all three vectors.
Plot the three vectors x, y and z on the same axes and indicate the magnitude of each (do not perform any calculation).
x from (0, 0) to (3, 2); y from (0, 0) to (5, −3); z from (0, 0) to (4, −2)
UNVERIFIED: graph not in text. Solutions give no plot; points drafted.
In figure 1, ABCD is a square. If AR = BR, prove that R is the midpoint of DC. (Figure not in text.)
R is the midpoint of DC, since x = s/2 in coordinates
UNVERIFIED: figure not in text; coordinate proof taken from solutions.
Calculate the size of an interior angle of a regular nonagon.
140°
The number of square tiles needed to surface a hall floor varies inversely as the square of the side of the tile. 2016 tiles of side 0.4 m are needed. How many tiles of side 0.3 m are required?
3584 tiles
The ratio of men : women : children in Mkuza village is 6 : 7 : 3. There are 42,000 women. How many children live in the village?
18,000 children
Using the same ratio and 42,000 women, how many people altogether live in the village?
96,000 people
The 42,000 women is an increase of 20% on the number of women 10 years ago. How many women lived in the village then?
35,000 women
The first term of an arithmetic progression is 3 and the third term is 13. Find the second term, the fourth term and the sum of the first ten terms.
second term 8; fourth term 18; S₁₀ = 255
A geometric progression has common ratio 2 and the sum of its first five terms is 155. Find the first term and the formula for the nth term.
a = 5; Tₙ = 5 × 2ⁿ⁻¹
Figure 2: stations A and B are 4000 m apart and T is a stationary target in the same vertical plane. When the distance from A is 10,000 m the angle of elevation is 30°. Calculate the vertical height of the target, TX. (Figure not in text.)
TX = 5000 m
UNVERIFIED: figure not in text; angle and distance taken from the printed text.
Calculate the distances AX, BX and TB for the target in 9(a). (Figure not in text.)
AX ≈ 8,660 m; BX ≈ 12,660 m; TB ≈ 13,612 m
UNVERIFIED: figure not in text. CHECK: BX = AB + AX assumes B lies on the far side of A from X.
Find the angle of elevation of the target T from B.
≈ 21.55°
UNVERIFIED: depends on the figure (see 9(b)). Solutions give 21.54°. CHECK.
Solve 8x² − 34x + 21 = 0 by factorization.
x = 7/2 or x = 3/4
Solve for x in the equation printed as 1/(x − 2) − [garbled term] = 45. (Paper text garbled; equation not readable.)
NOT IN ANSWER SHEET: printed equation unreadable; solutions solve 1/x + 2/(x − 1) = 4 (different)
NOT IN ANSWER SHEET: equation garbled in paper text. CORRECTED: solutions answer a different equation, so do not use their key.
Food A has 8 units of protein and 10 units of starch per kg and costs sh 400/= per kg. Food B has 12 units of protein and 6 units of starch per kg and costs sh 500/= per kg. Minimum daily requirement: protein 32, starch 22. What is the cheapest way of satisfying the minimum daily requirement?
1 kg of food A and 2 kg of food B, total cost sh 1,400
Scores of sixty students in a Basic Mathematics test: 0–10: 5; 10–20: 7; 20–30: 15; 30–40: 25; 40–50: 8. Calculate the mean score if the assumed mean is the mid mark of the modal class.
Mean = 29
Using the table in 12, calculate the median score.
Median = 31.2
Using the table in 12, calculate the range of the scores.
Range = 50
In figure 3, ABCD is a rectangle with AB = 3 cm and BC = 2 cm. V is a point with AV = BV = CV = DV = 6 cm, and AO = OC. Find the angle VAD. (Figure not in text.)
≈ 80.41°
UNVERIFIED: figure not in text; apex V assumed above the centre O. CORRECTED: solutions treated V in the plane and gave 19.19°.
Find the length of AC in figure 3.
√13 cm
Find the angle between VA and the plane ABCD in figure 3. (Figure not in text.)
≈ 72.51°
UNVERIFIED: figure not in text. CORRECTED: solutions treated V in the plane and gave 0°.
Trial balance as of 31 December 2007 (cash 185,000; capital 200,000; purchases 110,000; sales 104,000; water bills 3,000; advertising 2,000; telephone bills 1,000; salaries 3,000). Prepare the trading account for the year ending 31 December 2007.
Gross loss 6,000
Using the trial balance in 14, prepare the profit and loss account for the year ending 31 December 2007.
Net loss 15,000
Using the trial balance in 14, prepare the balance sheet as of 31 December 2007.
Total 185,000: capital 200,000 less net loss 15,000 equals 185,000 = cash
Reflect the point (1, 2) in the line x + y = 0.
(−2, −1)
NOT IN ANSWER SHEET: solutions do not answer this item. Key computed. CHECK.
Find the enlargement matrix which maps the point (−3, 4) into (18, −24).
[[−6, 0], [0, −6]] (enlargement, scale factor −6, centre origin)
NOT IN ANSWER SHEET: solutions do not answer this item. Key computed. CHECK.
Given a matrix A (printed in the paper, not readable in the text) and a real number k, find the matrix A − kI.
NOT IN ANSWER SHEET: matrix A not readable in paper text
NOT IN ANSWER SHEET: matrix missing from paper text and solutions. UNVERIFIED.
Show that the matrix in 15(c)(i) has no inverse if k² − 3k − 10 = 0.
NOT IN ANSWER SHEET: depends on matrix A, which is not readable
NOT IN ANSWER SHEET: matrix missing from paper text and solutions. UNVERIFIED.
Draw the graph of y = x² − 3x + 2 for x from −2 to 5. From the graph, find the range of the function.
Range: −1/4 ≤ y ≤ 12
NOT IN ANSWER SHEET: solutions do not answer this part. UNVERIFIED: graph not in text.
From the graph of y = x² − 3x + 2 (x from −2 to 5), find the minimum value of y and the value of x at which it occurs.
Minimum y = −1/4 at x = 3/2
NOT IN ANSWER SHEET: solutions do not answer this part. UNVERIFIED: graph not in text.
From the graph, find the solution of the equation x² − 3x − 4 = 0.
x = −1 or x = 4
NOT IN ANSWER SHEET: solutions do not answer this part. UNVERIFIED: graph not in text.
From the graph, find the solution of the inequality x² − 3x + 2 > 0.
x < 1 or x > 2
16(d): bank ans x < 1 or x > 2 ignores the graph's domain −2 ≤ x ≤ 5; restricted to it the answer is −2 ≤ x < 1 or 2 < x ≤ 5.
NOT IN ANSWER SHEET: solutions do not answer this part. UNVERIFIED: graph not in text.
Write 624.3278 correct to five significant figures.
624.33
Write 624.3278 correct to three decimal places.
624.328
A teacher bought 40 expensive calculators at sh 16,400 each and some cheaper calculators at sh 5,900 each, spending sh 774,000 in total. How many cheaper calculators did she buy?
20
Evaluate without tables: 2 log 5 + log 36 − log 9 (base 10).
2
Simplify 72^(2+3) × 6^(3−3) / 3^(9−3) (exponents as printed in the solutions; paper text unreadable).
2¹⁵ × 3⁴ (= 2 654 208)
UNVERIFIED: exponents read from the solutions; paper text unreadable. CHECK.
Given A = {x: 0 ≤ x ≤ 8} and B = {1, 3, 5, 7, 11} (x an integer), find A ∩ B.
A ∩ B = {1, 3, 5, 7}
Given A = {x: 0 ≤ x ≤ 8} and B = {1, 3, 5, 7, 11}, find the second set requested in 3(a)(ii).
A ∪ B = {0, 1, 2, 3, 4, 5, 6, 7, 8, 11}
CHECK: part (ii) is printed as 'A ∩ B' again; the solutions read it as A ∪ B.
In a school of 75 pupils, 43% take Biology but not Chemistry and 32% take Chemistry but not Biology. How many take neither subject?
19
3(b): bank ans 19; exact working gives 18.75, because 43% of 75 = 32.25 is not a whole number of pupils.
CONTESTABLE: 43% of 75 is 32.25, not a whole number. Exact working gives 75 − (32.25 + 24) = 18.75; key rounds to 19.
Without tables, find the value of sin 45° + cos 45° tan 45°.
√2
Write down the equation of the line through (7, 3) inclined at 45° to the positive x-axis.
y = x − 4
The position vectors of A, B and C are 4i + 3j, [B: garbled in paper text] and −5i + j. Find the vectors AB, BC and AC and verify that AB + BC = AC.
AC = −9i − 2j; AB + BC = AC holds for any B
NOT IN ANSWER SHEET: vector B unreadable and the solutions treat B as A by mistake. UNVERIFIED. CHECK.
Two similar cylinders have volumes 125 cm³ and 512 cm³. The radius of the larger cylinder is 8 cm. Find the radius of the smaller cylinder.
5 cm
In the diagram (not readable), D is on AB and CD is perpendicular to AB. Show that AD/CD = AB/AC.
NOT IN ANSWER SHEET: proof needs the figure; the key's argument is not valid as written
5(b): bank claims AD/CD = AB/AC follows; working shows CD ⊥ AB alone does not give the needed equal angle, so it is not proved from the stem.
NOT IN ANSWER SHEET: figure unreadable. CORRECTED: solutions claimed ∠ABC = 90°, which does not follow from CD ⊥ AB. UNVERIFIED. CHECK.
Juma imported spare parts worth 5,900,000 yen. Duty is 25%. Exchange rates: US$1 = 118 yen and US$1 = sh 1,250. Calculate the duty in shillings.
sh 15,625,000
The distance of the horizon d km varies as the square root of the observer's height h m. An observer at 100 m sees the horizon at 35.7 km. Find the distance for an observer at 70 m.
≈ 29.87 km
Find an equation connecting d and h.
d = 3.57√h
Tsh 12,000 is shared among Ali, Anna and Juma in the ratio 2 : 3 : 5. How much does each get?
Ali 2,400; Anna 3,600; Juma 6,000
A worker spends 20% on rent, 45% on food, 10% on refreshments and 15% on school fees. He is left with sh 22,000. Find his salary.
sh 220,000
Using the salary in 7(b)(i), how much was spent on food?
sh 99,000
Find the general term of the sequence 1, 2, 4, 8, … and hence the 30th term.
Tₙ = 2ⁿ⁻¹; T₃₀ = 2²⁹ (= 536 870 912)
For the series 100 + 92 + 84 + …, find the 20th term.
−52
For the series 100 + 92 + 84 + …, find the sum of the first 20 terms.
480
If tan A = 3/4 and A is acute, find cos A and sin A and verify sin²A + cos²A = 1.
cos A = 4/5; sin A = 3/5; sin²A + cos²A = 1
CORRECTED: the identity as printed in the solutions (cos A + sin²A = 1) is false (29/25). Verified sin²A + cos²A = 1 instead.
A right-angled triangle has sides 2x + 1 (opposite), x − 1 (adjacent) and 2x (hypotenuse), in cm. Find x.
No real solution
UNVERIFIED: figure and side lengths not in readable text; taken from solutions. CHECK.
Find the area of the triangle in 9(b). (Sides as in 9(b)(i).)
NOT IN ANSWER SHEET: no real value of x, so no area from the printed sides
NOT IN ANSWER SHEET: solutions say the area cannot be found. UNVERIFIED. CHECK.
Factorize 3c² − 5c³d − 3b²c + 5b³d.
Does not factorise further: 3c(c − b²) + 5d(b³ − c³)
UNVERIFIED: paper text unreadable; expression taken from solutions. CHECK.
Factorize 3(2 − y²) − 17y.
−(3y − 1)(y + 6)
Maximize f = 2y − x subject to x ≥ 0, y ≥ 0, 2x + y ≤ 6 and x + 2y ≤ 6.
Maximum f = 6 at (0, 3)
Sara has sh 300 to buy erasers (sh 20 each) and pencils (sh 30 each). The number of erasers is at least twice the number of pencils. Formulate the inequalities.
2x + 3y ≤ 30; x ≥ 2y; x ≥ 0; y ≥ 0
Masses in kg of 36 men are given (data from the solutions; paper unreadable). Prepare a frequency distribution table with class interval 5 starting at 50.
50–54: 2; 55–59: 2; 60–64: 7; 65–69: 7; 70–74: 11; 75–79: 3; 80–84: 3; 85–89: 0; 90–94: 1 (total 36)
CORRECTED: solutions gave 9 for 70–74 and 5 for 75–79; recount of the listed values gives 11 and 3. CHECK: data copied from the solutions text.
Using the table in 12(i), calculate the mean (assumed mean from the class mark of the modal class) and the mode.
Mean 68.94; mode 71.17
CORRECTED: solutions' table gave mean 69.22 and mode 71.67 (using lower limit 70). CONTESTABLE: 71.67 if the lower limit 70 is used for the mode.
A circle has centre O and radius r. Develop the formula for the arc length AB subtending angle θ at O.
Arc AB = (θ/360) × 2πr
Develop the formula for the area of sector AOB.
Area = (θ/360) × πr²
θ = 57°, r = 5.4 cm, π = 22/7. Find the length of arc AB.
5.37 cm
θ = 57°, r = 5.4 cm, π = 22/7. Find the area of sector AOB.
14.51 cm²
CORRECTED: solutions gave 14.52 cm² after an arithmetic slip (36 581.52 should be 36 566.64).
From 1 to 29 January 2006 Mr. Bin's records: capital (cash) sh 500,000 on 1 Jan; purchases 254,000 (5 Jan); sales 290,000 (6 Jan); purchases 204,000 (9 Jan); expenses 24,000 (10 Jan); sales 320,000 (29 Jan). Prepare the trial balance as of 29 January 2006.
Debit: cash 628,000; purchases 458,000; expenses 24,000 = 1,110,000. Credit: capital 500,000; sales 610,000 = 1,110,000
CORRECTED: solutions gave cash 308,000 (arithmetic dropped the 320,000 sale) and an unbalanced trial balance. Recomputed cash 628,000; the trial balance balances.
Open the capital account and the cash account for Mr. Bin (January 2006).
Capital: credit balance b/d 500,000. Cash: debits 1,110,000; credits 482,000; balance c/d 628,000
CORRECTED: solutions gave cash balance 308,000.
A transformation T has matrix [[1, x], [r, −2]]. It maps the point (−4, 1) onto (6, 3). Find x and r.
x = 10; r = −5/4
For what values of n is the matrix [[n − 1, n + 3], [1, 6n]] non-singular?
n ≠ −1/3 and n ≠ 3/2
If f(x) = −2x + 3, find f⁻¹(3).
0
Draw the graph of f(x) = |x − 1| for −4 ≤ x ≤ 4.
V-shape with vertex (1, 0); points (−4, 5), (−2, 3), (0, 1), (1, 0), (2, 1), (4, 3)
UNVERIFIED: graph not in text.
State the domain and range of f(x) = |x − 1| on −4 ≤ x ≤ 4.
Domain: −4 ≤ x ≤ 4; range: 0 ≤ y ≤ 5
Rose and Juma have probabilities 0.4 and 0.7 of being selected for A-level studies. Find the probability that both are selected.
0.28
Using the same probabilities, find the probability that either Rose or Juma is selected.
0.82
Estimate 57.2 × 110 / (2.146 × 46.9) correct to one significant figure.
60
CHECK: bracketing unclear in paper text; the estimate assumes 2.146 × 46.9 in the denominator.
Express 1.86 as an improper fraction in its simplest form.
93/50
Solve for y if (1/9)^(12y) × (1/3)^(−4 + y) = 27^(−3 + y).
y = 13/28
CHECK: exponents read from the solutions; paper text unreadable.
Simplify √5/(√11 − 3) + √2/(√22 + 3√2), rationalizing the denominators.
(√55 + 3√5 + √11 − 3)/2
CHECK: expression layout unclear in the solutions text; reading taken as two separate fractions.
In the figure, find the number of elements in A ∩ (B ∪ C′).
5
UNVERIFIED: figure not in text; the solutions assume the element sets, so the key holds only for those sets.
In the figure, find the number of elements in (A′ ∩ B′) ∪ (B ∪ C′).
9
UNVERIFIED: figure not in text; the solutions assume the element sets.
Given a = i + 3j, b = 5i − 2j and c = 3a − 4b, find a unit vector in the direction of c.
(−1/√2, 1/√2) = (−√2/2, √2/2)
A(5, −7) is the vertex of the right angle of a right-angled triangle whose hypotenuse lies along the line 6x − 13y = 0. B(0, −3) is another vertex. Find the remaining vertex C(x, y).
C = (689/41, 318/41) ≈ (16.80, 7.76)
CORRECTED: solutions gave y = 96/41; (6/13)(689/41) = 318/41. UNVERIFIED: B(0, −3) is not on the hypotenuse line as printed. CHECK: solutions label this 5(b).
A circle of radius 10 units is circumscribed by a right-angled isosceles triangle. Find the lengths of the sides and the perimeter (to two decimal places).
legs 14.14; hypotenuse 20; perimeter 48.28
In the figure DE ∥ BC, AD = 6 cm, BD = 3 cm, DE = 4 cm and ∠ABC = 90°. Calculate BC.
BC = 6 cm
UNVERIFIED: figure not in text; dimensions from the solutions.
In the same figure as 5(b)(i), find the ratio AE/AC.
2/3
UNVERIFIED: figure not in text.
The surface area S of a sphere varies directly as the square of its diameter d. If the surface area is doubled, by what ratio must the diameter be altered?
√2 : 1
CHECK: paper wording garbled ('1 mm²'); ratio taken from S ∝ d².
If the matrix [[a, x − u], [a − u, b]] is given, write x as the subject of the formula.
x = u + ab/(a − u)
UNVERIFIED: the printed condition is unclear. CONTESTABLE: the key assumes the determinant is zero.
Express 2/3 as three integers in a simplified form. (Printed question unclear in the solutions.)
NOT IN ANSWER SHEET: the solutions say 2/3 cannot be written as three integers
NOT IN ANSWER SHEET: question unclear. UNVERIFIED. CHECK.
The sides of a rectangle are in the ratio 3 : 5 and its perimeter is 800 cm. Find the dimensions.
150 cm and 250 cm
The third term of a geometric progression is 100 and the sixth term is 800. Find the fifth term and the sum of the first two terms.
fifth term 400; sum of first two terms 75
A business sells products worth sh 1,000,000 in its first year and annual sales rise by sh 750,000 each year. Find the total sales in the first 10 years.
sh 43,750,000
x is an acute angle and sin x = 2/5. Find tan x.
tan x = 2√21/21 (= 2/√21)
An observer on a cliff 25 m above sea level sees a boat at an angle of depression of 60°. How far is the boat from the foot of the cliff?
25√3/3 m (about 14.43 m)
By factorization, find the solution set of x² − x − 6 = 0.
{3, −2}
Solve by elimination: 3x − y = 23 and 4x + 3y = 48.
x = 9, y = 4
Find the greatest value of f(x, y) = 7x + 3y subject to 2x + 3y ≤ 12, x + 3y ≥ 9, x ≥ 0 and y ≥ 0.
greatest value 27 at x = 3, y = 2
CORRECTED: solutions used (3, 1) (wrong, since 2x + 3y = 12 gives y = 2) and (6, 0), which violates x + 3y ≥ 9; their answer 42 is wrong.
The curve y = ax² + bx + c passes through (1, 8), (0, 5) and (3, 20). Find a, b and c, and the equation of the curve.
a = 1, b = 2, c = 5; y = x² + 2x + 5
Frequency table for 40 students in a History examination: marks 1–20: 3; 21–40: 10; 41–60: 12; 61–80: 8; 81–100: 7. Determine the mean, given the assumed mean is 50.
Mean = 53.5
Using the table in 12(a), determine the median.
Median = 52.17
CORRECTED: solutions used lower limit 41 (answer 52.67). The continuous lower boundary is 40.5.
Using the table in 12(a), state the modal class and its class mark.
Modal class 41–60; class mark 50.5
A rectangular prism has AB = 16 cm, BC = 12 cm and QC = 5 cm (figure not in text). Calculate its total surface area.
664 cm²
UNVERIFIED: figure not in text; dimensions from the solutions.
Using the prism in 13, find the angle between PB and the plane ABCD.
≈ 14.04°
CORRECTED: solutions gave 76.1°, the angle between PB and the vertical. UNVERIFIED: figure not in text.
Calculate the volume in litres that the prism can hold (1 litre = 1000 cm³).
0.96 litres
Mr. Kazimoto, 30 July 2004: sales sh 340,000; cost of sales 75% of sales; opening stock sh 90,000; net profit 20% of cost of sales; closing stock 20% of cost of sales. Calculate the purchases.
sh 216,000
Using the information in 14, calculate the cost of sales.
sh 255,000
Using the information in 14, calculate the closing stock.
sh 51,000
Using the information in 14, calculate the net profit.
sh 51,000
Using the information in 14, calculate the expenses.
sh 34,000
A translation takes (8, 5) to (12, −4). Find where it takes (5, 4).
(9, −5)
A linear transformation T maps (x, y) to (x′, y′) with [[2, −4], [−1, 3]] (x, y) + (8, −4). Find the image of (2, −3).
(24, −15)
A point is reflected in the line y = x and then rotated through 180° clockwise about the origin. Find the image of (2, 3).
(−3, −2)
If f(x) = x² − 4x + 3, find f⁻¹(x).
f⁻¹(x) = 2 + √(x + 1) (for x ≥ 2)
16(a)(i): key says the inverse is defined for x ≥ 2; working gives domain x ≥ -1 (range of f on x ≥ 2). The formula 2 + √(x + 1) agrees.
CONTESTABLE: f is not one-to-one on all real x; the inverse needs a restricted domain, here x ≥ 2.
Find the domain and range of f(x) = x² − 4x + 3.
Domain: all real numbers; range: f(x) ≥ −1, i.e. [−1, ∞)
Ali has probability 0.3 of passing Mathematics and 0.6 of passing Biology. Find the probability that he passes both.
0.18
Using the same probabilities, find the probability that he fails both subjects.
0.28
A is the event 'Ali passes Mathematics' and B is 'Ali passes Biology'. Show whether A and B are independent.
Independent: P(A ∩ B) = 0.18 = 0.3 × 0.6
16(c): key says independent from P(A ∩ B) = 0.18 = 0.3 × 0.6, but that 0.18 was itself obtained by assuming independence in 16(b)(i), so the check is circular.
Find the product of the L.C.M and G.C.F of 40, 120 and 240.
9600
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Round off each number to one decimal place: L = 30.354, M = 40.842, N = 10.789.
L = 30.4, M = 40.8, N = 10.8
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Using the results of 1(b), find X = LM / N.
114.8
CHECK: section A inferred from 2007 layout (no per-item labels printed)
By using the properties of exponents, simplify (2^(m+1) - 2^m) / (2^m + 1). Do not use tables. Denominator as read in the solutions.
2^m / (2^m + 1)
UNVERIFIED: exponent layout garbled in text; solutions read the denominator as 2^m + 1. If it is 2^(m+1) the answer is 1/2. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
Solve for x: 2 log x = log 4 - log(2x - 3).
x = 2
CHECK: section A inferred from 2007 layout (no per-item labels printed)
If (2^(t+1))(3^(t-1)) = 6^(t+2), find t.
No value of t (the ratio is 1/54 for every t)
CORRECTED: solutions key t = 1 (checked: LHS 4, RHS 216) changed to no solution; check the printed exponents. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
Using the value of t from 3(a)(i), find y = (3^(t-1)) / (2^(t+1)).
1/4
3(a)(ii): key gives 1/4 from t = 1, but t = 1 fails 3(a)(i) (4 vs 216), so no value of y is strictly defined.
CORRECTED: depends on the solutions' t = 1, which fails in 3(a)(i); value kept as printed. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
Students' results: 20 passed Mathematics, 5 passed all three subjects, 12 passed Mathematics and Physics, 16 passed Mathematics and Chemistry. Each student passed at least two subjects. Draw a well labelled Venn diagram.
Centre (all three) = 5; Maths and Physics only = 7; Maths and Chemistry only = 11
NOT IN ANSWER SHEET: diagram drafted from the data; UNVERIFIED: 20 passers in Maths is inconsistent with the other figures. CHECK: section A inferred from 2007 layout (no per-item labels printed)
How many students passed Physics and Chemistry?
5
UNVERIFIED: the data are inconsistent (Maths-only region = -3); key follows the solutions. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
Solve the simultaneous equations: x - 4 - 3y/2 = 0 and -3x - y/2 - 1 = 0.
x = 0.1, y = -2.6
CHECK: section A inferred from 2007 layout (no per-item labels printed)
A = 2i + 5j and B = 4i + j. Find the position vector OM, where M is the midpoint of AB.
OM = 3i + 3j
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Find the area and the perimeter of parallelogram ABCD given in the figure, where |BD| = 45.
Area = 45; perimeter = 38 (solutions' assumed dimensions)
5(a): key's assumed sides (15, 4) give a diagonal below 19, which cannot equal the stated |BD| = 45; the area is not determined by the stated data.
UNVERIFIED: figure not in text; solutions admit BD = 45 is not used consistently and assume dimensions. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
The ratio of the areas of two similar triangles is 1:4. Find the ratio of their corresponding sides.
1:2
CHECK: section A inferred from 2007 layout (no per-item labels printed)
The value V of a diamond is proportional to the square of its weight W. A 10 gram diamond is worth 200,000. Write an expression relating V and W.
V = 2000W^2
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Find the value of a diamond weighing 30 grams.
1,800,000
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Find the weight of a diamond worth shs. 5,000,000.
50 grams
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Sixty people working 8 hours a day take 4 days to cultivate a village farm. How long will 20 people take if they work 15 hours a day?
6.4 days
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Nema bought a tray of 30 eggs for shs. 2,100/-, with a further shs. 400/- cost. She sold each egg for shs. 100/-. Find her percentage profit.
20%
UNVERIFIED: wording of the 400/- item is garbled in the solutions ('kerosene'); key treats it as an extra cost. CHECK: section A inferred from 2007 layout (no per-item labels printed)
Write down the next two terms in the sequence 1/2, 3/5, 5/8, ...
7/11, 9/14
CHECK: section A inferred from 2007 layout (no per-item labels printed)
The nth term of an AP is 12 - 4n. Find the first term and the common difference.
First term = 8; common difference = -4
CHECK: section A inferred from 2007 layout (no per-item labels printed)
In an AP the 1st term is -10, the 15th term is 18 and the last term is 41. Find the sum of all the terms.
No valid number of terms: 41 is not a term of this AP
CORRECTED: solutions' n = 27 and sum 418.5 do not satisfy T(n) = 41 (27 gives last term 42, sum 432). CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
The 5th term of a GP is 8 and the 3rd term is 4. The sum of the first ten terms is positive. Find the first term, the common ratio and the sum of the first ten terms.
a = 2; r = sqrt(2); S10 = 62(sqrt(2) + 1) = 149.68 (approx.)
CORRECTED: solutions give 149.66; 62 x 2.41421 = 149.68. CHECK: section A inferred from 2007 layout (no per-item labels printed)
A surveyor 100 m from the base of a tower sees the angle of elevation of the top as 30 degrees. The instrument is 1.5 m above the ground. Find the height of the tower.
59.24 m
CHECK: section A inferred from 2007 layout (no per-item labels printed)
A right-angled triangle has sides 7x cm, 24x cm and hypotenuse 150 cm. Find x.
x = 6
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Calculate the area of the triangle in 9(b)(i).
3024 cm^2
CHECK: section A inferred from 2007 layout (no per-item labels printed)
Write down an expression for the area of rectangle R in the diagram.
4x^2 + 16x
UNVERIFIED: dimensions come from a diagram not in the text. CHECK: section A inferred from 2007 layout (no per-item labels printed)
Show that the total area of rectangles R and Q is (x + 3)(4x + 8) + 30x + 24 cm^2.
5x^2 + 30x + 24 (solutions' total)
10(a)(ii): the printed target expands to 4x² + 50x + 48, but the key's total is 5x² + 30x + 24; the working gives the key's total, so the target is not shown.
UNVERIFIED: printed target does not match the solutions' total; area of Q given as x^2 + 5x + 6 in one step and x^2 + 14x + 24 in another. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
If the total area of R and Q is 64 cm^2 (printed as 0.64 cm^2), calculate x correct to 1 decimal place.
x = 1.1
10(b): the stem prints 0.64, which has no positive root; the working gives x ≈ 1.1 only with 64 (key's value).
CORRECTED: stem prints 0.64; 0.64 has no positive root, so 64 (as in the solutions) is used. CONTESTABLE. CHECK: section A inferred from 2007 layout (no per-item labels printed)
A shopkeeper buys x bags of white sugar (shs. 40,000) and y bags of brown sugar (shs. 35,000) with shs. 1,500,000, at least 20 bags in all, and at least one third brown. Write three inequalities.
8x + 7y <= 300; x + y >= 20; x - 2y <= 0
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Represent the inequalities in 11(a) graphically.
Feasible region with corners (0, 20), (13.3, 6.7), (26.1, 13.0) and (0, 42.9)
NOT IN ANSWER SHEET: graph points drafted from the inequalities. CHECK: section B inferred from 2007 layout (no per-item labels printed)
The profit is shs. 10,000 per bag of white sugar and shs. 20,000 per bag of brown sugar. Assuming all stock is sold, how many bags of each type should he buy to maximise profit?
0 white bags and 42 brown bags; profit shs. 840,000
CORRECTED: solutions give 20 white and 20 brown, profit 600,000; checked vertices show (0, 42) gives 840,000. CONTESTABLE. CHECK: section B inferred from 2007 layout (no per-item labels printed)
The age (to the nearest month) at which 8 children first walked was 12, 10, 16, 19, 10, 12, 12 and 13. Calculate the mean, mode and median.
Mean = 13; mode = 12; median = 12
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Draw a histogram and a cumulative frequency curve for conference attendance: 150-154 (8 centres), 155-159 (16), 160-164 (42), 165-169 (29), 170-174 (4).
Histogram of the five classes; cumulative curve reaching 99 at the upper boundary 174.5
NOT IN ANSWER SHEET: drafted points. CHECK: frequencies total 99, but the sample is stated as 100. CHECK: section B inferred from 2007 layout (no per-item labels printed)
Estimate the median from the cumulative frequency curve in 12(b)(i).
about 162.6
12(b)(ii): the table totals 99, so n/2 = 49.5 and the median is 162.54 (162.5); the key uses 50 and gives 162.6.
CORRECTED: solutions give 163.1 using the lower class limit 160; a cumulative curve uses boundaries, so 162.6 is used. CONTESTABLE. CHECK: section B inferred from 2007 layout (no per-item labels printed)
Two tangents AC and BC to a circle with centre O meet at C. Calculate the angles marked a and b.
a = 30 degrees; b = 30 degrees
UNVERIFIED: figure not in text; solutions assume angle ACB = 60 degrees. CONTESTABLE. CHECK: section B inferred from 2007 layout (no per-item labels printed)
A rectangular box has base ABCD with AB = 6 cm and BC = 8 cm. Calculate the length of AC.
10 cm
CHECK: section B inferred from 2007 layout (no per-item labels printed)
The top vertex W is 3 cm above A (WA = 3 cm). Calculate the angle between WC and AC.
16.7 degrees (approx.)
CORRECTED: solutions give 90 degrees, which is angle WAC (between WA and AC), not the angle between WC and AC. UNVERIFIED: figure not in text. CHECK: section B inferred from 2007 layout (no per-item labels printed)
A ship sails 7 km on a bearing of 306 degrees, then 11 km on a bearing of 170 degrees, to reach X. Calculate the distance from P to X.
7.70 km
CORRECTED: solutions give 7.69 from a rounded 59.2; unrounded 59.22 gives 7.70. CHECK: section B inferred from 2007 layout (no per-item labels printed)
At the start of August 2008 a school project shop had capital of Tshs. 1,800,000. Transactions: receipts of capital 1,800,000 (Aug 1), sales 270,000 (Aug 9), 450,000 (Aug 13) and 260,000 (Aug 15); payments of stationeries 160,000 (Aug 6), soft drinks 610,000 (Aug 11), bread 450,000 (Aug 17), transport 50,000 (Aug 19) and wages 30,000 (Aug 28). Enter these in a cash book.
Both sides total Tshs. 2,780,000; balance c/d Tshs. 1,480,000
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Bring down the balance at the end of 28 August 2008.
Tshs. 1,480,000
CHECK: section B inferred from 2007 layout (no per-item labels printed)
R = (1, 2) is translated onto S by the vector [3; -4]. Find the coordinates of S.
S = (4, -2)
CHECK: part letter (a) or (b) not printed in solutions; section B inferred.
Write down the vector which translates S onto R.
[-3; 4]
CHECK: part letter not printed in solutions; section B inferred.
The matrix [-1 0; 0 1] represents a single transformation. Describe it fully.
Reflection in the y-axis
CHECK: part letter not printed in solutions; section B inferred.
Find the coordinates of the image of the point (5, 3) under the transformation in 15(iii).
(-5, 3)
CHECK: part letter not printed in solutions; section B inferred.
If Mx is a reflection in the y-axis and R180 a rotation about the origin through 180 degrees, find R180 Mx (x, y) and Mx R180 (x, y).
R180 Mx (x, y) = (x, -y); Mx R180 (x, y) = (x, -y)
CHECK: stem wording partly garbled in text; section B inferred
Is R180 Mx commutative? Give a reason.
Yes; both give (x, -y)
CHECK: section B inferred from 2007 layout (no per-item labels printed)
One card is chosen at random from cards numbered 1 to 20. Find the probability that the number is even.
1/2
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Find the probability that the number is a factor of 24.
7/20
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Find the probability that the number is prime.
2/5
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Joti swims with probability 0.2; if he swims, P(chips) = 0.75; if not, P(chips) = x; overall P(chips) = 0.5. Find x.
0.4375
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Given that Joti has chips for supper, find the probability that he went swimming that day.
0.3
CHECK: section B inferred from 2007 layout (no per-item labels printed)
f: x -> ax + b, with f(2) = 1 and f(5) = 7. Find a and b.
a = 2, b = -3
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Solve the equation f^-1(x) = 0.
x = -3
CHECK: section B inferred from 2007 layout (no per-item labels printed)
Given x = 4.5 x 10^-7 and z = 7.2 x 10^5, find y in standard form if z = xy.
1.6 x 10^12
CORRECTED: solutions use x = 4.5 x 10^10, z = 7.2 x 10^10 and key 1.6 x 10^0; paper exponents (10^-7, 10^5) give 1.6 x 10^12. CHECK: exponents read from OCR.
Express the recurring decimal shown in the paper (printed as '2 135 3') as a fraction.
2/153 (solutions' reading)
UNVERIFIED: the decimal is garbled in the paper text; solutions' key does not convert a recurring decimal, so the key is doubtful.
Evaluate 2/5 + 0.28 + 1/25 over the printed denominator (garbled); give the answer as a fraction.
718/875 (solutions' reading)
1(c): bank says 718/875, but the solutions' own reading 2/5 + 0.28 + 1/35 gives 124/175 (0.28 = 245/875, not 343/875); the stem's literal 2/5 + 0.28 + 1/25 gives 18/25.
UNVERIFIED: printed expression (with 0.32 and 0.15 terms) is garbled; key follows the solutions' different reading.
60 people at a meeting: 35 are businesspersons, 32 are employees and 15 are both. How many are businesspersons or employees?
52
CORRECTED: solutions used 13 for the overlap (answer 54); paper says 15, giving 52.
In the same meeting of 60 people, how many are neither businesspersons nor employees?
8
CORRECTED: solutions give 6 from their wrong overlap of 13; with 15 the answer is 8.
If n(A and B') = 8, n(B and A') = 5 and n(A union B) = 20, display the information in a well labelled Venn diagram.
A only 8; B only 5; A and B 7; outside both not stated
NOT IN ANSWER SHEET: solutions give only the values in 2(b)(ii); points drafted. CHECK: universal set not stated.
Give the values of n(A) and n(B).
n(A) = 15; n(B) = 12
Angle A is acute in right-angled triangle ABC with B = 90 degrees and cos C = 5/13. Find sin A.
5/13
CORRECTED: solutions use cos C = 1/3 and give 2 sqrt(2)/3, which also inverts the ratio.
If a = i + 2j, b = i - 2j and c = 5i - 14j, find the scalars p and q such that p a + 2q b = c.
p = -1, q = 3
CORRECTED: solutions give p = 14, q = 7 with a = b = i + 2j. UNVERIFIED: signs and expression read from OCR (b taken as i - 2j).
Use common logarithmic tables to find the value of (2.055 x 20.35 x 6.325) / (100.5 x 0.045).
58.49 (about 58.5)
CORRECTED: solutions omit the factor 6.325 and give 9.24; the paper's expression includes it.
Solve for x if the square root of (3x^2 - 17) = 8.
x = +/- 3 sqrt(3)
UNVERIFIED: radicand is garbled in the paper text; read as 3x^2 - 17 as in the solutions.
Prove that the opposite angles of any quadrilateral inscribed in a circle are supplementary.
Angle A + angle C = 180 degrees and angle B + angle D = 180 degrees
O is the centre of the circle; angle AOB = 120 degrees and angle COB = 15 degrees (figure 1). Find x.
x = 60 degrees
UNVERIFIED: figure not in text; paper prints COB = 15 degrees where solutions read CDB = 15 degrees.
For the tank in figure 2 (AB = 4 cm, BC = 4 cm, BF = 2 cm), calculate the angle between OF and the base ABCO.
19.47 degrees
UNVERIFIED: figure not in text; solutions use labels D and B where the paper prints O and ABCO. Assumes F is 2 cm vertically above B.
The first four terms of an AP are 2, (a - b), (2a + b + 7) and (a - 3b). Find the constants a and b.
a = 2, b = -3
CORRECTED: solutions use T3 = 2a + b and T4 = a + 3b, giving a = b = -2/3, which is not an AP. Paper terms are 2a + b + 7 and a - 3b.
Find the sum of the first 10 terms of the AP in 6(a)(i).
155
CORRECTED: solutions give -70 from their wrong a, b and d.
For how long should Tshs. 1,200,000 be invested at simple interest of 5% to earn Tshs. 180,000?
3 years
Find the equation of the straight line parallel to 3x + 4y = 1 that cuts the x-axis at x = -1. Give it as ax + by + c = 0.
3x + 4y + 3 = 0
Find the perpendicular bisector of the line joining A (3, -1) and B (-5, 2), in the form y = mx + c.
y = (8/3)x + 19/6
CORRECTED: solutions use B = (5, 2) and get y = -2/3 x + 19/6. Paper gives B = (-5, 2).
A cylinder of radius 7 cm and height 25 cm is cut into two equal halves (figure 3). Find the total surface area of one half. Use pi = 22/7.
1054 cm^2
CORRECTED: solutions use a cut face of 7 x 25 = 175 instead of 14 x 25 = 350, giving 879.
Find the area of a regular 45-sided polygon inscribed in a circle of radius 6 cm.
112.73 cm^2
CORRECTED: solutions use sin 8 = 0.1392 and give 112.75; to 2 d.p. the value is 112.73.
Mary spent one third of her money on the journey, then paid two thirds of the remainder as school fees, and kept Tshs. 24,000. Find the total she received.
Tshs. 108,000
CORRECTED: solutions used three fifths for the fees and get 60,000; paper says two thirds.
f(x) = x^3 + kx^2 + 4x + 4 leaves remainder 16 when divided by x - 2. Find k.
k = -1
UNVERIFIED: paper OCR reads the power as 'x4'; solutions use x^3. If it is x^4, k = -3.
Figure 4 is a velocity-time graph of a car between two sets of traffic lights. How far is it between the lights?
17.5 km
UNVERIFIED: graph is not in the text; key follows the solutions' segment reading.
Solve the simultaneous equations x - y^2 = 2 and 2x^2 + 3y^2 = 15 (as printed in the solutions).
(2.58, 0.76) and (2.58, -0.76)
UNVERIFIED: equations are not legible in the paper text; solutions' equations used.
A person requires 15 and 14 units of chemical A and B for his garden. A liquid product has 5 and 2 units of A and B per jar at Tshs. 3000; a dry product has 1 and 4 units per carton at Tshs. 2000. How many of each should he buy to minimise cost and meet the requirements?
3 jars of liquid and 2 cartons of dry product; cost Tshs. 13,000
NOT IN ANSWER SHEET: points drafted. CHECK: integer requirement and 'requires' read as 'at least'.
The frequency distribution of the lengths of 100 nails (to the nearest mm) is shown in the paper. How many nails have length less than 5.15 mm?
Read from the cumulative frequency of the table (table not in text)
NOT IN ANSWER SHEET: table is an image, not in text. UNVERIFIED: no figures available. CHECK.
Calculate the mean length of the 100 nails in the frequency distribution.
Mean = sum of fx / 100 (value depends on the table)
NOT IN ANSWER SHEET: table is an image, not in text. UNVERIFIED. CHECK.
Draw a histogram of the nail lengths and use it to estimate the modal length.
Histogram of the class frequencies; modal length estimated from the tallest bar
NOT IN ANSWER SHEET: table is an image, not in text. UNVERIFIED. CHECK.
State the modal class of the nail-length distribution.
The class with the highest frequency (depends on the table)
NOT IN ANSWER SHEET: table is an image, not in text. UNVERIFIED. CHECK.
The sides of rectangular plot PQRS in metres are PQ = 4x + 3, QR = 3x + 1, RS = x + 6y and PS = 4x - y. Find x and y and the area of the plot.
x = 3, y = 2; area = 150 m^2
NOT IN ANSWER SHEET: key worked here. CHECK.
Find the area of the curved surface of a cone with base radius 3 cm and height 4 cm.
15 pi = 47.1 cm^2 (approx.)
NOT IN ANSWER SHEET: key worked here. CHECK.
Two places P and Q on the parallel of latitude 26 degrees N differ by 40 degrees. Find the distance between them along the parallel (R = 6370 km, pi = 22/7).
about 3999 km
NOT IN ANSWER SHEET: key worked here. UNVERIFIED: paper says 'differ in latitude'; on one parallel the difference must be in longitude. CHECK.
For A = [[1, 2], [-1, 4]], find A^2 + 5A + 6I, where I is the identity matrix.
[[10, 20], [-10, 40]]
NOT IN ANSWER SHEET: key worked here. CHECK: expression read from OCR.
A linear transformation T has a matrix (printed, not legible in the text). Find the image of the point (2, 3) under T.
Cannot be confirmed: matrix not legible in the text
NOT IN ANSWER SHEET: points generic. UNVERIFIED: matrix garbled in the paper text. CHECK.
Using the matrix method, find the point whose image under T is (7, 2).
Cannot be confirmed: matrix not legible in the text
NOT IN ANSWER SHEET: points generic. UNVERIFIED: matrix garbled in the paper text. CHECK.
Find the image of the point P(2, 1) under a rotation about the origin through 90 degrees anticlockwise.
(-1, 2)
NOT IN ANSWER SHEET: key worked here. CHECK: point read as (2, 1).
Draw the graphs of f(x) = x^2 - 4 and g(x) = x + 2 in the same coordinate system.
Parabola with vertex (0, -4); line through (0, 2) and (-2, 0)
NOT IN ANSWER SHEET: drawing task; points drafted in the answer. CHECK.
Shade the region enclosed by the two graphs, indicating the intercepts of both graphs.
Region between the line and the parabola for -2 <= x <= 3, with the line above the curve
NOT IN ANSWER SHEET: points drafted. CHECK.
From the graphs in 15(a), write the coordinates of the points where f(x) = g(x).
(-2, 0) and (3, 5)
NOT IN ANSWER SHEET: key worked here. CHECK.
State the domain and range of f(x) = x^2 - 4.
Domain: all real numbers; range: f(x) >= -4
NOT IN ANSWER SHEET: key worked here. CHECK.
Box A has 10 light bulbs, 4 defective; box B has 6, 1 defective. A box is chosen at random, then a bulb at random. Find the probability the bulb is defective.
17/60 (approx. 0.283)
NOT IN ANSWER SHEET: key worked here. CHECK: box labelled 'box 13' in the paper, read as B; equal chance of each box assumed.
A pair of fair dice is thrown. Find the probability that the sum is 10 or greater, given that a 5 appears on the first die.
1/3
NOT IN ANSWER SHEET: key worked here. CONTESTABLE: 'a 5 appears on the first die' read as a condition on the first die.
Given P(A') , P(B') and P(A and B) (values garbled in the paper), find P(A union B).
Cannot be confirmed: probability values garbled in the text
NOT IN ANSWER SHEET: points generic. UNVERIFIED: values garbled in paper text. CHECK.
By using logarithm tables evaluate (86.21 x 2.734) / (5.238 x 0.724).
about 62.15
CORRECTED: solutions use 2735 and a square root (no root in the paper) and key 187,900. UNVERIFIED: 5.238 read from OCR ('5.2J8').
Two numbers, 60 and n, have LCM 420. n is a multiple of 6 less than 90. Find the possible values of n.
n = 42 or n = 84
CORRECTED: solutions include 30 and 60, but LCM(60, 30) = 60 and LCM(60, 60) = 60, not 420.
Find the greatest common factor (GCF) of the two numbers 60 and n for each possible n.
GCF = 6 (n = 42); GCF = 12 (n = 84)
CORRECTED: solutions give 60 from the wrong n-values in 1(b)(i).
50 pupils study both Basic and Additional Mathematics; Additional pupils must come from the Basic class; 10 pupils do not study Basic; 100 study Basic but not Additional. How many pupils are in the school?
160
In the same school, how many pupils study either Basic or Additional Mathematics?
150
In the same school, how many pupils do not study Additional Mathematics?
110
P and Q are finite sets with n(P and Q') = 15, n(P' and Q) = 90 (printed as n(P union Q)) and n(P and Q) = 30. Without a Venn diagram, find n(Q).
n(Q) = 75
2(b): the stem literally gives n(P' and Q) = 90, which makes n(Q) = 90 + 30 = 120 (as the solutions key); the bank's 75 needs the printed 90 to be n(P union Q).
CORRECTED: OCR reads 'PvQ' as the union; solutions read n(P' and Q) = 90 and key 120. CONTESTABLE: check the printed symbol.
If U = 3i - j, V = -2i + 3j and W = -2i, find the magnitude of U + V - W.
sqrt(13)
CORRECTED: solutions read U = 3i, W = 2j and key sqrt(26). UNVERIFIED: U and the sign of W read from OCR.
Given that cos(90 degrees - theta) = sqrt(3)/2, where theta is acute, find cos theta without tables.
cos theta = 1/2
CORRECTED: solutions read sin theta = 1/sqrt(3) and key sqrt(2/3). UNVERIFIED: value read from OCR ('..!._ fi' over 2).
Find the value of 2 log 40 + log sqrt(81) - 2 log 12.
2
Find the value of sqrt(50) - 2 sqrt(18) + sqrt(8) + sqrt(2).
2 sqrt(2)
CORRECTED: solutions read the expression as sqrt(50 - 2 sqrt(18)) + sqrt(6 + sqrt(2)) and key 5 + sqrt(3). UNVERIFIED: expression read from OCR.
Express each of the irrational numbers 1/(3 + sqrt(5)) and 1/(3 - sqrt(5)) with a rational denominator.
(3 - sqrt(5))/4 and (3 + sqrt(5))/4
CORRECTED: solutions treat the numbers as 3 - sqrt(5) and 3 + sqrt(5), which are not reciprocals as printed. UNVERIFIED: OCR of the fractions.
Show that the sum of the numbers in 4(b)(i) is a rational number.
The sum is 3/2, which is rational
CORRECTED: solutions' sum (6) follows from their wrong numbers.
A circle has chords AD and BC meeting at E. Chords AB and CD produced meet at X. Show that triangle ADX is similar to triangle CBX.
Triangles ADX and CBX are similar (SAS: common angle at X and XA/XC = XD/XB)
CORRECTED: solutions argue 'angle ADX = angle ABX' and claim equal areas; the valid claim is similarity. UNVERIFIED: figure not in text. CHECK.
Change 315 degrees into radians, leaving pi as pi.
7 pi / 4
Show that the radius of a circle with an arc of length pi m and central angle pi/6 is 6 m.
r = 6 m
CORRECTED: solutions read the arc as 3 m, get 18/pi and then set pi = 3. UNVERIFIED: 'nm' read from OCR as pi m.
Three people share a property in the ratio 2 : x : y, with y = x + 2. The largest shareholder receives Tsh. 39,100. Find the value of the property.
Not determinable as printed
6(a): bank says 'Not determinable as printed'; but total parts = 2y, so the property is 2 × 39,100 = Tsh. 78,200 without finding x.
CORRECTED: solutions' 770,000 rests on misreadings and an unsupported step. UNVERIFIED: the relations as printed do not fix a unique value. CHECK.
Mavuno wants a lump sum invested at 4% per annum simple interest to grow to Tsh. 812,000 after 4 years. How much should be invested?
Tsh. 700,000
A line y = mx + c passes through (-1, 4) and its x-intercept is 3. Find m and c.
m = -1, c = 3
CORRECTED: solutions use (1, 4) and key m = -2, c = 6. Check: m = -1, c = 3 gives 0 at x = 3 and 4 at x = -1.
A straight line through (1, 3) meets the line 3x - 2y + 4 = 0 at right angles. Find its equation in the form ax + by + c = 0.
2x + 3y - 11 = 0
The total surface area of a solid cone is 440 cm^2 and the diameter of its circular base is 14 cm. Find the slant length.
13 cm
CORRECTED: solutions use a total area of 140 cm^2 and do not finish. Paper gives 440 cm^2.
Find the volume of metal needed to make 1000 ball bearings of diameter 4 mm.
about 33.5 cm^3
CORRECTED: solutions use diameter 0.5 cm and get 65.4 cm^3. Paper gives 4 mm.
Solve the inequality 4 - x < x + 8 < 5 - 2x and show the solution on a number line.
-2 < x < -1
CORRECTED: solutions solve a different inequality (4x + 5 < 3x). CHECK: number line not drawn in solutions.
Find r and s in the system 3r + s = 17 and 27 - 3r - 6s = 0.
r = 5, s = 2
CORRECTED: solutions use '2r - 3r = -65' and key r = 65, s = -178. UNVERIFIED: second equation read from OCR as 27 - 3r - 6s = 0; it gives integers.
A car starts at 20 m/s, decelerates uniformly at 2 m/s^2 for 3 s, accelerates at 2.5 m/s^2 for 4 s, then brakes to rest over 2 s. Draw the velocity-time graph.
Straight-line segments through (0, 20), (3, 14), (7, 24) and (9, 0)
NOT IN ANSWER SHEET: solutions give no graph; points drafted. CHECK.
Calculate the final retardation of the car.
12 m/s^2
From the graph in 10(a), determine the total distance travelled.
151 m
Products A and B are made on machines M1 and M2. A takes 1 min on M1 and 2 min on M2; B takes 1 min on each. Profit is Tsh. 200 per unit of each. Machine hours available: M1 6 h 40 min, M2 10 h. Formulate a linear programme and find the production for maximum profit.
Maximum profit 80,000, at (200 A, 200 B); also at (0 A, 400 B) and every point between on x + y = 400
CONTESTABLE: the optimum is not unique (whole edge from (0, 400) to (200, 200) gives 80,000).
Survey of 50 families: children per family 1, 2, 3, 4, 5 with families 19, 18, 9, 3, 1. Write down the modal number of children.
1
Find the median number of children per family.
2
Calculate the mean number of children per family.
1.98
A pie chart shows the subjects sat at an examination centre. 220 candidates sat History (sector 55 degrees). Find the total number of candidates.
1440
UNVERIFIED: pie chart not in text; sector angles taken from the solutions.
Find the number of candidates who sat Civics (sector 50 degrees).
200
UNVERIFIED: pie chart not in text; sector angle taken from the solutions.
A speed boat sails from Zanzibar (6 degrees S, 45 degrees E) to Mtwara (9 degrees S, 45 degrees E) at 30 knots, leaving Zanzibar at 11:30 a.m. At what time does it reach Mtwara?
5:30 p.m.
Calculate the diameter, in km, of the parallel of latitude 64 degrees N (R = 6370 km).
about 5585 km
CORRECTED: solutions round cos 64 to 0.4384 and give 5584 km; to the nearest km the value is 5585.
Define a nautical mile.
One minute of arc along a meridian, about 1.852 km
Define a knot.
One nautical mile per hour
Quadrilateral OABC has vertices O(0, 0), A(0, 2), B(2, 2), C(2, 0). The transformation T has matrix [[0, 1], [1, 0]]. Find the image O'A'B'C' and draw OABC and its image on the same axes.
O'(0, 0), A'(2, 0), B'(2, 2), C'(0, 2)
If A = [[2, -3], [1, -2]], B = [[3, 4], [-3, 1]] and C = [[1, 7], [2, -3]], find 4A - 3B + 2C.
[[1, -10], [17, -17]]
UNVERIFIED: matrix entries read from OCR; the solutions' entries are used.
The functions are f(x) = |x| and g(x) = 2 - 3x. Evaluate f(-3).
3
Find g^-1(x) and hence evaluate g^-1(8).
g^-1(x) = (2 - x)/3; g^-1(8) = -2
Draw on the same axes the graphs of f(x) = |x| and g(x) = 2 - 3x.
V-shape f with vertex (0, 0); straight line g through (0, 2) and (2/3, 0)
NOT IN ANSWER SHEET: graph drafted; solutions give no drawing. CHECK.
Without a table of values, draw the graph of y = -x^2 + 4x - 5 and use it to solve -x^2 + 4x - 5 = -10.
x = 5 or x = -1 (vertex (2, -1))
NOT IN ANSWER SHEET: graph points drafted; the solutions solve the equation algebraically.
Juma says he has a 50% chance of passing; Gadi says the probability of failing is 1/4. Find the probability that Gadi will pass.
3/4
Find the probability that Juma passes or Gadi fails.
5/8 (0.625)
CONTESTABLE: independence of the two results is assumed; not stated in the paper.
The table gives students by age: 16 (7), 17 (22), 18 (13), 19 (0). Probability that a student chosen is 17 years old.
11/21
Probability that a student chosen is over 16 years old.
5/6
Simplify (0.3754 x 17.85) / (0.00042 x 9.33) and give the answer to four significant figures.
1710
CORRECTED: solutions ignore the denominator and key 6.713. Paper shows the division by 0.00042 x 9.33.
Change 0.01 (printed as '0. 0 i') into a fraction.
1/100
UNVERIFIED: the decimal is garbled in the paper text; if it is a recurring decimal the answer differs (0.0 recurring 1 = 1/90).
Figure 1 shows sets P, Q, R. List the members of (P union Q)' (printed as '(PUQ)'').
Solutions: (P and Q)' = {p, q, s, t}, 4 elements
2(a): bank key (P and Q)' = {p, q, s, t} is the complement of P ∩ Q; the stem asks for (P ∪ Q)', which is empty with U = {p, q, r, s, t}
CORRECTED: solutions answer (P and Q)' not (P union Q)'. UNVERIFIED: sets read from the figure (not in text); the universal set is not given.
Using Figure 1, find n(P union Q union R)' (printed as 'n(PUQUR)'').
Solutions: n(P union Q union R) = 5 (complement not determinable)
2(b): bank key 5 is n(P ∪ Q ∪ R), but the stem asks for its complement, which is 0 with U = {p, q, r, s, t}
CORRECTED: solutions answer the uncomplemented union. UNVERIFIED: sets read from the figure; universal set not in text.
Using Figure 1, find n(Q union R) - n(P and R).
3
UNVERIFIED: sets read from the figure by the solutions (figure not in text).
If u = 4i + 6j and v = i - 3j, find w for which w = 4u - 2v.
w = 14i + 30j
Find the magnitude of w correct to two decimal places.
33.11
Find the angle w makes with the positive x-axis, to the nearest degree.
65 degrees
Solve for x if the expression in the paper (garbled: a power of 4, a power of 16 and 8^(3x)) equals 8^(3x).
Not confirmed: expression garbled in the paper text
CORRECTED: solutions' p = 368/3 answers a different problem and they note 'recheck problem'. UNVERIFIED: paper expression unreadable. CHECK.
If log a = 1.3010, log b = 1.4771 and log c = 1.7782, calculate sqrt(a^2 b / c^2).
about 1.825
CORRECTED: solutions take the square root of the logarithm (0.723). UNVERIFIED: target expression read from OCR. If log of the root is meant, the answer is 0.2614.
AOP is a diameter of a circle with centre O. ABC is a straight line and angle QBC = 81 degrees (figure 2). Calculate angle PAQ.
9 degrees
UNVERIFIED: figure not in text; solutions' working is partly invalid. CONTESTABLE.
With reference to figure 3, calculate the length of segment CE.
4.8 cm
UNVERIFIED: figure not in text; solutions' working is incomplete (restarts several times).
The 4th, 6th and 9th terms of an AP form the first three terms of a GP. The first term of the AP is 3. Find the common difference.
d = 3
CONTESTABLE: d = 0 also gives a GP (all terms 3, ratio 1); solutions reject it without reason.
Find the common ratio of the GP in 6(a).
3/2
CONTESTABLE: with d = 0 the ratio is 1.
Lines r and s pass through (k, 9). Line r has slope -1/2 and passes through (5, -3). Find k.
k = -19
Line s passes through (-19, 9) and has x-intercept -14. Give its equation as ax + by + c = 0.
9x + 5y + 126 = 0
Find the equation of line t, perpendicular to r and passing through (k, 9), in the form y = mx + c.
y = 2x + 47
Figure 4: AO = OB = 7 cm, angle AOB = 36 degrees, O is the centre. Calculate the perimeter of the figure.
22.72 cm (solutions)
UNVERIFIED: figure not in text. If the figure is the sector only (OA, OB and arc), the perimeter is 14 + 4.4 = 18.4 cm. CONTESTABLE.
A solid sphere of radius 6 cm has the same surface area as a solid right cylinder of radius 2 cm. Find the height of the cylinder.
34 cm
CONTESTABLE: total surface area used; if the curved surface only is meant, h = 36.
Given sqrt(3) = 1.7321, calculate 3/(sqrt(3) - 1) correct to four decimal places (expression partly garbled in the paper).
4.0982
9(a): bank key 4.0982 comes from rationalising with √3 = 1.7321; direct division 3 ÷ 0.7321 gives 4.0978
UNVERIFIED: expression garbled in the paper text. CONTESTABLE: direct division by 0.7321 gives 4.0978.
Find x and y given 1/x + 1/y = 3/2 and 1/x - 1/y = 5/4.
x = 8/11, y = 8
UNVERIFIED: second equation read from OCR as 1/x - 1/y = 5/4 (the solutions' reading).
Solve the simultaneous equations 2x + y = -3 and x^2 - 2y = 6.
(0, -3) and (-4, 5)
A car has initial velocity 72 km/h and acceleration 4 m/s^2. Find the distance covered in metres after 12 seconds.
528 m
A school buys author A books (between 10 and 15 inclusive, Tsh. 8,000 each) and author B books (Tsh. 10,000 each) with Tsh. 240,000. What is the maximum number of books it can buy?
27 books: 15 of author A and 12 of author B
Monthly salaries of 33 workers: mean salary using the class mark 54,500 (50,000-59,000) as the assumed mean.
Tsh. 54,803.03
Find the mode of the salary distribution.
Tsh. 56,000
CONTESTABLE: uses class limits (L = 50,000, c = 9,000). With class boundaries (L = 49,500, c = 10,000) it is 56,167.
Calculate the median salary.
Tsh. 54,950
CONTESTABLE: class-limit convention used. With boundaries (L = 49,500, c = 10,000) it is 55,000.
Find the number of workers whose salaries exceed Tsh. 69,500.
4
Find the distance in km between A(9 degrees S, 33 degrees E) and B(5 degrees S, 33 degrees E).
444.48 km
An aeroplane flies from B(5 degrees S, 33 degrees E) to C(5 degrees S, 39 degrees E) at 332 km/h, leaving at 3:00 p.m. When does it arrive?
5:00 p.m.
CHECK: paper says it leaves 'A' at 3:00 p.m.; the route starts at B, so B is assumed.
A ship sails due north from latitude 20 degrees S for 1440 km. Find the latitude it reaches.
7.04 degrees S
CORRECTED: solutions treat 1440 as nautical miles and get 4 degrees N. The paper gives km, and the solutions use km in 13(b)(ii). CHECK units.
A ship sails due west from (60 degrees N, 5 degrees W) for 1200 km. Find its new position.
(60 degrees N, 26.6 degrees W)
For f(x) = 2x^2 - 5x - 3 with -2 <= x <= 4, draw the graph of f(x).
Upward parabola, vertex (1.25, -6.125), crossing the x-axis at -0.5 and 3
NOT IN ANSWER SHEET: solutions give no drawing; points drafted. CHECK.
From the graph, find the value(s) of x for which f(x) = -10.
No real solution
CORRECTED: solutions give x = -1.5 and x = 4 (approximate, from no valid graph); f(4) = 9, not -10.
Find the line of symmetry of the curve.
x = 5/4
Find the values of x for which f(x) is negative.
-1/2 < x < 3
Solve the equation 2x^2 - 5x - 3 = 0.
x = -1/2 or x = 3
A two-digit number is written with the digits 2, 3 and 4, without repetition. Find the probability that it is even.
2/3
Find the probability that the number is less than 30.
1/3
CORRECTED: solutions include 32 (which is greater than 30) and key 1/2.
A family has four children. Using a tree diagram, find the probability that all four are boys.
1/16
Find the probability that the family has two boys and two girls.
3/8
A number is chosen at random from -3, -2, 0, 3, 4 and 6. Find the probability that it is a solution of x^2 - x - 6 = 0.
1/3
CORRECTED: solutions list -2 twice and key 1/2. UNVERIFIED: the list in the paper is read as -3, -2, 0, 3, 4, 6.
Matrices A, B and C are given in the paper (garbled in the text). Find 3A - 2B + C.
Cannot be confirmed: matrices garbled in the text
NOT IN ANSWER SHEET: solutions stop at 15(c). UNVERIFIED: matrices unreadable in paper text. CHECK.
Solve for x and y in the matrix equation given in the paper (garbled in the text).
Cannot be confirmed: equation not legible in the text
NOT IN ANSWER SHEET: solutions stop at 15(c). UNVERIFIED: equation not legible. CHECK.
A point (x, y) is rotated through 90 degrees and then reflected in the line y = x. Find (i) a single matrix for this transformation and (ii) the image of (3, 6).
[[1, 0], [0, -1]]; image of (3, 6) is (3, -6)
NOT IN ANSWER SHEET: solutions stop at 15(c). CHECK: rotation direction assumed anticlockwise; order of transformations.
Using mathematical tables, evaluate (28.32^2 x 0.3574) / sqrt(0.8732), correct to four decimal places.
306.7497
CORRECTED: solutions key 306.7881 from rounded working. Recomputed to four decimal places.
If a = 2.432 x 10^5, b = 7.42 x 10^4 and c = 0.0324 x 10^-3, find R = ab/c in standard form to two decimal places.
5.57 x 10^14
CORRECTED: solutions compute ab - c (1.80 x 10^10); the paper's operation is ab/c. UNVERIFIED: exponent of c read from OCR.
One of the roots of 2x^2 - k(x + 1) + 3 = 0 is 4. Find k.
k = 7
CORRECTED: solutions use a different equation (2x^2 - kx + 1 = 3) and key 7.5.
If x^2 + ax + 4 is a perfect square, find the value of a.
a = 4 or a = -4
CORRECTED: solutions give a = 4 only, dropping the negative root.
Given a = 5i - j, b = 3i + 4j and c = 2i - 3j, find the resultant of a + b + c and the unit vector in its direction.
a + b + c = 10i; unit vector i
CORRECTED: solutions use b = 3i + j and a + b - c, giving 6i + 3j. UNVERIFIED: vector b read from OCR as 3i + 4j.
Given that sin A = 3/5, find cos A.
4/5
Given that sin A = 3/5, find (tan A - sin A) / (1 + cos A).
1/12
CORRECTED: solutions evaluate tan A / (1 + cos A) = 5/12, which is not the printed expression.
Simplify 2 log10 25 - 3 log10 5 + log10 20.
2
Find the value of t in the equation 3^(t+1) = 6.
t = log3 6 - 1 = 0.6309 (approx.)
UNVERIFIED: the power on the left is garbled in OCR ('321('); read as 3^(t+1) as in the solutions.
Use the substitution y = 2^x to solve 2^(2x+1) - 2^(x+1) + 1 = 2^x.
x = 0 or x = -1
CORRECTED: solutions misread the equation as 2y - 2y + 1 = y and key t = 0. UNVERIFIED: exponents read from OCR.
Figure 1: the shaded triangle DEA has area 15 m^2; DA = 3 m and AB = 6 m. Find the area of quadrilateral BCDE.
Not determinable without figure 1
NOT IN ANSWER SHEET: solutions stop at area DAB = 9 m^2 and give no final answer. UNVERIFIED: figure not in text.
Figure 2: AB is an arc of 43 degrees and CD is an arc of 25 degrees, O is the centre. Find the angle DLC.
34 degrees
CORRECTED: solutions use arc 44 and set angle DLC = angle DOC = 25 degrees, which is not valid. UNVERIFIED: figure not in text; L assumed to be the intersection of chords. CONTESTABLE.
The price of a TV including VAT is shs. 133,800.00. VAT is 30%. Find the price before VAT.
shs. 102,923.08
CORRECTED: solutions use shs. 133,800,000 and key 102,923,076.92; the paper gives shs. 133,800.00.
The second term of an AP is 2 and the sixth term is -14. Find the first term.
6
The second term of an AP is 2 and the sixth term is -14. Find the common difference.
-4
Points A (4, 3), B (3, -2) and C (7, -1). Find the length of AB.
sqrt(26)
CORRECTED: solutions use B = (-3, 7) and key sqrt(65).
Find the equation of line BC in the form ax + by + c = 0, for B (3, -2) and C (7, -1).
x - 4y - 11 = 0
CORRECTED: solutions use B = (-3, 7) and C = (7, -1) and key 4x + 5y - 23 = 0.
The ratio of the areas of two circles is 50 : 72. The smaller radius is 15 cm. Find the larger radius.
18 cm
Find the total surface area of a right circular cone with height 24 cm and slant height 25 cm.
224 pi = 703.36 cm^2 (pi = 3.14)
Given (a + 1/a)^2 = 14, find a^2 + 1/a^2.
12
Make q the subject of pq + x = c(p + q^2).
q = [p +/- sqrt(p^2 - 4c(cp - x))] / (2c)
Using figure 3 (right triangle with sides a, b and hypotenuse c, angle theta), show that cos^2 theta + sin^2 theta = 1.
Shown
UNVERIFIED: figure labels partly garbled in the text; the standard right-triangle argument is used.
Solve 3x - 5 = (5x - 3)/x by factorisation.
x = 1/3 or x = 3
Figure 4 is the velocity-time graph of a train journey of 16 minutes. Find the acceleration on OP and on PQ.
OP: 1/12 m/s^2; PQ: 1/72 m/s^2
UNVERIFIED: velocity-time graph not in text; times and speeds from the solutions.
Find the total length of the journey in metres.
17250 m
UNVERIFIED: velocity-time graph not in text; segment durations from the solutions.
Foods A and B contain 4 and 6 units of protein, and 5 and 3 units of starch per kg. A costs shs. 400 per kg and B costs shs. 500 per kg. The minimum daily intake is 16 units of protein and 11 units of starch. How much of each food should be bought?
1 kg of A and 2 kg of B; minimum cost shs. 1,400
CORRECTED: solutions use protein 48, starch 45, costs 2500 and 2000, which are not the paper's numbers.
Construct a frequency distribution table for the scores 21 to 27 in the data (20 scores).
21: 4; 22: 4; 23: 2; 24: 5; 25: 1; 26: 1; 27: 3 (total 20)
CORRECTED: solutions use a different list of scores (frequencies 3, 2, 1, 6, 2, 2, 4).
The sum of the first six terms of an AP is 72 and the second term is seven times the fifth term. Find the first term and the common difference.
a = 27; d = -6
Find the sum of the first ten terms of the AP in 12(b)(i).
0
NOT IN ANSWER SHEET: solutions do not give 12(b)(ii); key worked here. CHECK.
Figure 5: VABCD is a pyramid on a square base ABCD of side 6 cm; V is vertically above N, the centre of the base, with VN = 3 cm. Calculate the length VA.
VA = 3 sqrt(3) = 5.20 cm
CORRECTED: solutions state VA = VN = 3 cm, which ignores NA. UNVERIFIED: figure not in text.
Calculate the angle between the line VA and the plane ABCD.
about 35.26 degrees
CORRECTED: solutions give 90 degrees, which is only true for a vertical line. UNVERIFIED: figure not in text.
Calculate the volume of the pyramid.
36 cm^3
UNVERIFIED: figure not in text; base and height from the text.
Find the image of the line 5x + 10y + 9 = 0 under reflection in the line y = x.
10x + 5y + 9 = 0
Find the matrix which enlarges the vector r = (3, 4) to r' = (18, 24).
[[6, 0], [0, 6]]
CORRECTED: solutions treat a reflection matrix for another vector. CONTESTABLE: one vector does not fix a unique matrix; the enlargement is the natural answer.
M = [[cos 2a, sin 2a], [sin 2a, -cos 2a]] is the reflection matrix in a line inclined at a, with a = 135 degrees, u = (6, 1) and t = 4. Find M(tu).
M = [[0, -1], [-1, 0]]; M(tu) = (-4, -24)
CORRECTED: solutions give only the matrix and do not apply it to tu. UNVERIFIED: matrix and values read from OCR.
f(x) = x^2 for x <= 0 and f(x) = x for x > 0. Find f(-4).
16
CORRECTED: solutions use a different definition of f (|x + 5| and x^2). UNVERIFIED: piecewise definition read from OCR.
Give the domain and range of f(x).
Domain: all real numbers; range: f(x) >= 0
CORRECTED: solutions give domain (-5, 3) and range [0, 9), which do not match the paper's f.
Sketch the graph of f(x) for the piecewise definition in 15(a).
Parabola y = x^2 for x <= 0 joined to the line y = x for x > 0
NOT IN ANSWER SHEET: solutions give no sketch; points drafted. CHECK.
Figure 6 (right triangle with hypotenuse 12 cm, angle 32 degrees) and figure 7 (right triangle with sides 3 cm and 4 cm, angle x). Find the length y and the angle x.
y = 6.36 cm; x = 36.87 degrees
UNVERIFIED: figure details garbled in text; values follow the solutions.
Two numbers are chosen at random from 1, 2 and 3. Find the probability that their sum is odd.
2/3
CORRECTED: solutions list (1, 3) and (3, 1) as odd sums, but 1 + 3 = 4 is even. CONTESTABLE: with replacement the answer is 4/9.
P(A) = 1/5, P(B) = 1/2 and P(A and B) = 1/10. Find P(A union B).
3/5
UNVERIFIED: probability values garbled in the paper text; read as in the solutions.
Using the values in 16(b), find P(A union B)'.
2/5
CORRECTED: solutions find P(A and B') = 1/10, which is not the printed P(A union B)'.
20% of cars have no engine, 40% have bad tyres and 15% have no engine and bad tyres. Find the probability that a car has good tyres and an engine.
0.55
UNVERIFIED: the percentage for 'no engine and bad tyres' is garbled ('p %') in the text; 15% taken from the solutions.
Change 0.123 into a fraction.
123/1000
Numbers 28, 41, 42, 59, 70 (natural numbers): calculate the difference between the L.C.M. of the prime numbers and the G.C.F. of the remaining numbers.
2405
Express the answer to 1(b)(i) in standard form A x 10^n correct to two significant figures, where 1 <= A < 10.
2.4 x 10³
CORRECTED: solutions key 2.405 x 10³ gives four figures; paper asks two significant figures, so key set to 2.4 x 10³.
A = {(x,y): 3x + 4y = 10} and B = {(x,y): 2x - 3y = 1}. Find A ∩ B.
{(2, 1)}
CORRECTED: solutions used 8 instead of 10 in the first equation (giving (28/17, 13/17)); the paper reads 10, so the key is recomputed.
What number must be added to x² + 17x + 12 to make the expression exactly divisible by (x + 5)?
48
CORRECTED: solutions used (x + 57) and got -2292; paper reads (x + 5), so key recomputed as 48.
a = (1/2)i + (1/3)j, b = (2/3)i + (1/2)j, c = (1/6)i + 6j. Determine a unit vector in the direction of g where g = 6a - 3b - c.
(2/√5)i + (1/√5)j
3(a): bank ans (2/√5)i + (1/√5)j follows the solutions' reading 2g = 6a - 3b; the printed g = 6a - 3b - c gives (5/√1114)i - (33/√1114)j ≈ 0.1498i - 0.9887j
UNVERIFIED: the definition of g is garbled in the paper text and solutions (solutions say g = 6a - 3b - g); key follows the solutions' working. CHECK definition.
Joff is 30 m from a flag pole with its bottom end some distance below ground level. Angle of elevation of the top from Joff's eye level is 12.4° and angle of depression of the bottom is 2.1°. Calculate the height of the flag pole.
NOT IN ANSWER SHEET: height = d(tan 12.4° + tan 2.1°) for horizontal distance d
NOT IN ANSWER SHEET: solutions give no answer; the distance in the question is unreadable. UNVERIFIED. CHECK the horizontal distance on the paper.
Find x and y given that x^(2y+1) = x^(3y-1) = 243.
x = 3, y = 2
NOT IN ANSWER SHEET: solutions blank. Derived key. UNVERIFIED: paper wording is garbled; CHECK the exponent form.
If log₄ x = y, show that log₂ x = 2y. Hence find the value of x given the stated condition.
Shown (x = 4^y = 2^(2y), so log₂ x = 2y)
UNVERIFIED: the 'hence' condition is garbled in the paper and the solutions give no value. CHECK the second part.
ABCD is part of a regular polygon. Show that the triangles ABC and BCD are congruent.
Shown (SAS)
The middle angle of a triangle exceeds the smallest angle by 20° and the largest angle is twice the middle angle. Find the largest angle.
100°
Compute the sum of the first ten terms of the series 1 + 5 + 9 + …
190
The 5th term of an arithmetic progression is 23 and the 12th term is 37. Find the eleventh term.
35
Using the value of the eleventh term from 6(b)(i), find the sum of the first eleven terms without using the common difference.
275
Find the distance between the points A(3, 7) and B(-2, 5).
√29
CORRECTED: solutions used B(2, 5) and gave √5; the paper reads B(-2, 5), so key recomputed as √29.
The straight line through C(1, -2) and D(3, 4) meets the y-axis at E. Find the coordinates of E.
(0, -5)
In the diagram ABC is a straight line, BE = 20 cm, BD = 10 cm, ∠ABE = 60° and ∠CBD = 30°. Calculate the area of quadrilateral ABDE.
NOT IN ANSWER SHEET: area of ΔBDE = 100 cm² (right angle at B); ΔABE cannot be found because AB is not given
UNVERIFIED: solutions give 50√3 + 25 with a wrong formula. Diagram not in text. CHECK the figure for a missing length.
A cylinder has base radius 14 cm and height 28 cm. Calculate its volume.
5488π cm³ ≈ 17241.06 cm³
CORRECTED: solutions used π ≈ 3.14 and gave 17232.32; exact π gives 17241.06 cm³.
Evaluate by factorisation (365)² - (135)².
115000
Factorise completely 12 + x - x².
-(x - 4)(x + 3), i.e. (4 - x)(x + 3)
Find the value of ab if a² + b² = 34 and a + b = 8.
15
CORRECTED: solutions gave -24 or 1404 from an invalid substitution; the standard identity gives 15.
Solve x² - 6x - 16 = 0 by completing the square.
x = 8 or x = -2
NOT IN ANSWER SHEET: solutions stop before the final roots; key derived here.
A boy cycles 18 km in 90 minutes, rests 10 minutes, then cycles 12 km in 50 minutes. Find his average speed for the whole journey in km/h.
12 km/h
CORRECTED: solutions used 30-minute stages and gave 25.71 km/h; the paper gives 90 and 50 minutes.
Find the maximum value of 2 + 30t - 5t².
47
Paper calls it a quadratic equation; the expression is a function. Key unchanged.
Tailors A and B spend shs 15,000/= and shs 20,000/= per day to make a shirt and a gown respectively. A can stitch 6 shirts and 4 gowns per day; B can stitch 10 shirts and 4 gowns per day. Find how many days each should work to stitch at least 60 shirts and 32 gowns at minimum cost.
A works 5 days, B works 3 days; minimum cost shs 135,000/=
CORRECTED: solutions used different production figures (100 shirts, 52 gowns) and gave 515,000; recomputed from the paper's figures.
The table shows the distribution of 100 shops by profit. Find the value of C.
C = 22
UNVERIFIED: the table in the paper is unreadable and the solutions reconcile the totals inconsistently. CHECK the table.
Prepare the frequency distribution and use it to determine the modal class.
Modal class: 45-49
UNVERIFIED: depends on the unreadable table and on the C value in 12(a).
Draw a histogram and frequency polygon on the same diagram for the distribution in 12(b).
NOT IN ANSWER SHEET: histogram with class boundaries on the horizontal axis, frequency polygon through class midpoints
NOT IN ANSWER SHEET: drafted points, CHECK against the frequency table.
A and B are on latitude 70°N, with longitudes 62°W and 118°E. Earth's diameter is 12800 km. Calculate the distance from A to B along a great circle route over the North Pole.
≈ 4468 km
CORRECTED: solutions used 120°W and gave 17779.2 km; the paper reads 62°W.
Same points as 13(a)(i). Calculate the distance along the parallel of latitude 70°N.
≈ 6877 km
CORRECTED: solutions gave 9046.67 km from a wrong longitude difference.
A pyramid has square base ABCD of side 10 cm. The vertex V is 12 cm above the centre E of the base. Find the angle of inclination of VA to the horizontal.
≈ 59.6°
13(b)(i): bank ans ≈ 59.6°; tan θ = 12/(5√2) ≈ 1.697 gives θ ≈ 59.5° (arctan 1.697 = 59.49°)
CORRECTED: solutions used VA = 12 cm and gave 58.3°.
Calculate the volume of the pyramid in 13(b).
400 cm³
Use the inverse matrix method to solve 2x + 3y = 12 and 3x - y = 7.
x = 3, y = 2
CORRECTED: solutions read the second equation as 3x - 7y = 7 and gave x ≈ 4.57, y ≈ 0.96; the paper reads 3x = 7 + y.
Determine the value of k for which the matrix [[k + 3, 0], [0, 2]] has no inverse.
k = -3
A linear transformation T maps (x, y) onto (x', y') where x' = x - y and y' = x + 2y. Write down the matrix of T.
[[1, -1], [1, 2]]
Find the image of (5, 3) under T.
(2, 11)
Find the point (x, y) whose image under T is (-5, 16).
(2, 7)
Calculate the angle A in a triangle with a = 5, b = 8 and c = 7.
38.2°
f(x) = x² + 6 and g(x) = (f(x) - f(4))/(x - 4). Find g(-4).
0
CHECK: the formula is printed without brackets; read as (f(x) - f(4))/(x - 4).
Find the range of f(x) = x² - 4x + 3 for domain {-2, -1, 0, 1, 2, 3}.
{-1, 0, 3, 8, 15}
A box has 8 red and 11 white balls of the same size. A ball is drawn at random. Find the probability that it is red.
8/19
Same box as 16(a)(i). Find the probability that the ball is white.
11/19
A fair die and a coin are tossed once. Find the probability of a head on the coin and an even number on the die.
1/4
By using mathematical tables evaluate 237.8 x 0.30873 / √0.2508. Give the answer to four figures.
146.6
CORRECTED: solutions gave 146.5 from rounded intermediates; recomputed key 146.6.
Round x = 2.354, y = 4.843 and z = 1.759 to one decimal place, then use the results to find A = x - 3y/z to two significant figures.
-5.6
CHECK: paper prints z = 1.789 in one version; rounding to 1.8 is the same either way.
In a class of 30 students, 17 take English debate and 12 take English debate and sports. Every student takes at least one of the two events. Find the number who take English debate only.
5
In the same class as 2(a)(i), find the number who take sports only.
13
NOT IN ANSWER SHEET: solutions do not give this part; derived here. CHECK.
If A = {a, b, c}, B = {b, c, d} and C = {c, d, e}, show that A ∪ (B ∩ C) = (A ∪ B) ∩ (A ∪ C).
Shown: both sides equal {a, b, c, d}
CORRECTED: solutions proved A ∩ (B ∩ C) = (A ∩ B) ∩ C, a different identity from the printed question. The question as printed is the distributive law, so the points follow it.
If a = (3, 5), b = (2, -7) and c = (1, -4), evaluate |2a - 3b + c|.
√730 ≈ 27.02
CORRECTED: solutions used sets {1, 3, 5} and {2, 7} as vectors and gave √342 ≈ 18.49; the paper gives coordinate vectors.
If cos A = 3/5, find tan A.
4/3
CHECK: paper wording for this part is unclear in the scan.
If sin A = -7, what is log₁₀ A²?
≈ 1.6902
CONTESTABLE: the printed condition is impossible; key follows the solutions' assumed reading A = -7. CHECK the paper.
Express as a single logarithm: ½ log x - 7 log y + log Z.
log (Z√x / y⁷)
Prove that the angles in the same segment of a circle are equal.
Shown
In the figure ACD is an equilateral triangle and ABCD is a cyclic quadrilateral. Given ∠C = 20°, find ∠EBC.
100°
UNVERIFIED: the figure is not in the text and the solutions' angle labels are inconsistent. CONTESTABLE. CHECK the diagram.
A, B and C share TShs 120,000/= in the ratio 2 : 3 : 5. How much does each get?
A: 24,000; B: 36,000; C: 60,000
The paper names the three shares A, B and C.
An article is sold at TShs 40,500/= including 20% V.A.T. Calculate the amount of V.A.T.
TSh 6,750
CORRECTED: solutions used 30% and gave VAT of TSh 9,346.15 (price before VAT 31,153.85); the paper reads 20%.
Find the equation of the line through (2, 3) perpendicular to the line 4y - 3x + 1 = 0.
y = -(4/3)x + 17/3
Determine the slope of the line 2x - 3y - 4 = 0.
2/3
CHECK: coefficients taken from the solutions; the paper scan is unclear.
The volume of a rectangular box is 1008 cm³. Its length is 14 cm and breadth 9 cm. Find its height.
8 cm
The curved surface area of a cylinder is 264 cm² and its height is 14 cm. Calculate its radius and volume.
Radius ≈ 3 cm; volume ≈ 395.8 cm³ (126π)
CORRECTED: solutions used π = 3.14 and gave 395.64; 126π = 395.84 cm³.
Find the solution set of 2 < (x - 3)/3 ≤ 5.
(9, 18]
CHECK: paper scan shows the inequality with unclear brackets; key follows the solutions.
Solve the system: 2x + y - z = 3, x + 2z = 7 + y, y = x - 5.
x = 3, y = -2, z = 1
CORRECTED: solutions stopped at 'x = 3, y = -2, 1' and did not state z; z = 1 is derived here.
Draw a velocity-time graph for a car travelling at a uniform 24 m/s for 10 seconds, then decelerating for 4 seconds to rest.
Constant 24 m/s from t = 0 to 10 s, then a straight line from 24 m/s to 0 at t = 14 s
UNVERIFIED: diagram not in the text; points drafted from the question. CHECK.
Calculate the deceleration of the car.
6 m/s²
From the graph in 10(a), calculate the total distance travelled by the car.
288 m
Draw on the same axes the inequalities 2x + y ≤ 16, x + 2y ≤ 11, x + 3y ≤ 15, x ≥ 0, y ≥ 0.
Feasible region with corner points (0, 0), (8, 0), (7, 2), (3, 4), (0, 5)
UNVERIFIED: graph not in the text; corner points derived from the inequalities.
From the graph in 11(a), find the points which give the maximum and minimum of f(x, y) = 3x + 5y.
Minimum 0 at (0, 0); maximum 31 at (7, 2)
CORRECTED: solutions gave maximum 29 at (3, 4), missing the corner (7, 2) = 31.
Calculate the mean and mode of blood pressure for 100 students (table in paper).
Mean = 75.85 mm Hg; modal class 75-79 mm Hg
Construct the cumulative frequency table and draw the ogive. From the ogive estimate the median blood pressure.
≈ 77 mm Hg
CORRECTED: solutions gave 74.5 by eye; interpolation from the cumulative table gives 77.0.
From the ogive, estimate the percentage of students with blood pressure between 67 mm Hg and 76 mm Hg.
≈ 30%
CORRECTED: solutions gave 47% from wrong class readings (18 and 65).
Calculate the volume and surface area of a sphere of radius 21 cm.
Volume ≈ 38792.4 cm³; surface area ≈ 5541.8 cm²
CORRECTED: solutions gave surface area 5541.36; 1764π = 5541.77.
A sphere is cut by a horizontal plane so that the cross-section area is 81π cm². The distance from the plane to the centre is 15 cm. Find the radius of the sphere.
√306 ≈ 17.5 cm
CORRECTED: solutions gave 15 cm, which is the distance, not the sphere radius.
Evaluate the matrix expression in 14(a) (as printed).
NOT DETERMINED
UNVERIFIED: the expression is unreadable in both scan and solutions. CHECK the paper.
Find x and y given [[4, 5], [2, 3]] [x; y] = [3; 1].
x = 2, y = -1
The transformation [x'; y'] = [[5, 2], [1, 4]] [x; y] maps triangle A(3, 2), B(7, 2), C(3, 8) onto A'B'C'. Find A', B', C'.
A'(19, 11), B'(39, 15), C'(31, 35)
CORRECTED: solutions used B(1, 2) and gave B'(9, 9); the paper gives B(7, 2). The transformation matrix is taken from the solutions and is not fully legible in the scan. UNVERIFIED matrix.
f(x) = 3x - 5 for x ≥ 2; f(x) = 4 for -2.5 < x < 2; f(x) = x - 2 for x ≤ -2.5. Sketch the graph of f.
Graph: line y = x - 2 for x ≤ -2.5, horizontal segment y = 4 for -2.5 < x < 2, line y = 3x - 5 for x ≥ 2
NOT IN ANSWER SHEET: sketch drafted from the piecewise definition. CHECK -2.5 against the paper (scan shows -2).
From the graph, find the domain and range of f.
Domain: all real numbers. Range: (-∞, -4.5] ∪ {4} ∪ [1, ∞)
Find the values of (i) f(-3), (ii) f(0), (iii) f(5), (iv) f(-2.7).
(i) -5; (ii) 4; (iii) 10; (iv) -4.7
CORRECTED: solutions gave f(-2.7) = 4, but -2.7 ≤ -2.5 lies in the x - 2 piece, so -4.7.
A fair die is tossed once. Find the probability of an even number greater than two.
1/3
A box has 4 white and 5 black balls. Two balls are drawn at random. Find the probability that both are white.
1/6
Same box as 16(b)(i). Find the probability that both are black.
5/18
It is known that C(x, 18) = C(x, 20). Find x.
x = 38
CHECK: notation read as n-choose-r with x as the upper index; solutions give 38 with this reasoning.
Find the value of the expression 4 - 7.5 x 1.3 / 3.1, giving the answer to three decimal places.
0.855
CHECK: the paper scan shows a different-looking expression; key follows the solutions.
Round each term of the expression in 1(a) to one significant figure to obtain a rough estimate.
1.33
Express 1.315 as a rational number.
263/200
CHECK: the paper scan reads 1.21:3 in one version; key follows the solutions.
How many even numbers greater than 2000 can be formed with the digits 1, 2, 4 and 8 if each digit is used only once?
12
CORRECTED: solutions used digit 7 instead of 8 and gave 8; the paper reads digits 1, 2, 4 and 8, which gives 12.
If n(A) = 8, n(B) = 12 and n(A ∩ B) = 5, find n(A ∪ B).
15
Solve tan θ = 2 sin θ for values of θ from 0° to 180°.
θ = 0°, 60°, 180°
If a = 4i + 5j, b = 6i + 9j and V = ½a + ⅙b, find the magnitude and direction of V.
|V| = 5; direction tan θ = 4/3, θ ≈ 53.1° above the x-axis
CORRECTED: solutions used V = (1/5)(3a - 5b) from different vectors and gave 6.53. The paper reads V = ½a + ⅙b with a = 4i + 5j and b = 6i + 9j, which gives clean values. CHECK the paper.
Solve for x if √(x - 1) + 3 = 0.
No real solution
CORRECTED: solutions treated a different equation (1/[(x-1)(x-3)] = 0) and gave x = 2 ± √2; the printed equation has no real solution.
Using mathematical tables, evaluate (36.12)³ x 750.9 / (113.2)^(1/2.5) as printed.
NOT DETERMINED
4(b): bank says NOT DETERMINED (printed expression unreadable); the stem as written gives ≈ 5 336 872 (≈ 5.34 × 10⁶)
UNVERIFIED: the printed expression and exponent are not legible in the scan or the solutions. CHECK the paper.
PXQ and RXS are straight lines and PR is parallel to SQ. Given PQ = 18 cm, XS = 9 cm and SQ = 12 cm, calculate PX and RX.
NOT DETERMINED from the text (similar triangles: PX/XQ = RX/XS = PR/SQ)
NOT IN ANSWER SHEET: solutions blank and the figure is not in the text. Lengths in the printed question are unclear (PR vs PQ). UNVERIFIED. CHECK.
An exterior angle of a regular polygon measures 22½°. Find the sum of all the interior angles.
2520°
CORRECTED: solutions used 21⅓° (n = 16.875) and gave interior angle 158.82°; the paper gives 22½°, so n = 16 and the question asks for the sum (2520°; each angle 157.5°).
a varies directly as b and inversely as √c. If a = 0.2 when b = 4 and c = 100, find a when b = 16 and c = 64.
a = 1
CORRECTED: solutions solved for b and c instead of a, giving b = 256.
John wants his money to grow to TSh 100,000/= after 3 years at 5% p.a. compound interest. How much should he invest?
TSh 86,383.83
6(b): bank says TSh 86,383.83; 100 000 ÷ 1.157625 = 86 383.76
NOT IN ANSWER SHEET: solutions give no working for this part. Key derived here. CHECK.
Both lines r and s pass through the point (k, 9). Line r has gradient -4/3 and passes through (5, -3). Find k.
k = -4
CORRECTED: solutions gave two inconsistent values (43/81 and 7/27); recomputed from the paper's line.
Find the equation of line s, which passes through (k, 9) and crosses the x-axis at (-14, 0).
y = (9/10)(x + 14), i.e. 9x - 10y + 126 = 0
CORRECTED: solutions used a perpendicular slope and the point (5, 7/3).
Find the equation of line t perpendicular to r and passing through (k, 9).
y = (3/4)x + 12, i.e. 3x - 4y + 48 = 0
CORRECTED: solutions used the point (5, 7/3).
Find the perimeter of a sector of a circle of radius 3.5 cm if the angle of the sector is 144°.
≈ 15.80 cm
CORRECTED: solutions used radius 35 cm and gave 157.92 cm.
Triangle ABC has AB = 4 cm, BC = 7 cm and ∠ABC = 30°. Find its area.
7 cm²
Make t the subject of the expression 3rx - 2xy = 3ry, as printed.
NOT DETERMINED
UNVERIFIED: the printed variable is unreadable in the scan and the solutions answer a different question. CHECK the paper.
Find the remainder when 2x³ + 3x² - 5x - 6 is divided by x + 1, and hence solve 2x³ + 3x² - 5x - 6 = 0.
Remainder 0; solutions x = -1, -2, 3/2
NOT IN ANSWER SHEET: the remainder is derived here; the solutions give no value for the solving step. CHECK.
The velocity-time graph shows a car accelerating for 20 s to 30 m/s, travelling at 30 m/s, then decelerating to rest. Calculate the acceleration during the first 20 seconds.
1.5 m/s²
UNVERIFIED: the graph is not in the text; the 20 s and 30 m/s values come from the solutions.
Find the value of T if the final retardation is 0.5 m/s².
T = 280 s
CONTESTABLE: the end of the constant-velocity stage is read as 220 s from the solutions; a paper label may read 240 s, which would give T = 300 s. CHECK the figure.
Calculate the total distance travelled by the car.
7200 m
CONTESTABLE: depends on the value of T in 10(b).
If B1 = {(x, y): x + y < 6} and B2 = {(x, y): x - y < 2}, draw the graphs of B1 and B2 and shade B1 ∩ B2.
Two boundary lines x + y = 6 and x - y = 2 with the region on the origin side of each shaded
UNVERIFIED: diagram not in the text; points drafted from the inequalities.
Write down three inequalities that define the shaded area A in the diagram.
x + y ≤ 6, x - y ≤ 2, y ≥ 0
UNVERIFIED: diagram not in the text. CHECK the shading.
How many students are in the school choir (the table of ages)?
20
What is the modal age of the choir members?
17
Calculate the mean age of the choir members.
17
What is the probability that a member chosen at random is 17 years old?
3/10
What is the probability that a member chosen at random is 17 years old or over?
7/10
Draw a pie chart to show the age distribution of the choir members.
NOT IN ANSWER SHEET: pie chart with sectors of 360 x f/20 degrees per age group
NOT IN ANSWER SHEET: points drafted by this bank. CHECK.
Find the capacity in litres of a bucket 24 cm in diameter at the top, 16 cm at the bottom and 20 cm deep.
≈ 6.37 litres (6367 cm³)
CORRECTED: solutions gave 6370.67 cm³ from an arithmetic slip; the answer to 2 d.p. in litres is unchanged.
Given the radius of the earth is 6400 km, find the length of the parallel of latitude 10°N.
≈ 39 603 km
13(b)(i): bank says ≈ 39 603 km; 2π × 6400 × cos 10° = 39 601 km
CORRECTED: solutions used the nautical-mile approximation 60 nm per degree and gave 39 395 km; the exact circumference from the given radius is 39 603 km. CHECK the latitude against the paper.
Find the shortest distance along the surface of the earth from town Q (30°N, 50°W) to town P (30°N, 50°E).
≈ 9285 km
CORRECTED: solutions treated the 100° longitude difference as a central angle and gave 11112 km; the shortest route is the great circle. CHECK the town positions against the paper.
Find the image of the point (4, y) when reflected about the line y = x.
(y, 4)
CHECK: solutions place this item under 13(b) and have no 14(a).
Find the image of the point (4, y) when rotated through 180° about the origin.
(-4, -y)
Find the image of the point (4, y) when translated by the vector [3; -2].
(7, y - 2)
CHECK: solutions letter this part (iv).
The triangle O(0, 0), B(0, 3), C(3, 3) is enlarged by the matrix [[3, 0], [0, 3]] to O'B'C'. Give the vertices of O'B'C'.
O'(0, 0), B'(0, 9), C'(9, 9)
CHECK: solutions letter this part as 14(b) with no 14(a) item. Drawing of both triangles not in text.
f(x) = x² - 1 when x < 0 and f(x) = x² + 1 when x ≥ 0. On the same axes sketch f and its inverse.
Graph of f and of f⁻¹ (mirror image in y = x) drawn on the same axes
NOT IN ANSWER SHEET: sketch not in the text. Points drafted. UNVERIFIED.
From the graphs, find the domain and range of f.
Domain: all real numbers. Range: (-1, ∞)
CORRECTED: solutions gave (0, ∞) ∪ [1, ∞), which omits values in (-1, 0].
Find the domain and range of the inverse of f.
Domain [1, ∞), range [0, ∞) (with x ≥ 0 restriction)
CONTESTABLE: f is not one-to-one on all of its domain, so the inverse is a function only after a restriction; key follows the solutions.
Find f(-5) and f(5).
f(-5) = 24; f(5) = 26
Is f one to one?
No
CORRECTED: solutions gave f(-1) = f(1) = 2, but f(-1) = 0 and f(1) = 2, so that example is wrong.
Is the inverse of f a function?
No (not without restricting the domain of f)
CONTESTABLE: depends on the restriction chosen in 15(b)(ii).
Find the probability that a number chosen at random from the integers 10 to 20 inclusive is a prime number or a multiple of five.
7/11
Three defective and two good transistors are in a box. Two are selected at random with replacement. Find the probability that both are defective.
9/25
Same box as 16(b)(i). Two are selected without replacement. Find the probability that both are defective.
3/10
Evaluate 2569 x 0.0064 / 0.000035, expressing the answer in standard form correct to four significant figures.
4.698 x 10⁵
CORRECTED: solutions evaluated 2562.9 x 0.0064 and gave 1.640 x 10¹; the paper gives 2569 and a division by 0.000035.
If n * m = (n + m)² - m, find the value of (3 * 1) * 2.
287
CORRECTED: solutions used a different operation (m² + m⁴) and gave 6561.
Evaluate (1825)² - (175)².
3 300 000
CORRECTED: solutions used 1625 and gave 2 610 000.
E = {a, b, c, d, e}, A = {a, b, c} and B = {e, d}. Find A' ∩ B'.
∅
CORRECTED: solutions used other sets (A = {a, b}, B = {e, d}) and gave ∅ for A ∩ B only.
Using the same sets, find (A ∩ B)'.
{a, b, c, d, e}
CORRECTED: recomputed for the paper's sets.
In a class of 42 students, 31 study History and 26 study Physics. Using a Venn diagram or otherwise, find the number who study Physics only.
11
CONTESTABLE: assumes every student studies at least one of the two subjects, as the solutions do. Key follows the solutions.
The distance between two towns on a map of scale 1 : 5 000 000 is 9 cm. Find the actual distance in kilometres.
450 km
CORRECTED: solutions used scale 1 : 500 000 and gave 45 km.
Three classes working 8 hours a day take 5 days to harvest maize. How long will two classes take working 10 hours a day?
6 days
The second, fifth and eleventh terms of an arithmetic progression are in geometric progression, and the seventh term is 4. Find the common ratio of the geometric progression.
2
CORRECTED: solutions state ratio 2 without consistent working; the seventh term of 4 is taken from the paper. Key unchanged.
Find the common difference of the arithmetic progression in 4(a).
1/2
NOT IN ANSWER SHEET: solutions give no answer for this part. Derived here. CHECK.
A function is defined by f(x) = x² - 2. Find the inverse f⁻¹(x).
f⁻¹(x) = √(x + 2) (positive root, with x ≥ -2)
CONTESTABLE: f is not one-to-one on ℝ; the positive root is taken. Solutions wrote f(x) = x - 2 for this part, which is wrong.
Find f⁻¹(-2).
0
CORRECTED: solutions gave 4 using f(x) = x - 2.
State the domain of f⁻¹(x).
[-2, ∞)
CORRECTED: solutions gave ℝ.
Rewrite |2x + 3| < 7 without the absolute value sign and sketch the resulting inequality.
-5 < x < 2
NOT IN ANSWER SHEET for the sketch: drawn on a number line from -5 to 2 (open circles).
Find the values of x and y given that 3x - y = 3 and 9x² - y² = 45.
(3, 6)
CONTESTABLE: if the second equation were 9x² + y² = 45 the solutions' answers (2, 3) and (-1, -6) would result. The paper reads a minus sign.
Make W the subject of the formula given in the paper.
NOT DETERMINED
UNVERIFIED: formula garbled in the paper and the solutions do not match it. CHECK.
Determine the value of x in the figure where O is the centre of the circle.
x = 65°
UNVERIFIED: figure not in the text; key follows the solutions' working.
Prove that the tangents drawn from an external point to a circle are equal in length.
Shown: PA = PB
Draw the plan, front and side elevations of the solid shown in the figure.
NOT IN ANSWER SHEET: plan, front and side views drawn from the figure
UNVERIFIED: the solid is shown only in a diagram not in the text. Points drafted. CHECK.
Find the image of (7, 6) under a rotation through 180° followed by a rotation of 90° (anticlockwise).
(6, -7)
CONTESTABLE: direction of the 90° rotation is not stated in the scan; anticlockwise assumed, as in the solutions.
A translation T maps (3, 2) onto (4, 3). Find where T maps the point (0, 0).
(7, 1)
9(b)(i): bank says (7, 1) using start point (−3, 2); the stem as written, (3, 2) onto (4, 3), gives vector (1, 1) and image (1, 1) for (0, 0)
CORRECTED: solutions used start point (3, 2) and gave (1, 1); the paper's start point is (-3, 2), so the vector is (7, 1).
Using the same translation, find where T maps the point (7, 4).
(14, 5)
9(b)(ii): bank says (14, 5); with vector (1, 1) from the stem as written, (7, 4) maps to (8, 5)
CORRECTED: recomputed for the paper's start point (-3, 2); solutions gave (8, 5).
A manufacturer has 150 kg of wood and 90 kg of plastic. Product A needs 1 kg of wood and 2 kg of plastic and sells for TSh 4000/=. Product B needs 3 kg of wood and 1 kg of plastic and sells for TSh 6000/=. How many of each should be made to give the maximum income?
24 of A and 42 of B; maximum income TSh 348 000/=
CORRECTED: solutions wrongly took the intersection as (30, 30), which does not satisfy x + 3y = 150, and gave maximum 300 000.
If A = [[9, 7], [8, 6]] and B = [[-6, 1], [-2, 5]], find AB.
[[-68, 44], [-60, 38]]
Using the same A and B, find BA.
[[-46, -36], [22, 16]]
If A = [[1, 3], [2, 4]], find (A⁻¹)⁴.
[[317/8, -435/16], [-145/8, 199/16]]
CORRECTED: solutions gave [[121/4, -33/8], [-33/8, 13/8]] from wrong squared entries.
Solve 4x + 2y = 40 and x + 3y = 35 by the matrix method.
x = 5, y = 10
If u = 4i + 3j and v = 2i + 4j, find 2u + 3v.
14i + 18j
Find |7u|.
35
Find t such that u = tv.
No such t
CHECK: paper part letter is garbled; solutions answer 'not possible'.
A student walks 500 m in the direction S 45° E from the classroom to the basketball ground, then 200 m due west to her dormitory. Find her displacement from the classroom.
≈ 385.5 m, bearing S 23.5° E
CORRECTED: solutions reversed the east component and gave 384.62 m, 66.5° below the negative x-axis.
The masses of 100 students are: 60-62: 5; 63-65: 18; 66-68: 42; 69-71: 27; 72-74: 8. Determine the mean mass.
67.45 kg
Find the mode of the masses.
≈ 67.35 kg
CORRECTED: solutions used lower boundary 66 and a wrong Δ2, giving 67.09.
Draw a cumulative frequency curve and use it to find the median mass.
≈ 67.43 kg
CORRECTED: solutions gave 67.93 by using the wrong lower boundary.
Find the equation of the straight line joining O(0, 0) to the midpoint of A(3, 2) and B(5, -1).
y = x/8
Find the point of intersection P of the lines 4x + 3y = 7 and 3x - 4y = -1.
(1, 1)
Find the equation of the line through N(5, 0) parallel to 3x + 4y = 12.
3x + 4y - 15 = 0
Express 23.123 as a fraction.
23123/1000
Evaluate [9876 - 4321] ÷ 55 - 7 × 6 + 3.
62
CORRECTED: solutions key -416300 answers a different expression (8376 - 4311 - 55 x 7643). Paper scan reads '+55', taken as ÷55 (5555 is exactly divisible by 55).
If x + y = 7, evaluate (y² + 4x²) / xy.
NOT IN ANSWER SHEET: the value is not fixed by x + y = 7 alone
NOT IN ANSWER SHEET; UNVERIFIED: the paper expression is unclear and does not reduce to one number from x + y = 7.
If A and B are any two disjoint sets, show the region represented by A' ∩ B' on a Venn diagram.
The region outside both circles A and B, inside the universal set (i.e. (A ∪ B)').
CORRECTED: solutions shade 'A ∩ B'' and give 'Region of A'. The paper asks for A' ∩ B', so the key is the region outside both sets.
There are 30 men at a wedding. Twenty are businessmen, twelve are fishermen and six are both businessmen and fishermen. How many are neither businessmen nor fishermen?
4
CORRECTED: solutions treat 'both' as x and get neither = 0; the paper gives 6 who are both.
There are 30 men at a wedding. Twenty are businessmen, twelve are fishermen and six are both businessmen and fishermen. How many are either businessmen or fishermen?
26
CORRECTED: solutions give 30 from the wrong 'both' value; recomputed from the paper's 6 men who are both.
What is the sum of the interior angles of an octagon?
1080°
Find the size of the exterior angle of a regular octagon.
45°
In the figure drawn below, find the value of x if angle B = 37°.
x = 69°
UNVERIFIED: the figure is not in the text; key follows the solutions' working.
Solve for m: m⁴ = 3125.
m = ±5^(5/4) ≈ ±7.477
UNVERIFIED: paper scan reads m8 = 3125; solutions read m⁴. CORRECTED: solutions' 7.476 rounds to 7.477 and omits the negative root.
Solve for m: log m = 3 log 6 - log 125 + 4 log 3 - (log 16)/3.
m ≈ 55.55
UNVERIFIED: scan reads 1/3 log 125 and minus 4 log 3; key follows the solutions' expression. CORRECTED: solutions' 111.38 does not follow from that expression; recomputed 55.55.
Using the number line, show the solution set of 5x - 5 ≤ -3 < 3x.
-1 < x ≤ 2/5
Given the vectors a = i + 3j, b = 5i - 2j and c = 4a + 3b, find the magnitude of c.
√397 ≈ 19.92
CORRECTED: solutions use c = 4a + 5b (|c| = 29.07); paper text reads 4a + 3b. CHECK a and c against the scan.
Find the unit vector in the direction of d, where d = 2a - 3b + c.
(1/√10)i + (3/√10)j ≈ 0.316i + 0.949j
CORRECTED: solutions use d = 2a + 3b - c (giving -12i - 2j); recomputed from paper text. CHECK against the scan.
Given f(x) = 5x² + 17x - 12, evaluate f(10) - f(5).
460
NOT IN ANSWER SHEET: solutions have no key for paper item 6; computed here.
Factorize f(x) = 5x² + 17x - 12.
(5x - 3)(x + 4)
NOT IN ANSWER SHEET: computed here.
Determine the domain and range of f(x) = 5x² + 17x - 12.
Domain: all real numbers. Range: f(x) ≥ -529/20 (i.e. ≥ -26.45).
NOT IN ANSWER SHEET: computed here; no key in solutions.
A car moving with an initial velocity of 40 m/s accelerates uniformly at 2.5 m/s² for 5 seconds. Find the maximum velocity attained.
52.5 m/s
A car moving with an initial velocity of 40 m/s accelerates uniformly at 2.5 m/s² for 5 seconds. Find the distance travelled during the 4th second.
48.75 m
What value of t will make the line passing through the points A(-5, t) and B(1, 2) perpendicular to the line passing through the points C(-1, -2) and D(5, 1)?
t = 14
CORRECTED: solutions key (l = -34) answers a different version (A(5,3), B(-1,2), C(-1,2), D(5,l)); the paper version gives t = 14.
Without using tables, evaluate sin 75°.
(√6 + √2)/4 ≈ 0.966
An observer on top of a cliff, 25 m above sea level, views a boat on the sea at an angle of depression of 75°. How far is the boat from the foot of the cliff?
≈ 6.7 m
By shading the unrequired part, show the region represented by y ≤ 4, x ≤ 5, 3x + 4y ≤ 20, x ≥ 0 and y ≥ 0.
Pentagon with vertices (0, 0), (5, 0), (5, 1.25), (4/3, 4) and (0, 4).
NOT IN ANSWER SHEET; UNVERIFIED: graph not in the text; points drafted from the inequalities.
A bread dealer can buy up to 150 loaves of bread. Premium bread costs 200/= per loaf and Royal bread costs 250/= per loaf. The dealer can spend not more than 36,000/= in the business. Premium bread sells at a profit of 40/= per loaf while Royal bread sells at a profit of 50% per loaf. How many loaves of each type should the dealer buy to generate a maximum profit?
0 Premium and 144 Royal; maximum profit 18,000/=.
CORRECTED: solutions give 50 Premium and 60 Royal, which is not the maximum. CONTESTABLE: if Royal profit is 50/= not 50%, (0,144) and (30,120) tie at 7200.
Find the image of the point (2, 5) after rotation by 90° anticlockwise about the origin.
(-5, 2)
A translation T maps the origin onto the point (-2, 3). A second translation S maps the origin onto the point (1, -2). Find where T followed by S will take the point (4, -5).
(3, -4)
CORRECTED: solutions use only T = (2, 3) and give (6, -2); the paper gives T = (-2, 3) and S = (1, -2).
A linear transformation M maps (x, y) onto (x', y') where x' = x - y and y' = 2x + y. Write the matrix M of this transformation.
[[1, -1], [2, 1]]
Using the transformation in 10(c), what is the matrix of the inverse of M?
(1/3)[[1, 1], [-2, 1]]
Compute the product matrix MM⁻¹.
[[1, 0], [0, 1]] (the identity matrix)
PQRS is a cyclic quadrilateral and PQ is produced to T. Prove that angle RQT = angle PSR.
Shown: angle RQT = angle PSR (an exterior angle of a cyclic quadrilateral equals the opposite interior angle).
Calculate the surface distance along latitude 30°N covered between longitudes 60°E and 65°W. (Radius of the earth 6400 km; π = 22/7.)
≈ 12 097 km
CORRECTED: solutions use 65°E and 65°W (130°) with a nautical-mile method, giving 12 509.93 km. The paper gives 60°E and the 6400 km radius.
Calculate the volume of the earth. (Radius of the earth 6400 km; π = 22/7.)
≈ 1.0985 × 10¹² km³
CORRECTED: solutions give 1.086 × 10¹² km³; recomputed with π = 22/7 as printed.
Find the kth term of the series 10 + 5 + 5/2 + 5/4 + 5/8 + ..., where k = 1, 2, 3, ...
T_k = 20/2^k = 10(1/2)^(k-1)
CORRECTED: solutions read the terms as 10, 5, 5, 5... and give 10 (k = 1) and 5 (k ≥ 2). The paper's denominators 2, 4, 8 show 5/2, 5/4, 5/8.
The arithmetic mean and geometric mean of two numbers m and n are 17 and 15 respectively. Find the two numbers.
m = 25, n = 9 (or vice versa)
Find the difference between the sums of the first ten terms of the geometric progressions whose first terms are 7 and 9 and common ratios are 3 and 2 respectively.
197461
CORRECTED: solutions use first terms 9 and 3 with a general n; the paper gives first terms 7 and 9 and the first ten terms.
Draw the plan, front and side elevation of a circular cone with its base on the horizontal plane (in first angle projection), given that the height of the cone is 3 cm and its base radius is 2 cm.
Plan: circle of radius 2 cm. Front and side elevations: identical isosceles triangles, base 4 cm, height 3 cm.
UNVERIFIED: drawing is not in the text; points drafted from the solutions' description.
Find the surface area of the cone described in 13(a) above.
≈ 35.23 cm²
CORRECTED: solutions give 35.18 cm² from rounded π and √13; recomputed with π = 22/7.
The heights in cm of 100 students were recorded as follows: heights 150, 155, 160, 165, 170, 175, 180, 185, 190 with frequencies 4, 9, 12, 16, 25, 20, 8, 4, 2. (a) Draw a frequency polygon.
Frequency polygon joining (150, 4), (155, 9), (160, 12), (165, 16), (170, 25), (175, 20), (180, 8), (185, 4), (190, 2).
UNVERIFIED: graph is not in the text; points taken from the frequency table.
(b) Determine the mean, median and mode of the heights in 14(a).
Mean = 168.65 cm; median = 170 cm; mode = 170 cm.
(c) Compute the variance and standard deviation of the heights in 14(a).
Variance = 80.43 cm²; standard deviation ≈ 8.97 cm
CORRECTED: solutions give variance 80.41 from an arithmetic slip (4 × 347.82 = 1391.29, not 1390.69). SD 8.97 is unchanged.
(d) A student is chosen at random from this school. What is the probability that his height is greater than 160 cm?
3/4
Evaluate 0.008 x 10⁶ / (6 x 10⁻⁴), expressing the answer in standard form correct to three significant figures.
1.33 x 10⁷
CORRECTED: solutions evaluated 6 x 10⁻³ x 10⁴ = 60 and gave 6.00 x 10¹, which is a different expression from the paper's.
If [3^a]⁻⁴ [2^b]⁻⁷ = 72, find the values of x and y (the exponents named in the paper).
a = -1/2, b = -3/7 (as named in the solutions)
CONTESTABLE: the paper expression is garbled in the scan; the solutions use a and b, while the paper asks for x and y. CHECK the exponent names on the paper.
Determine the fractional notation for 0.63.
63/100
The operator * is defined by a * b = b² - a. Find the value of 1 * (3 * 2).
0
Find the value of (64)^(2/3) + (16)^(1/2).
20
UNVERIFIED: exponents read from a garbled scan (printed as 213 and 112). Solutions misread them as 20th and 10th powers. CHECK the paper.
Simplify (9x² - 49) / (2 - (3x - 5)).
-(3x + 7), i.e. -3x - 7
CORRECTED: solutions read the numerator as 9x - 4 and gave (9x - 4)/(7 - x).
Rationalise the denominator of 6/√2.
3√2
CORRECTED: solutions rationalised a different expression, (√7 - 6)/√2, and gave (√14 - 6√2)/2.
Find x if log_x 32 = 5.
x = 2
CORRECTED: solutions read the base as 3 and the argument as 2 and gave 243.
f(x) = -3 if x ≤ -1; f(x) = 1 if -1 < x ≤ 2; f(x) = 4 if 2 < x. Determine the domain and range of f.
Domain: ℝ; range: {-3, 1, 4}
CHECK: the first value is printed as -3 in the paper scan and as 3 in the solutions. Key follows the paper.
Draw the graph of f in 4(a).
NOT IN ANSWER SHEET: horizontal segments y = -3 for x ≤ -1, y = 1 for -1 < x ≤ 2, y = 4 for x > 2
NOT IN ANSWER SHEET: the graph is not in the text. Points drafted from the definition. UNVERIFIED.
Find x, y and z given that x/3 = y/4 = z/2 and 2x + 3y - z = 16.
x = 3, y = 4, z = 2
Find the sum of all odd numbers less than 100 which are not multiples of 7.
2157
Determine the inverse of the matrix A = [[4, 2], [1, 3]].
(1/10) [[3, -2], [-1, 4]]
Solve 4x + 2y = 40 and x + 3y = 35 by using the inverse found in 6(a).
x = 5, y = 10
Find the image of A(3, 4) after reflection in the line y + x = 0, followed by reflection in the line y = 0.
(-4, 3)
Using the intercepts of the line y = 2x + 5, find the equation of its image when reflected in the line y - x = 0.
y = (1/2)x - 5/2, i.e. 2y - x + 5 = 0
CORRECTED: solutions used y = -2x + 5 and the line y = -x, giving y = -0.5x - 2.5.
A fraction is written by choosing the numerator from the digits 1, 2, 3 and the denominator from the digits 4, 6, 8. Find the probability that the fraction is less than 1/2.
2/3
CHECK: the scan reads the comparison fraction unclearly; key follows the solutions.
Box A has 8 items of which 3 are defective; Box B has 5 items of which 2 are defective. One item is drawn from each box. Find the probability that both are non-defective.
3/8
Same boxes as 8(b)(i). Find the probability that one item is defective and one is not.
19/40
The sum of the first two terms of a geometric progression is 10 and the sum of the first four terms is 40. All terms are positive. Show that the common ratio is √3.
r = √3
CORRECTED: solutions gave r = ±√3; the positivity condition in the paper rules out -√3.
Show that the sum of the first n terms is 5(3^(n/2) - 1).
Shown
NOT IN ANSWER SHEET: solutions do not answer this part. Derived here. CHECK.
In an arithmetic progression the 13th term is 27 and the 7th term is three times the 2nd term. Find the sum of the first ten terms.
S₁₀ = 120
A car starts from rest and accelerates at 3 m/s² until it reaches 24 m/s. It travels at 24 m/s for 10 seconds, then decelerates at 4 m/s² to rest. Draw its velocity-time graph.
Straight line from (0, 0) to (8, 24); horizontal line to (18, 24); straight line down to (24, 0)
CORRECTED: solutions used a 10 s acceleration phase to 30 m/s, which the paper does not state. Times recomputed from 3 m/s² and 4 m/s².
Find the total distance travelled by the car.
408 m
CORRECTED: solutions gave 600 m from a wrong graph.
Find the average velocity for the whole journey.
17 m/s
CORRECTED: solutions gave 20 m/s from 600 m / 30 s.
A water-trough has trapezium cross-section PQRS with PQ = RS = 6 cm, QR = 14 cm and ∠SPQ = ∠PSR = θ. Show that the area is A = 84 sin θ + 18 sin 2θ, given 2 sin θ cos θ = sin 2θ.
Shown
CORRECTED: solutions' triangle decomposition gives 60 sin θ + 18 sin 2θ, which is wrong. Figure not in the text. CHECK the figure.
Change 2π radians into degrees.
360°
CONTESTABLE: the paper scan's second angle is hard to read; key follows the solutions. CHECK.
Change (4/5)π radians into degrees.
144°
CONTESTABLE: the paper scan may print a different fraction here. CHECK.
Determine the mode of the scores for the 68 students in the frequency table (30-39: 6; 40-49: 12; 50-59: 14; 60-69: 16; 70-79: 8; 80-89: 6; 90-99: 6).
61.5
CORRECTED: solutions used lower boundary 60 and gave 62.
Calculate the median of the scores.
60.75
CORRECTED: solutions used lower boundary 60 and gave 61.25.
A student is chosen at random. What is the probability that the score is below 60%?
8/17
Determine the coordinates of the point P(x, y) on the y-axis such that the line joining P to (3, -1) is at right angles to the line through (3, -1) and (-5, -5).
P(0, 5)
CORRECTED: solutions treated P as on the x-axis and gave (2.5, 0). CHECK the paper says y-axis.
Line L is perpendicular to the line joining (-3, 2) and (5, 6) and passes through the intersection of 2x - y = 1 and 3x + 3y - 6 = 0. Find the equation of L.
2x + y - 3 = 0
CORRECTED: solutions used the points (3, 2) and (5, 6) and gave x + 2y - 3 = 0. CHECK the points on the paper.
Find the midpoint of the line joining (-2, 8) and (-4, -2).
(-3, 3)
CORRECTED: solutions used (2, 8) and gave (-1, 3).
Find a and b if x³ + ax² + bx - 4 is exactly divisible by x² - 4.
a = 1, b = -4
CORRECTED: solutions gave a = 5/4, b = -9/2 from an arithmetic slip (8a = 10).
Solve log₃ x - log₃ (x - 8) = 2 for x.
x = 9
CORRECTED: solutions used base 10 and gave x = 800/99.
Determine x and y from (1/2)^x (3)^(y - 2) = 432.
x = -4, y = 5
Compute 0.678 x 145 and express the answer in standard form.
9.831 x 10^1
Evaluate 24 x (10 + 54^2) / 8 - 2.
8776
UNVERIFIED: the exponent and the division sign are lost in the OCR paper text; the expression is taken from the solutions. CHECK.
Tea leaves are packed in packets of 20 g, 50 g and 90 g. Find the smallest amount of tea leaves needed to give a whole number of packets of each size.
900 g
If x : y = 5 : 1, find the value of (x + y)/(3x - 4y).
6/11
CORRECTED: solutions read the ratio as xy = 51 and got -20/59 from an assumed x = 3, y = 17.
p varies directly as q and inversely as r. When p = 35, q = 7 and r = 6, find p when q = 2 and r = 5.
p = 12
CORRECTED: solutions used r = 5 in the given case and got p = 10.
S = {natural numbers less than 20}, A = {even numbers}, B = {multiples of 3}. Find n(A intersection B).
3
With S, A and B as in 3(a), find n(A' union B').
16
Solve for x if 2^x = 0.25.
x = -2
Solve for x if log_10(x^2 - 3x - 44) = 1.
x = 9 or x = -6
CORRECTED: solutions read the expression as 10x^2 - 3x - 44 and gave x = -9/5 and x = 3, which do not satisfy the printed equation.
O is the centre of the circle. Find the value of x in the figure.
x = 45 degrees
UNVERIFIED: figure not in the text. The solutions working is not clearly valid; key taken from solutions. CHECK the figure.
If a = (2, 3) and b = (-2, 6) are position vectors and c = 3a + 4b, find the magnitude of c.
sqrt(1093) = 33.06 (approx.)
Find g^-1(x) and hence evaluate g^-1(18), given g(x) = 2x + 2.
g^-1(x) = (x - 2)/2; g^-1(18) = 8
Use the remainder theorem to find the remainder when f(x) = x^3 + 2x^2 - 4x + 10 is divided by 3x + 6.
18
A car travels at constant speed. Fill in the missing times in the table (distance 0, 120, 240, 400, 600 km).
Times: 0, 3, 6, 10, 15 h (speed 40 km/h); missing: 3 h at 120 km, 10 h at 400 km, 15 h at 600 km
UNVERIFIED: the table is poorly legible in the OCR text; values taken from the solutions. The solutions only say 'table complete'.
A ball is dropped from the top of a cliff and takes 3 seconds to reach the ground. Find the velocity with which it hits the ground (g = 10 m/s^2).
30 m/s
CORRECTED: solutions used g = 9.8 and gave 29.4 m/s. The paper constants give g = 10 m/s^2.
The same ball takes 3 seconds to reach the ground. Find the height of the cliff (g = 10 m/s^2).
45 m
CORRECTED: solutions used g = 9.8 and gave 44.1 m.
Find the equation of the line through (-3, 8) perpendicular to y = 3x - 4.
x + 3y - 21 = 0
If tan A = -5/12 and A is obtuse, find sin A.
sin A = 5/13
UNVERIFIED: the sign of tan A is lost in the OCR; the solutions working writes tan A = 5/12. Key follows the obtuse-angle answers (sin 5/13, cos -12/13).
If tan A = -5/12 and A is obtuse, find cos A.
cos A = -12/13
Hence show that 13 sin A + 13 cos A = -7.
Shown: 13(5/13) + 13(-12/13) = 5 - 12 = -7
Find the maximum value of 2x + 3y in the region defined by x + y <= 12, y <= 6, x >= 0 and y >= 0.
30 (at x = 6, y = 6)
UNVERIFIED: the constraints are partly unreadable in the OCR. The solutions also list x + y <= 17, which is redundant. CHECK.
Siti thinks of two whole numbers x and y. Twice the first is at least 3; the first is greater than three times the second; three times the first is at most 6 plus the second. Find the two numbers.
x = 2, y = 0
CORRECTED: solutions wrote y >= 3x (wrong inequality) and listed many pairs. CONTESTABLE: the answer assumes 0 is a whole number.
Reflect the vector (1, 2) in the line y = -x.
(-2, -1)
Find the image of the vector (-2, 1) under the transformation matrix [3 0; 0 3] followed by [4 0; 0 4].
(-24, 12)
UNVERIFIED: matrix entries are scanned; taken from solutions.
A linear transformation T maps (3, -4) into (-5, 3) and (3, 1) into (5, 18). Find the matrix T.
T = [1 2; 5 3]
CORRECTED: solutions gave a non-integer matrix from incorrect working.
With T as in 10(b)(i), find T applied to 3t - 2u, where t = (3, -4) and u = (3, 1).
(-25, -27)
UNVERIFIED: the expression in the paper is partly unreadable. If it is 3u - 2t, the answer is (25, 48). CHECK.
AC is the diameter of the circle ABCD and angle DBC = 25 degrees. Find the angle ACD.
65 degrees
CORRECTED: solutions gave 90 degrees. UNVERIFIED: figure not in the text. CHECK.
Find the distance in km between Mbeya (9 S, 33 E) and Tabora (5 S, 33 E).
444.48 km
An aeroplane flies from Tabora (5 S, 33 E) to Tanga (5 S, 39 E) at 332 km/h, leaving Tabora at 3:00 p.m. When does it arrive?
About 5:00 p.m. (distance about 664 km)
CORRECTED: solutions omitted the cos 5 degrees factor and gave 666.72 km and 2.01 h. CONTESTABLE: without the cos factor the arrival is about 5:01 p.m.
The nth term of a sequence is 5 x 2^(n-1). Find the sum of the first five terms of the corresponding series.
155
CORRECTED: solutions listed the five terms but did not give the sum asked for. UNVERIFIED: the expression is garbled in the OCR; taken from the solutions.
Calculate the geometric mean and arithmetic mean of 3 + sqrt(5) and 3 - sqrt(5).
AM = 3, GM = 2
The sum of n terms of a G.P. with first term 1 and common ratio 1/2 is 31/16. Find n.
n = 5
CORRECTED: solutions used common ratio 4 (impossible for this sum) and then a fudged 1365 to reach n = 6. UNVERIFIED: the ratio is read from the OCR as 1/2; the sum 31/16 fits this value exactly.
Draw a three-dimensional diagram of the right square pyramid ABCDV.
Diagram of a square base ABCD with diagonals meeting at E, and apex V 6 cm vertically above E.
UNVERIFIED: diagram not in the text; points drafted from the description.
In the right square pyramid ABCDV with apex 6 cm above the centre E of the base (base diagonal 8 sqrt 2 cm), find the length BV.
BV = 2 sqrt(17) cm (about 8.25 cm)
UNVERIFIED: base dimensions taken from the solutions; the paper text is garbled at this point.
Find the angle between the planes AVC and BVD.
90 degrees
CORRECTED: solutions gave 61.3 degrees from an incorrect vector step. UNVERIFIED: diagram not in the text.
Find the volume of the pyramid.
128 cm^3
UNVERIFIED: base side 8 cm taken from the solutions working.
The mean of n numbers is 20. When the same numbers together with 30 are included, the new mean is 22. Find n.
n = 4
CORRECTED: solutions gave n = 33 from an incorrect equation.
Represent the grade-point frequency table as a frequency polygon (grade points 0-5; frequencies 1, 12, 14, 15, 7, 1).
Frequency polygon with grade points on the horizontal axis and frequency on the vertical axis, points joined by straight lines.
UNVERIFIED: frequencies from the table; drafted marking points.
From the grade-point table (50 students), find the mode and the median.
Mode = 3; median = 2
A student is chosen at random. Find the probability that her grade-point score is at least 3.
23/50
Given that M = 4 x 10^3, express M/4 in standard form.
1 x 10^3
Express 0.63 in the form a/b where a and b are integers and b is not 0.
63/100
If log p = 1.813 and log q = 2.513, find the value of pq^2.
6.908 x 10^6 (approx.)
1(c): bank says 6.908 x 10^6; the given logs (1.813 and 2.513) give log(pq^2) = 6.839, so pq^2 = 6.902 x 10^6. The bank value comes from rounded p = 65 and q = 326.
UNVERIFIED: intermediate values rounded; check the final figure to 4 s.f. if required.
Make x the subject of the formula y = (ax + b)/(cx + d).
x = (b - dy)/(cy - a)
CORRECTED: solutions used y = (cx + d)/(x - 2), which is not the printed formula. CHECK the printed formula (OCR).
If a * b = a^2 - 2b, find 3 * 2.
5
UNVERIFIED: the operation is garbled in the OCR text; a^2 - 2b taken from solutions.
If a * b = a^2 - 2b and 4 * n = 0, find n.
n = 8
CORRECTED: solutions answered 4 * 2 = 12, which is not the question printed in the paper text. UNVERIFIED operation (see 2(b)(i)).
The line through A(k, 4) and B(3, 2k) is parallel to the line y + 3x - 4 = 0. Find k.
k = 5
CORRECTED: solutions used the line y = x and got k = 7/3. UNVERIFIED: the printed line is partly garbled in the OCR; CHECK the slope.
A function f is defined by f(x) = |x - 2|. Evaluate f(-3).
5
CORRECTED: solutions evaluated f(3) = 1; the paper text asks for f(-3).
A function f is defined by f(x) = |x - 2|. Find x if f(x) = 6.
x = 8 or x = -4
Factorise (x + 2)^2 - (x - 4)^2 and hence find the exact value of (10003)^2 - (9997)^2.
120 000
CORRECTED: solutions factorised (1000)^3 - (999)^3 instead of the printed expression.
If tan A = 2/5 where A is an acute angle, find sin A.
sin A = 2/sqrt(29)
CORRECTED: solutions used tan A = 2/3 and gave 2/sqrt(13).
If tan A = 2/5 where A is an acute angle, find cos A.
cos A = 5/sqrt(29)
CORRECTED: see 4(b)(i).
Rationalise the denominator of 2sqrt(3)/sqrt(2).
sqrt(6)
In the figure, AB = 156 mm, CD = 96 mm and PA is 12 mm shorter than PD. Find the length of PA.
PA = 19.2 mm (approx. 19.2 mm)
5(a): the standard set-up (AB parallel to CD, PA/PD = AB/CD = 156/96 = 13/8) makes PA longer than PD, contradicting PA = PD - 12. The bank key 19.2 mm holds only with PA/PD = 8/13, so the figure must be checked.
NOT IN ANSWER SHEET: solutions give no working for this figure. UNVERIFIED: figure not in text; key rests on an assumed similar-triangle set-up. CHECK the figure.
The interior angle of a regular polygon is 120 degrees greater than its exterior angle. Find the number of sides.
12
NOT IN ANSWER SHEET: solutions do not answer this item. Key drafted here.
The areas of two circles are in the ratio 16 : 9. Calculate the radius of the smaller circle when the radius of the larger is 24 cm.
18 cm
NOT IN ANSWER SHEET: solutions do not answer this item. Key drafted here.
A minibus left P at 6.30 a.m. towards Q at 50 km/h. An hour later a Landcruiser left Q towards P at 60 km/h. P and Q are 160 km apart. When do the vehicles pass each other?
8.30 a.m., 100 km from P
CORRECTED: solutions ignored the one-hour head start and gave 16/11 h and 72.73 km from P.
If 5, x, y and 40 are in geometric progression, find x and y.
x = 10, y = 20
CORRECTED: solutions answered a different question (a remainder problem). Paper text gives this GP question.
Find the remainder when P(x) = x^4 - 6x + 1 is divided by x - 3.
64
CORRECTED: solutions answered a matrix question for this item. Remainder theorem applied here.
Given a = (2, 1), b = (1, 3) and c = (1, 11), find scalars p and q such that pa + qb = c.
p = -8/5, q = 21/5
CORRECTED: solutions gave 'recheck problem'. UNVERIFIED: vector coordinates read from OCR; CHECK.
Find x and y from the matrix equation given in the paper.
NOT IN ANSWER SHEET
NOT IN ANSWER SHEET: solutions give no working. UNVERIFIED: the matrix equation is unreadable in the paper text.
A is the set of prime factors of 42 and B is the set of prime factors of 330. Find n(A intersection B).
2
An integer is selected at random from 50 to 60 inclusive. Find the probability that it is prime.
2/11
An integer is selected at random from 50 to 60 inclusive. Find the probability that it is a multiple of four.
3/11
An integer is selected at random from 50 to 60 inclusive. Find the probability that it is a multiple of five.
3/11
CORRECTED: solutions labelled the square-number item (iii) and gave 0 here. Paper text reads 'multiple of five' for (iii).
An integer is selected at random from 50 to 60 inclusive. Find the probability that it is a square of a whole number.
0
The line x + y = 12 crosses the y-axis at A and meets x = 6 at B. Find the coordinates of A, B and the midpoint M of AB.
A = (0, 12), B = (6, 6), M = (3, 9)
C is the point (0, 3) and M is the midpoint of AB as in 9(a). Find the equation of the line CM.
y = 2x + 3
CORRECTED: solutions gave the equation of AB (x + y = 12); the paper asks for CM.
Find the equation of the line perpendicular to CM passing through M.
x + 2y - 21 = 0
CORRECTED: solutions used the line perpendicular to AB (y = x + 6).
If f(x) = (x + 2)/(x^2 - x - 6), find the values of x for which the function is not defined.
x = 3 or x = -2
Sketch the graph of f(x) = -3 for x < -2; 1 for -2 <= x < 1; 4 for x >= 1.
Step graph: horizontal at y = -3 for x < -2, at y = 1 for -2 <= x < 1, and at y = 4 for x >= 1, with open and closed ends as stated.
UNVERIFIED: graph is a sketch; marking points drafted from the piecewise definition.
For f(x) as in 10(b), state the domain and range.
Domain: all real numbers; range: {-3, 1, 4}
For f(x) as in 10(b), is f(x) a one-to-one function?
No
A white skirt costs 2400/= and a coloured skirt costs 3000/=. She buys at most four white skirts and spends at most 48 000/=. Find the largest number of skirts she can buy.
16 skirts
CORRECTED: solutions used other constraints and gave 18 skirts.
The daily wages of 100 men are grouped as in the table. Find x, the frequency of the 5.0-5.4 class.
x = 26
Calculate the daily mean wage of the 100 men.
5190 TShs
Draw a histogram to represent the wage data in the table.
Histogram with wage classes on the horizontal axis and frequency (number of men) as bar heights, bars touching.
NOT IN ANSWER SHEET: solutions give no histogram. Points drafted here. UNVERIFIED: frequencies from the paper text table.
What is a linear transformation?
A map T from R^n to R^m such that T(u + v) = T(u) + T(v) and T(ku) = kT(u) for all vectors u, v and scalars k.
Is a translation a linear transformation?
No
A translation takes (5, 8) to (12, -4). Find where it takes (8, 5).
(15, -7)
A linear transformation T maps (x, y) onto (x', y') = (x + y, -x + 2y). Find the matrix T, its determinant and its inverse.
T = [1 1; -1 2], det = 3, T^-1 = (1/3)[2 -1; 1 1]
Draw the plan, front and side elevation of the figure in third angle projection, and hence find its volume.
NOT IN ANSWER SHEET
NOT IN ANSWER SHEET: solutions give no answer. UNVERIFIED: figure and dimensions not legible in the paper text. CHECK the figure before using.
Solve the inequality x^2 - 2x < 8.
-2 < x < 4
Find the values of r and s if 9x^2 - 12x + r = (3x - s)^2.
r = 4, s = 2
Given the ratios A : B = 2 : 3 and B : C = 6 : 7, calculate the ratio A : C.
4 : 7
The end of a 60 cm pendulum describes an arc 5 cm long. Find the angle, in degrees, through which the pendulum swings.
4.77 degrees (approx.)
CORRECTED: solutions used a 3 cm arc (key 2.86 degrees). Paper text reads 5 cm; key recalculated. CHECK the printed digit (OCR).
If (2p + 2)x^2 + px + p = 4(px + 2) has the sum of its roots equal to the product of the roots, find p.
p = -4
Find the roots of the equation in 4(a) using p = -4.
No real roots
Show that cos^2 B + 2 cos^2 A = 0, given tan^2 A + 2 tan^2 B + 3 = 0.
Cannot be shown: the given condition has no real solution, since the left side is at least 3.
UNVERIFIED: the condition is partly unreadable in the paper text. NOT IN ANSWER SHEET: solutions give no valid proof, only the impossibility remark. CHECK the printed condition.
Find the values of theta between 0 and 360 degrees which satisfy cos^2 theta = 3(1 + sin theta).
theta = 270 degrees
Two numbers are such that the first plus three times the second is 7, and the first minus three times the second gives 1. Find the two numbers.
x = 4, y = 1
Express the recurring decimal 0.657 (with 657 recurring) as a rational number.
73/111 (= 219/333)
CORRECTED: solutions give 219/333, which is equal but not in lowest terms; 73/111 is the simplest form.
Find the y-intercept and the gradient of the line through (7, 5) and (2, 3).
y-intercept = 11/5, gradient = 2/5
The height of a trapezium is 13 cm. One parallel side is 20 cm and the area is 390 cm^2. Find the other parallel side.
40 cm
Without using tables, find the value of tan theta given that tan(theta - 45 degrees) = -1/3.
tan theta = 1/2
CONTESTABLE: the paper text OCR does not show the minus sign clearly. With +1/3 the answer would be tan theta = 2. CHECK printed sign.
If k/(v - u) = u/(k - r), write k as the subject of the formula.
k = [r + sqrt(r^2 + 4u(v - u))]/2 or k = [r - sqrt(r^2 + 4u(v - u))]/2
CORRECTED: solutions cross-multiplied wrongly (k(v-u) = u(k-r)) and gave k = -ur/(v - 2u). UNVERIFIED: the printed equation is garbled in the OCR text; CHECK the printed form.
Find the value of a^2 - b^2 to three significant figures when b = 2 x 10^8 and a - b = 12,600.
5.04 x 10^12
CORRECTED: solutions used a instead of a + b and gave 2.52 x 10^12.
Factorise cos^4 x - sin^4 x.
cos 2x
Simplify (sin^2 x - cos^2 x)/(sin x - cos x).
sin x + cos x
Simplify (t^2 - 1)/(t^2 - 2t - 15) - (t^2 + 1)/(3t^2 + 10t + 3).
2(t^3 + 3t^2 - 2t + 2) / [(t - 5)(t + 3)(3t + 1)]
Solve by using factors: (k + 6)/(k - 4) = 1/k.
k = -4 or k = -1
Solve by using factors: log_b(2b^x) - x = 1.
b = 2 (the equation then holds for all x)
NOT IN ANSWER SHEET: solutions say 'recheck problem' and give no key. Points drafted here. UNVERIFIED: the printed expression is garbled in the OCR; CHECK.
P = 250, r = 4, n = 12. Find the amount A = P(1 + r/100)^n.
400.26 TShs (approx.)
CORRECTED: solutions gave 400.25 from a rounded value of (1.04)^12.
Evaluate log_3 9 x log_5(1/64) x log_7(1/7).
6 log_5 4 = 2 log_5 64, approx. 5.168
CORRECTED: solutions gave 5.166 from a rounded log. UNVERIFIED: expression not legible in paper text; taken from solutions.
If y varies inversely as sqrt(x), and x is multiplied by n, what is the ratio of the first y to the second y?
sqrt(n) : 1
A sphere of diameter 4 cm is beaten out into a circular sheet 0.03 cm thick. Find the radius of the sheet.
R = 18.86 cm (approx.)
CORRECTED: solutions equated surface areas (key 4 cm), which is not a volume-conserving argument.
The 4th, 5th and 6th terms of a series are (2x + 10), (4x - 4) and (8x + 40). Calculate x for an arithmetic progression.
x = -29
Using x = -29, find the sum of the first ten terms of the arithmetic progression.
S10 = -1560
CORRECTED: solutions used T1 = -6 (wrong d in the formula) and gave -3300.
Using x = -29 on the same terms, find the sum of the first ten terms when the series is a geometric progression (or find x for a GP).
x = -2; S10 = 255.75
NOT IN ANSWER SHEET: solutions answer only the AP part. Key drafted here. CHECK wording of the GP sub-question.
Given P = (8, 10), Q = (6, 20) and R = (16, 16), calculate the dot product PQ . PR and the size of angle QPR.
PQ . PR = 44; angle QPR approx. 64.4 degrees
CORRECTED: solutions used R = (16, 0) giving dot product -116 and no angle. Paper text reads (16, 16). CHECK the printed R.
The resultant of vectors P = (a, b) and Q = (16, -8) is R = (12, -5). Find the magnitude and direction of vector P.
P = (-4, 3); magnitude 5; direction approx. 143.1 degrees (from the positive x-axis)
CORRECTED: solutions found the magnitude and direction of R (13, -22.6 degrees), not of P.
Find the matrix B in AB = C where A = [7 5; 4 3] and C = [1 -1; 1 1].
B = [-2 -8; 3 11]
UNVERIFIED: matrix entries are scanned; taken from solutions. Check: AB = C holds.
Given A = [0 2x; x 0] and |A| = -8, find the values of x.
x = 2 or x = -2
UNVERIFIED: matrix is scanned; taken from solutions.
N = {x: 1 <= x <= 20}. A = {x: x is a multiple of 3}. Find A.
A = {3, 6, 9, 12, 15, 18}
N = {x: 1 <= x <= 20}. B = {x: x is a multiple of 4}. Find B.
B = {4, 8, 12, 16, 20}
With A and B as in (i) and (ii), find A'.
A' = {1, 2, 4, 5, 7, 8, 10, 11, 13, 14, 16, 17, 19, 20}
With A and B as in (i) and (ii), find B'.
B' = {1, 2, 3, 5, 6, 7, 9, 10, 11, 13, 14, 15, 17, 18, 19}
With A and B as in (i) and (ii), find (A union B)'.
{1, 2, 5, 7, 10, 11, 13, 14, 17, 19}
With A and B as in (i) and (ii), find A' intersection B'.
{1, 2, 5, 7, 10, 11, 13, 14, 17, 19}
D = {x: 80 < x <= 100}. A number is selected from D. Find the probability that it is divisible by 7.
3/20
D = {x: 80 < x <= 100}. A number is selected from D. Find the probability that it is a prime number.
3/20
D = {x: 80 < x <= 100}. A number is selected from D. Find the probability that it is odd.
1/2
Sketch the graph of f(x) = -1 + |x|, and state (i) the domain and (ii) the range of f(x).
(i) Domain: all real numbers; (ii) Range: f(x) >= -1, i.e. [-1, infinity)
UNVERIFIED: graph is a sketch; marking points drafted from the function. Key from solutions.
g(x) = 3 + 1/x. Find g^-1(6).
1/3
UNVERIFIED: OCR shows '+ 2' near g(x); solutions read 1/x. If g(x) = 3 + 2/x the key changes. CONTESTABLE.
g(x) = 3 + 1/x. Find g^-1(0).
-1/3
CHECK: solutions label this (iii); paper labels it (ii). Paper order: (i) g^-1(6), (ii) g^-1(0), (iii) g^-1(-1), (iv) g^-1(a).
g(x) = 3 + 1/x. Find g^-1(-1).
-1/4
CHECK: solutions label this (ii); paper labels it (iii).
g(x) = 3 + 1/x. Find g^-1(a).
1/(a - 3)
UNVERIFIED: same OCR caveat as 25(b)(i).
In a class of thirty pupils, one prize is awarded for English, another for Kiswahili and a third for Mathematics. In how many ways can the winners be chosen?
24360
A girl has two jackets, four blouses and three pairs of shoes. How many outfits (a jacket, a blouse and a pair of shoes) can she make?
24
A boy has five different flags. In how many ways can he fly them one above the other?
120
Basic Mathematics · 1,246 questions · 651 flagged for checking
Colonialism, independence, international affairs and development
Many pre-colonial African societies handed down historical information by word of mouth from one generation to another. Which term befits such a source of historical information? A Archaeology B Oral traditions C Archives D Museums E Anthropology
B — Oral traditions
Oral traditions involve passing historical information verbally from one generation to another, which was common in pre-colonial African societies.
The following are the importance of the discovery of fire to ancient human beings during the Middle Stone Age except: A it helped human beings to scare away wild animals. B it provided warmth to humans during cold seasons. C it enabled humans to make and use guns in wars. D it helped human beings to fell trees and clear the land. E it enabled humans to roast food instead of eating it raw.
C — it enabled humans to make and use guns in wars.
Guns were invented much later, long after the Middle Stone Age, so fire could not have been used for making guns.
CHECK: key C (guns) as printed in the solutions. The paper text (OCR) appears to list guns as option D and fell-trees as C. Confirm the letter against the paper.
Which statement best classifies Hehe resistance of 1891 - 1898? A A direct military confrontation between the Hehe and the Portuguese B A passive resistance of the Hehe against the British colonialists C A direct military confrontation between the Hehe and the Germans D A passive resistance of the Hehe against the French colonialists E A direct military confrontation between the Hehe and the Arabs
C — A direct military confrontation between the Hehe and the Germans
The Hehe under Chief Mkwawa fought a direct armed resistance against German colonial rule.
The following were the major weakness of colonial education except: A It was based on race religion and gender B It was provided to few Africans C It was examination-based D It emphasized practical aspects E It was given equally to children of all races
D — It emphasized practical aspects
Colonial education mainly emphasized theoretical and clerical skills, not practical aspects.
The following were the features of colonial economy in Africa except: A it improved African local industries. B it was export-import oriented. C it was money-oriented. D it involved land alienation. E it was monoculture.
A — it improved African local industries.
Colonial economy undermined and destroyed African local industries instead of improving them.
Which of the following was the feature of the first exploitative mode of production? A Collective ownership of the major means of production B Presence of workers and owners of industries C Presence of landlords and peasants D Exploitation of the slaves by the slave masters E Exploitation of peasants through rent payment
A — Collective ownership of the major means of production
The first mode of production, communalism, was characterized by collective ownership and no exploitation.
CONTESTABLE: the stem says 'first exploitative mode' but the key (communalism) is the non-exploitative mode, as the reason says. Wording and key kept as printed.
Why was the 1964 revolution important to the people of Zanzibar? A It removed the French from the political power B It forced the closure of the biggest slave market C It removed the Arab regime from power by force D It facilitated the decline of nationalism E It allowed the re-introduction of multi-party system
C — It removed the Arab regime from power by force
The 1964 Zanzibar Revolution overthrew the Arab-dominated government and ended racial oppression.
Why is the studying of the history subject very important to the students? A It encourages the students to store fossils in the archives B It promotes intolerance C It help them to underdevelop their societies D It discourages them to appreciate the importance of multi-party system E It helps them to understand their origins
E — It helps them to understand their origins
History helps students understand their background, culture, and identity.
Why Portugal considered her colonies as overseas provinces? A She wanted to give high status to the Africans B She wanted them to remain sources of raw materials and markets C She wanted to rule them through an open door policy D She disliked challenges from other European powers E She wanted them to adopt multiparty system
B — She wanted them to remain sources of raw materials and markets
Portugal used the term overseas provinces to justify continued economic exploitation of her colonies.
Why did Buganda kingdom rise and expand during the pre-colonial period? A Because of good leadership of Kabaka B Due to good leadership of Mansa Kankan Musa C Because of the possession of a golden stool D Due to the arrival of the Portuguese in the 15th century E Because of good leadership of Omukama Kabarega
A — Because of good leadership of Kabaka
Strong and centralized leadership under the Kabaka enabled Buganda to expand and consolidate power.
Match List A with List B. List A (i): An agricultural system that involves the movement of farmers from one place to another. List B: A Agroforestry; B Crop rotation; C Shifting cultivation; D Mixed farming; E Shadoof; F Irrigation; G Intercropping; H Sedentary pastoralism; I Nomadic pastoralism.
C — Shifting cultivation
Match List A with List B. List A (ii): A form of animal husbandry in which livestock are kept in one location. List B: A Agroforestry; B Crop rotation; C Shifting cultivation; D Mixed farming; E Shadoof; F Irrigation; G Intercropping; H Sedentary pastoralism; I Nomadic pastoralism.
H — Sedentary pastoralism
Match List A with List B. List A (iii): The practice of keeping livestock alongside crop cultivation. List B: A Agroforestry; B Crop rotation; C Shifting cultivation; D Mixed farming; E Shadoof; F Irrigation; G Intercropping; H Sedentary pastoralism; I Nomadic pastoralism.
D — Mixed farming
Match List A with List B. List A (iv): An irrigation system used by ancient Egyptians consisting of a pole with a weight on one side and a bucket on the other. List B: A Agroforestry; B Crop rotation; C Shifting cultivation; D Mixed farming; E Shadoof; F Irrigation; G Intercropping; H Sedentary pastoralism; I Nomadic pastoralism.
E — Shadoof
Match List A with List B. List A (v): The use of channels or pipes to supply water to a piece of land so that crops can grow. List B: A Agroforestry; B Crop rotation; C Shifting cultivation; D Mixed farming; E Shadoof; F Irrigation; G Intercropping; H Sedentary pastoralism; I Nomadic pastoralism.
F — Irrigation
Match List A with List B. List A (vi): The practice of planting different types of crops on the same piece of land seasonally. List B: A Agroforestry; B Crop rotation; C Shifting cultivation; D Mixed farming; E Shadoof; F Irrigation; G Intercropping; H Sedentary pastoralism; I Nomadic pastoralism.
B — Crop rotation
The following are the names of African rulers during the pre-colonial period: Kabaka Mutesa, Mansa Musa, Askia Mohamed, Shaka Zulu, Mtemi Mirambo, Zwangendaba. Identify the rulers belonging to East Africa.
Kabaka Mutesa and Mtemi Mirambo
Kabaka Mutesa was a ruler of Buganda in present-day Uganda and Mtemi Mirambo ruled the Nyamwezi in present-day Tanzania.
The following are the names of African rulers during the pre-colonial period: Kabaka Mutesa, Mansa Musa, Askia Mohamed, Shaka Zulu, Mtemi Mirambo, Zwangendaba. Identify the rulers belonging to West Africa.
Mansa Musa and Askia Mohamed
Mansa Musa was the ruler of the Mali Empire and Askia Mohamed ruled the Songhai Empire.
The following are the names of African rulers during the pre-colonial period: Kabaka Mutesa, Mansa Musa, Askia Mohamed, Shaka Zulu, Mtemi Mirambo, Zwangendaba. Identify the rulers belonging to South Africa.
Shaka Zulu and Zwangendaba
Shaka Zulu was a powerful Zulu king in Southern Africa and Zwangendaba was a Ngoni leader who migrated to Southern Africa.
Which roles are played by Morans in the Maasai society? Give three points.
Warriors who defend the community and protect livestock, and who keep law, order and discipline.
Arrange the following statements in a chronological order by writing numbers 1 to 6: (i) Portuguese sailors started voyages of discoveries during mercantilism. (ii) Scramble for and partition of Africa led to the colonization of Africa. (iii) New states were established in Africa based on geographical boundaries established after the partition. (iv) Neo-colonialism is still undermining the economic development in Africa. (v) Before 1800 AD, Africa and its interior had not been explored by the European explorers. (vi) By the last quarter of the 19th century the scramble had intensified as each imperialist power tried to grab part of Africa.
(v), (i), (vi), (ii), (iii), (iv)
CONTESTABLE: the key places statement (v), 'Before 1800', first. Statement (i) on 15th-century Portuguese voyages could be argued to come first. Key kept as printed.
Briefly explain three reasons which enabled Tanganyika to achieve her independence earlier than Kenya.
Less settler resistance than in Kenya; a more united, peaceful TANU movement; and a gradual, cooperative British approach because of fewer economic interests.
Why did the people of Southern Tanganyika decide to fight against the Germans from 1905 to 1907? Briefly give three points.
Forced cotton cultivation, harsh taxation and cruel German treatment.
'Internal factors promoted African nationalism.' In three points briefly justify this statement.
Exploitation and land loss, the rise of colonially educated elites, and shared African cultural unity and suffering.
Briefly explain three ways through which slaves were obtained during the slave trade period.
Capture in inter-tribal wars, kidnapping in raids, and enslavement as punishment for crimes or debt.
Why were Africans defeated by the colonialists during the establishment of colonial rule? Explain by giving six points.
Military weakness, disunity, poor organisation, use of collaborators, economic weakness, and natural calamities and diseases.
'Africa was seriously affected by the Great Economic Depression that occurred between 1929 and 1933.' Justify this statement by giving six points.
Falling export prices, unemployment, lower government revenue, higher taxation, falling living standards, and rising nationalism.
By giving six points explain the challenges facing the Economic Community of West African States (ECOWAS).
Political instability, economic imbalance, poor infrastructure, language barriers, limited finances, and external interference.
How long does a millennium last? A. 10 years B. 100 years C. 1000 years D. 10,000 years E. 2000 years
C — 1000 years
A millennium is defined as a period of one thousand years. This is derived from the Latin words 'mille' meaning thousand and 'annum' meaning year.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which theories describe the origin of human beings? A. Creation theory and Lackey's theory B. Evolution theory and Social Development theory C. Evolution theory and Evolution theory D. Revolution theory and Creation theory E. Evolution theory and Human development theory
A — Creation theory and Lackey's theory
The origin of human beings is explained by the Creation theory, which attributes human origin to divine creation, and Lackey's theory, which considers human evolution based on anthropological findings.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). 'Lackey's theory' is kept as printed in the solutions; the name is probably Leakey. Check the spelling.
Why traders preferred the use of camels to horses during the Trans-Saharan trade? A. They were resistant to desert conditions B. They could walk easily in equatorial climate C. They were faster during rainy seasons D. They could be bought cheaply compared to horses E. They could survive without food and water for a short time
A — They were resistant to desert conditions
Camels were able to withstand harsh desert conditions. They could stay for many days without water, tolerate extreme heat, and carry heavy loads across long distances, unlike horses.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which one of the following factors facilitated the rise and expansion of Buganda Kingdom? A. Good leadership of Mukama Kabarega B. Strong standing army as constituted by Sundiata C. Using fighting techniques learned from the Second World War D. Good geographical and climatic conditions E. Accumulation of wealth from Trans-Saharan trade
D — Good geographical and climatic conditions
Buganda Kingdom expanded because of fertile soils, reliable rainfall, and favorable location near Lake Victoria, which supported agriculture, fishing, and trade.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Why did the Dutch migrate from the Cape colony? A. Due to introduction of apartheid B. Due to availability of arable land C. Due to the rise of Shaka Zulu D. Due to the First World War E. Due to introduction of partition of Africa
A — Due to introduction of apartheid
The Dutch, also called Boers, migrated inland during the Great Trek because of British control and apartheid-like policies in the Cape Colony. They wanted to preserve their independence.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CONTESTABLE: the Great Trek (1830s) came before formal apartheid (1948). Key and reason kept as printed.
Which economic activities facilitated interactions in pre-colonial African societies? A. Mining, agriculture, trade and metal working B. War, agriculture, trade and medicine C. War, agriculture, trade and medical works D. Medicine, music and war E. Agriculture, migration, fishing and music
A — Mining, agriculture, trade and metal working
These activities brought communities into contact with each other. Surplus produce led to trade, mining produced goods for exchange, metal working provided tools and weapons, and agriculture sustained societies.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
The following are features of communalism, except: A. Existence of exploitation B. Low productivity C. Collective ownership of the means of production D. Absence of social classes E. Absence of exploitation
A — Existence of exploitation
Communalism was based on equality and cooperation. There was no exploitation because resources were collectively owned and shared equally.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which evidence will you give to justify that Africa benefitted from the early commercial contacts with the Middle and Far East? A. Exploitation of resources B. Emergence of slave trade and importation of clothes C. Adoption of new technology D. Growth of coastal city states E. Abolition of slave trade
D — Growth of coastal city states
Trade with Arabs, Persians, Indians and Chinese led to the growth of city-states like Kilwa, Sofala, and Mombasa which became important commercial centers.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which statement explains the weakness of Berlin conference of 1884–1885? A. It forced Germany to pay for damages of war B. It fulfilled its third orders given by Adolf Hitler C. It failed to recognize existing African political and cultural structures D. It based its decisions on the Open Door Policy E. It failed to protect African interests
C — It failed to recognize existing African political and cultural structures
The Berlin conference divided Africa into colonies ignoring existing African kingdoms, ethnic groups, and boundaries, which later caused conflicts.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which concept best indicates the situation where an independent country is dominated by another? A. Colonialism B. Neo-colonialism C. Feudalism D. Militarism E. Scorched earth policy
B — Neo-colonialism
Neo-colonialism is a situation where a country appears independent politically but is still controlled economically and culturally by foreign powers.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (i): The stage of capitalism where the merchants were the key people. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
H — Mercantile capitalism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (ii): The stage of capitalism where large companies dominated production. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
B — Monopoly capitalism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (iii): The economic system in which the major means of production are privately owned. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
C — Capitalism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (iv): The stage of capitalism when machines were used to a large extent and bourgeoisie owned factories. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
A — Industrial capitalism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (v): The mode of production whose collapse led to the emergence of capitalism. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
G — Feudalism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (vi): The political and economic system where all people are equal and own everything collectively. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
F — Communalism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match List A with List B. List A (vii): The political and economic system which advocates equal ownership of resources and wealth distribution. List B: A. Industrial capitalism; B. Monopoly capitalism; C. Capitalism; D. Slavery; E. Socialism; F. Communalism; G. Feudalism; H. Mercantile capitalism.
E — Socialism
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
How does the study of History promote patriotism?
By showing the sacrifices of ancestors and the achievements of leaders, which build pride, loyalty, unity and the will to protect the nation.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Briefly, explain the rationale for using oral traditions as a method of getting historical information.
They preserve the past where no written records exist and reflect community values and identity.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Two Form Four students in a neighbouring country discovered a fossil whose age is estimated to be 6,000 years. Which instrument should be used to determine the fossil's age?
Carbon-14 dating
The solutions name Carbon-14 dating as the instrument for determining the age of this fossil.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Give the reason why Carbon-14 dating is recommended for determining the age of this fossil. (Question wording is not printed in the solutions; stem inferred from the answer.)
It measures the amount of radioactive carbon left in organic material and is reliable for fossils up to about 50,000 years old.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CHECK: the solutions print no question text for 3(c)(ii); stem inferred.
Arrange the following events in a chronological order by writing numbers 1 to 6. The statements are not printed in the solutions; they are paraphrased from the solution paragraphs in the order given there: (1) murder of Archduke Franz Ferdinand and his wife, the immediate cause of the First World War; (2) the scramble for colonies among European powers, marked by conflicts and quarrels; (3) conflicts from the scramble for colonies planted the seeds of the First World War; (4) the war spread worldwide through military alliances; (5) Tanganyika was declared a mandate territory under the League of Nations after Germany's defeat; (6) the failure of the League of Nations to prevent militarism in Germany and Italy contributed to the Second World War.
1 murder of Franz Ferdinand; 2 scramble for colonies; 3 seeds of the First World War from the scramble; 4 alliances spread the war; 5 Tanganyika mandate; 6 League of Nations failure and Second World War
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CHECK: statements paraphrased from the solution explanations; order as in the solutions.
Otto von Bismarck succeeded to resolve a conflict that could have led to a great war among the European powers scrambling for colonies in the 19th century. Suggest one strategy he used.
He organised the Berlin Conference of 1884–1885, where European powers divided Africa peacefully.
This reduced direct confrontations and delayed war among the colonizers.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
The Versailles Treaty was signed by the Central Powers in 1919. Give a reason for its creation.
To officially end the First World War and punish Germany.
It aimed at reducing Germany's military power, demanding reparations, and redistributing its territories.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CHECK: question wording ('signed by the Central Powers') kept as printed.
The Great Economic Depression caused the failure of the League of Nations. Justify this statement by giving one point.
Countries prioritised solving their domestic economic crises, which weakened international cooperation and the League's effectiveness.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Adolf Hitler played a key role in the rise of the Second World War. Support this statement by giving three points.
He violated the Treaty of Versailles through rearmament, invaded Poland in 1939, and used propaganda and militarism.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Differentiate direct rule system from indirect rule system. Give two points.
Direct rule replaced African leaders with European officials; indirect rule kept African chiefs under colonial supervision.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Give two advantages of the indirect rule system to the British.
It was cheap, and it minimised resistance because local leaders governed the people.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
How is assimilation policy different from association policy? Give two points.
Assimilation imposed French culture and institutions; association tolerated African practices under colonial control.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Briefly, explain three forms of decolonization during the struggle for independence in African countries.
Constitutional negotiation (Ghana), armed struggle (Algeria, Kenya, Zimbabwe), and peaceful protest and boycotts (Tanganyika).
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Identify two societies from East Africa which were still practising the communal way of life by the 19th century and specify the countries in which each one is found.
Hadzabe of Tanzania and Dorobo of Kenya, both practising hunting and gathering communally.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Colonial transport and communication networks affected Africa. Justify this statement by giving six points.
They served resource export, linked producing areas to ports, enabled control, opened the interior, caused uneven development, and disrupted local trade.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Explain six challenges which face Africa due to her participation in the United Nations' Organization.
Under-representation on the Security Council, weak finances, internal conflicts, foreign-aid dependence, language and skills gaps, and neo-colonial interests.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
In six points, explain the effects of slave trade in East Africa.
Depopulation, insecurity, decline of local industries, broken unity, spread of firearms, and weakened societies open to colonisation.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Tanzania is expected to conduct the next general election in 2025. In which millennium will this general election be conducted? A. 20th millennium B. 21st millennium C. 2nd millennium D. 25th millennium E. 3rd millennium
E — 3rd millennium
CORRECTED: printed key was C (2nd millennium). Changed to E (3rd millennium): 2025 falls in the 3rd millennium (2001–3000). Option E is printed in the paper.
Why did the British introduce indirect rule in their African colonies? A. To educate Africans about human rights B. To stop the aggressiveness of the Germans C. To reduce administrative costs D. To encourage the Africans to accept the rule of law E. To maximize industrial development in the British colonies
C — To reduce administrative costs
In which period was man a scavenger? A. Late Stone Age B. Early Stone Age C. Middle Stone Age D. New Stone Age E. Iron Age
B — Early Stone Age
Which of the following statements best describe Boro, Engaruka, and Ugweno? A. Centralized states in Africa B. Chiefdoms that resisted the intrusion of colonialism in Africa C. Early salt mining centres in Africa D. Major iron centres in Africa E. Historical sites where the fossils of ancient man have been found
C — Early salt mining centres in Africa
CONTESTABLE: key C (salt mining) as printed. Engaruka is generally known for its irrigation works, and the iron-working link to Ugweno should be checked. The paper text (OCR) reads 'Meroe' where the solutions read 'Boro'. Check the key against the syllabus.
Which one of the following comprises the Bantu communities of East Africa? A. Kikuyu, Kamba, Somali and Luo B. Kikuyu, Kamba, Baganda and Nyamwezi C. Baganda, Luo, Kalenjin and Banyoro D. Baganda, Basoga, Banyoro and Luo E. Nyamwezi, Makonde, Chagga and Maasai
B — Kikuyu, Kamba, Baganda and Nyamwezi
The following were the weaknesses of one-party system except: A. It encouraged authoritarianism B. It lacked checks and balances on government C. It discouraged alternative opinions D. It operated without opposition parties E. It promoted national unity by minimizing conflicts
E — It promoted national unity by minimizing conflicts
What was the responsibility of the young boys among the Maasai who aged between 8 and 18 years old? A. To travel far with the herd in search of pasture and water B. To raid neighboring herds in order to increase the size of their herds C. To protect livestock against enemies and wild animals D. To settle all disputes emerging in the pastoral society E. To graze and milk cattle
E — To graze and milk cattle
Which of the following led to the rise of Nazism in Germany? A. Franco-Prussian war B. Heligoland treaty C. Cold war D. Versailles treaty E. Second World War
D — Versailles treaty
Why did the Portuguese rule in East Africa decline? A. Attacks from the Zimba warriors B. Scramble and partition of East Africa C. Emergence of the Second World War D. Effects of the Great Economic Depression E. Abolition of slave trade along the coast of East Africa
A — Attacks from the Zimba warriors
Which statements are true on the characteristics of communalism? (i) Nobody benefited at the expense of the other. (ii) There was specialization. (iii) The society was highly stratified. (iv) Nobody was given special privileges because of their lineage or wealth. A. (i) and (ii) B. (i) and (iii) C. (i) and (iv) D. (ii) and (iii) E. (iii) and (iv)
C — (i) and (iv)
Match the historical explanation in List A with the city in List B: The city that was not captured by the German army due to strong resistance and freezing temperature during the Second World War. List B: A. New York; B. Geneva; C. Washington; D. Moscow; E. Versailles; F. Pearl Harbor; G. Nagasaki; H. Warsaw; I. Paris.
D — Moscow
CORRECTED: printed key was H (Warsaw). Changed to D (Moscow): Warsaw was captured by Germany in 1939, while the description (not captured, strong resistance, freezing temperatures) fits Moscow.
Match the historical explanation in List A with the city in List B: The city in which the United States of America destroyed by an atomic bomb during the Second World War. List B: A. New York; B. Geneva; C. Washington; D. Moscow; E. Versailles; F. Pearl Harbor; G. Nagasaki; H. Warsaw; I. Paris.
G — Nagasaki
Match the historical explanation in List A with the city in List B: The city that became the headquarters of the United Nations Organization after the Second World War. List B: A. New York; B. Geneva; C. Washington; D. Moscow; E. Versailles; F. Pearl Harbor; G. Nagasaki; H. Warsaw; I. Paris.
A — New York
Match the historical explanation in List A with the city in List B: A military base whose attack forced the United States of America to support Britain and USSR in fighting against the Germans in 1941. List B: A. New York; B. Geneva; C. Washington; D. Moscow; E. Versailles; F. Pearl Harbor; G. Nagasaki; H. Warsaw; I. Paris.
F — Pearl Harbor
Match the historical explanation in List A with the city in List B: The town in which the terms to punish Germany for causing the First World War were created. List B: A. New York; B. Geneva; C. Washington; D. Moscow; E. Versailles; F. Pearl Harbor; G. Nagasaki; H. Warsaw; I. Paris.
E — Versailles
Match the historical explanation in List A with the city in List B: The headquarters of the League of Nations. List B: A. New York; B. Geneva; C. Washington; D. Moscow; E. Versailles; F. Pearl Harbor; G. Nagasaki; H. Warsaw; I. Paris.
B — Geneva
Why was there a rise of African nationalism after the return of ex-soldiers from the Second World War?
Ex-soldiers returned to discrimination after fighting alongside Europeans, and their exposure to equality and freedom made them demand rights.
How did the educated Africans facilitate decolonization in Africa?
As leaders, thinkers and organisers who articulated grievances, formed parties and negotiated for independence.
Why did the Union of Soviet Socialist Republic (USSR) support African decolonization after the Second World War? Give two reasons.
To oppose Western imperialism and promote socialism; and to expand Soviet influence and gain Cold War allies through aid.
Arrange the following statements in a chronological order by writing numbers 1 to 6: (i) The outcome of these meetings was the formation of an international organization comprising independent states from all over the world. (ii) The organization is made up of organs like the Security Council whose five permanent members have veto powers. (iii) A series of meetings were held between the Allied Powers which had defeated fascism in Germany, Italy, and Japan. (iv) Some African countries have also demanded that some African countries also acquire this veto power in order to level the status of the international relations. (v) The weaknesses of the League of Nations facilitated the outbreak of the Second World War. (vi) The outbreak of the Second World War convinced the world that an organization stronger than the League of Nations was needed.
(v), (vi), (iii), (i), (ii), (iv)
Draw a sketch map of Africa and locate: an East African country that specialized in sisal production during the colonial period.
Tanzania
Specialised in sisal production during the colonial period, particularly in regions like Tanga.
Draw a sketch map of Africa and locate: a British colony that specialized in copper production during the colonial economy.
Zambia
A British colony known for copper production in the Copperbelt region.
Draw a sketch map of Africa and locate: a Sultan's sphere of influence that specialized in cloves.
Zanzibar
Under the Sultan's rule, Zanzibar specialised in clove cultivation.
Draw a sketch map of Africa and locate: a British colony whose eastern region was curved out to become the west highlands of Kenya.
Uganda
Its eastern region contributed to the formation of Kenya's western highlands during colonial times.
Briefly explain three impacts of the civil wars that have been taking place in Somalia and the Democratic Republic of Congo.
Mass displacement and humanitarian crisis; destruction of infrastructure and economies; and political instability.
In three points, briefly distinguish passive resistance from active resistance.
Passive resistance is non-violent (e.g. Gandhi in India); active resistance is direct and often armed (e.g. Mau Mau in Kenya).
Briefly explain three objectives of establishing colonial economy in Africa.
Extraction of raw materials for export; creating markets for European goods; and exploiting cheap African labour.
Why did the Portuguese delay the independence of their African colonies? Explain by giving six points.
National pride and status, economic dependence on the colonies, Salazar's authoritarian assimilation ideology, military suppression, international isolation, and lack of internal opposition until 1974.
CHECK: the solutions credit Mozambique with oil reserves in point 2; verify before use.
Analyse six factors for military coups in the early independent African countries.
Weak political institutions, ethnic divisions, economic mismanagement, colonial legacies, Cold War external influence, and the ambition of military leaders.
Analyse six challenges which face the African Union.
Conflicts and insecurity, economic disparity and donor dependence, lack of political will, weak institutions, corruption, and external interference.
Who studies the society's cultural system, behavior, beliefs, and ideologies? A. Archaeologists B. Linguists C. Anthropologists D. Humanitarians E. Philanthropists
C — Anthropologists
Anthropologists study human societies, including their culture, behavior, beliefs, and ideologies, while the other options focus on different areas.
By 1914, European powers had managed to establish effective colonial control in Africa. In which decade was that year? A. First decade of the nineteenth century B. Fourteenth decade of the nineteenth century C. Nineteenth decade of the fourteenth century D. Second decade of the nineteenth century E. Second decade of the twentieth century
E — Second decade of the twentieth century
The year 1914 falls in the second decade of the twentieth century.
Which revolution was featured by fraternity, liberty, and equality as its core ideas? A. Egyptian revolution B. Industrial revolution C. Zanzibar revolution D. Libyan revolution E. French revolution
E — French revolution
The French Revolution (1789–1799) was characterized by the ideals of fraternity, liberty, and equality.
Whose theory explains the 'origin of man by describing the changes that our ancestors underwent until they were like a modern man'? A. Louis Leakey B. Mary Leakey C. David Livingstone D. Australopithecus E. Charles Darwin
E — Charles Darwin
Charles Darwin's theory of evolution explains the origin of man and the changes leading to modern humans.
Which nation could no longer exploit the United States of America after getting her political independence in 1776? A. Britain B. Russia C. Germany D. Japan E. France
A — Britain
The United States gained independence from Britain in 1776.
Samora Machel and Agostinho Neto took up arms to fight against foreign domination during the 1970s. Whose colonial rule were they fighting against? A. British B. German C. French D. Portuguese E. Belgian
D — Portuguese
Samora Machel (Mozambique) and Agostinho Neto (Angola) led struggles against Portuguese colonial rule.
What were the objectives of establishing national military institutions in Tanzania? (i) To protect the country from external aggression (ii) To promote internal security and integrity (iii) To participate in national building activities (iv) To urge states to conform to peaceful settlement of disputes. A. (i), (ii) and (iv) B. (i), (iii) and (ii) C. (i), (iii) and (iv) D. (i) and (iv) only E. (iii), (ii) and (iv)
B — (i), (iii) and (ii)
National military institutions in Tanzania were established primarily to protect against external threats, contribute to internal stability, and participate in nation-building efforts.
Which countries played an important role in the nationalist movement due to the question of land? A. Kenya, South Africa, Algeria and Zimbabwe B. Kenya, South Africa, Tanganyika and Mozambique C. Kenya, Tanganyika, Uganda and Mozambique D. Algeria, Zambia, Tanganyika and South Africa E. Tanganyika, Zanzibar, Uganda and Zimbabwe
A — Kenya, South Africa, Algeria and Zimbabwe
These countries had significant nationalist movements centered around land alienation and dispossession by colonial settlers.
Who was the first British man to round the Cape of Good Hope? A. Vasco da Gama B. Bartholomew Diaz C. Francis Drake D. Ferdinand Magellan E. David Livingstone
C — Francis Drake
Francis Drake was the first Englishman to circumnavigate the globe and pass the Cape of Good Hope during his voyages.
Which nation purchased the Cape from the Netherlands for six million pounds sterling? A. Britain B. Belgium C. France D. Germany E. Portugal
A — Britain
Britain purchased the Cape Colony from the Netherlands in 1814 as part of the Treaty of Vienna.
CHECK: the printed reason attributes the 1814 purchase to the Treaty of Vienna. The Cape was ceded under the Anglo-Dutch Convention of London (1814). The key (Britain) is unaffected.
In which countries did armed struggle characterize their independence struggle? A. Zanzibar, Zimbabwe and Ghana B. Zimbabwe, Kenya and Mozambique C. Zimbabwe, South Africa and Tanganyika D. Kenya, Zimbabwe and Tanganyika E. Mozambique, Angola and Ghana
B — Zimbabwe, Kenya and Mozambique
Armed struggle played a central role in the independence movements in these countries against colonial rule.
All of the following are true about Julius Nyerere except A. He was one of the Pan-Africanism leaders. B. He was one of the founders of Organization of African Unity. C. He played a key role in the formation of United Nations Organization. D. He campaigned and supported black majority rule in South Africa. E. He was one of the leaders of the Front Line States.
C — He played a key role in the formation of United Nations Organization.
Julius Nyerere was not involved in the formation of the United Nations; his focus was on Pan-Africanism and African liberation.
Why did the United States of America not accept membership of the League of Nations though she pioneered its formation? A. She was invited as an overseer, thus she had no role to play B. She did not like to be involved in European issues C. She had a weakened economy due to the impact of the First World War D. She feared that Germany under Adolf Hitler would attack her E. She was still feeling the shame she suffered in the Berlin conference
B — She did not like to be involved in European issues
The U.S. pursued a policy of isolationism and did not want to entangle itself in European affairs.
All of the following are true about Zimbabwe except A. Robert Mugabe declared unilateral independence in Zimbabwe. B. Ian Smith unilaterally declared independence in 1965. C. ZANU and ZAPU were the major political parties. D. Zimbabwe attained her independence in 1980. E. Zimbabwe was a British colony.
A — Robert Mugabe declared unilateral independence in Zimbabwe.
Ian Smith declared unilateral independence in 1965, not Robert Mugabe.
Who named the Southern tip of Africa 'Cape of Good Hope'? A. Vasco da Gama B. Prince Henry C. Cecil Rhodes D. John Moffat E. Bartholomew Diaz
E — Bartholomew Diaz
Bartholomew Diaz, a Portuguese explorer, named it the Cape of Good Hope during his voyage in 1488.
CONTESTABLE: standard accounts say Diaz named it Cabo das Tormentas (Cape of Storms) and King João II renamed it Cape of Good Hope. Key kept as printed.
Match the responsibility in List A with the leader in List B: He pioneered the idea of forming a stronger African organization in the 1990s. List B: A. Woodrow Wilson; B. Otto von Bismarck; C. David Livingstone; D. Cecil Rhodes; E. Adolf Hitler; F. Muammar Gaddafi; G. Benito Mussolini; H. Carl Peters.
F — Muammar Gaddafi
Match the responsibility in List A with the leader in List B: He formulated 14 points of the League of Nations. List B: A. Woodrow Wilson; B. Otto von Bismarck; C. David Livingstone; D. Cecil Rhodes; E. Adolf Hitler; F. Muammar Gaddafi; G. Benito Mussolini; H. Carl Peters.
A — Woodrow Wilson
Match the responsibility in List A with the leader in List B: He ordered in the 'Final Solution' that the Jewish population should be eliminated. List B: A. Woodrow Wilson; B. Otto von Bismarck; C. David Livingstone; D. Cecil Rhodes; E. Adolf Hitler; F. Muammar Gaddafi; G. Benito Mussolini; H. Carl Peters.
E — Adolf Hitler
Match the responsibility in List A with the leader in List B: The Italian fascist who provoked the Second World War. List B: A. Woodrow Wilson; B. Otto von Bismarck; C. David Livingstone; D. Cecil Rhodes; E. Adolf Hitler; F. Muammar Gaddafi; G. Benito Mussolini; H. Carl Peters.
G — Benito Mussolini
Match the responsibility in List A with the leader in List B: He chaired the conference which aimed at resolving the conflicts among the European powers in the 19th century. List B: A. Woodrow Wilson; B. Otto von Bismarck; C. David Livingstone; D. Cecil Rhodes; E. Adolf Hitler; F. Muammar Gaddafi; G. Benito Mussolini; H. Carl Peters.
B — Otto von Bismarck
Differentiate between mixed farming and shifting cultivation.
Mixed farming raises crops and livestock on one farm; shifting cultivation moves to new land once soil fertility is depleted.
Why did the Maasai organize themselves in the age-set system?
To divide responsibilities and roles within society, ensuring social cohesion and defence.
What is the difference between 'Nyarubanja' and 'Ubugabire'?
Nyarubanja was a feudal land tenure system under chiefs; Ubugabire was a clientship in which individuals gave labour for protection or land.
How did population pressure in Natal region lead to Ngoni migration?
Population pressure from limited resources and the Mfecane wars forced the Ngoni to migrate in search of better land and security.
Explain two demerits of feudalism.
It concentrated land and power in few hands and oppressed peasants through forced labour and high taxation.
Why is HIV/AIDS regarded as a burden to health services provision in Africa?
It strains healthcare resources, needs expensive treatment, and reduces the workforce, hurting economic productivity.
Arrange the following statements in chronological order by writing numbers 1 to 6. (i) Chief Lobengula and Mtwa Mkwawa resisted actively against the imposition of colonial rule in Africa. (ii) Piet Retief and Jan Van Rensburg were the leaders of the trekking parties in South Africa. (iii) David Livingstone was one of the influential individuals in Europe who encouraged the creation of overseas empires. (iv) Kwame Nkrumah and Jomo Kenyatta were the most effective and vocal spokesmen for Africa during the Pan-Africanist conference held in Manchester. (v) Julius Nyerere and Kenneth Kaunda were the prominent leaders of the Front Line States during decolonization in Southern Africa. (vi) Presidents Benjamin Mkapa and Yoweri Museveni were the key leaders who signed the treaty to create the new East African Community.
(ii) 1, (iii) 2, (i) 3, (iv) 4, (v) 5, (vi) 6
Draw a sketch map of Africa and locate: a country whose military force took part in the military campaign against the forces of Idi Amin in 1978.
Tanzania
Draw a sketch map of Africa and locate: an East African country that had the only institution offering higher education until the 1960s.
Uganda
Draw a sketch map of Africa and locate: a country connected by a new railway line from Tanzania through the assistance of the Chinese government.
Zambia
Draw a sketch map of Africa and locate: a British colony that attained her political independence in 1957.
Ghana
Draw a sketch map of Africa and locate: a Portuguese colony that adopted a socialist economic strategy.
Mozambique
Explain six factors that determined the forms of decolonization in Africa.
Strength of nationalist movements, willingness of the colonial power, settler populations, international pressure, the impact of the Second World War, and Cold War rivalry.
CHECK: solutions cover says two questions from section C; the paper text says three (section C, 45 marks).
The discovery of fire was very beneficial to man from the Middle Stone Age to the Iron Age. Justify this statement by giving six points.
Warmth and expansion into colder regions, protection from predators, cooking, tool-making and smelting, socialisation, and hunting.
CHECK: solutions cover says two questions from section C; the paper text says three (section C, 45 marks).
Why did France apply assimilation policy in her colonies in Africa? Explain by giving six points.
To spread French language and culture, create loyal subjects, suppress African traditions, increase influence, recruit educated Africans, and support economic exploitation.
CHECK: solutions cover says two questions from section C; the paper text says three (section C, 45 marks).
Colonial economy had its own characteristics. Substantiate this statement by giving six points.
Export orientation, infrastructure for extraction, forced labour, land alienation, suppressed local industries, and heavy taxation.
CHECK: solutions cover says two questions from section C; the paper text says three (section C, 45 marks).
Man's basic needs consist of A. food, clothing, and television B. food, water, and soil C. shelter, medicine, and food D. shelter, food, and clothing E. cars, food, and television
D — shelter, food, and clothing
Shelter, food, and clothing are the basic necessities required for human survival.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
In Africa, Monarchies still exist in A. Nigeria and Botswana B. South Africa and Saudi Arabia C. Ethiopia and Ivory Coast D. Algeria and Gambia E. Morocco and Swaziland
E — Morocco and Swaziland
Morocco and Swaziland (now Eswatini) have traditional monarchies still governing.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Archaeologists help us to know when and how men lived through the study of A. bones and tools B. tools and riddles C. stories and riddles D. riddles and bones E. bones and music
A — bones and tools
Archaeologists analyze physical remains such as bones and tools to study past human life.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
In which places were the method of remembering changes and historical events very common? A. In areas where there was famine and drought B. In areas where there was written history C. In areas where much of the history was not written D. In areas where there were few European settlers E. In areas where there were many agents of colonialism
C — In areas where much of the history was not written
Oral traditions were used to preserve history in areas where written records were absent.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
When did the industrial revolution take place in Europe? A. 1000s to 1200s B. 1300s to 1400s C. 1500s to 1650s D. 1890s to 1950s E. 1750s to 1850s
E — 1750s to 1850s
The Industrial Revolution began in the mid-18th century, marking the start of significant industrial and technological advancements.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
The best example of the evolution of man is represented by the discoveries made at A. Fort Jesus B. Olduvai Gorge C. Bagamoyo D. Uvinza E. Zanzibar
B — Olduvai Gorge
Olduvai Gorge is a significant archaeological site where early human fossils and tools have been discovered.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Who migrated into East Africa from South Africa in the second half of the 19th century due to Mfecane wars? A. Arabs B. Boers C. Portuguese D. Ngoni E. Nilotes
D — Ngoni
The Ngoni migrated into East Africa after being displaced by the Mfecane wars in Southern Africa.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which one was an effect of the arrival of the French in the Indian Ocean in the 18th century? A. Abolition of slavery and slave trade in East African coast B. Establishment of legitimate trade on imported goods C. Acceleration of the struggle for independence in Africa D. Increase of slave labour in Reunion and Mauritius island E. Formation of independent African churches
D — Increase of slave labour in Reunion and Mauritius island
The French introduced intensive plantation agriculture that increased the demand for slave labor in these islands.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Settler agriculture failed to be practiced in Uganda when her eastern part was parcelled out to form part of A. East African Community B. German East Africa territory C. Western Uganda and Eastern Republic of Congo D. Western Kenyan highlands E. Western and Eastern Kenyan highlands
E — Western and Eastern Kenyan highlands
This region was transferred to Kenya and became suitable for settler agriculture under British rule.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CONTESTABLE: Uganda's eastern districts went to the British East Africa Protectorate (Kenya) in 1902; the printed stem and key 'Western and Eastern Kenyan highlands' are kept as printed.
Tanganyika was handed over to Britain as a mandate territory by A. League of Nations B. Trusteeship territory C. United Nations D. Pan-Africanism E. Berlin conference
A — League of Nations
After World War I, Tanganyika was mandated to Britain by the League of Nations to administer.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Who were defeated by the East Africans through the help of the Oman Arabs? A. Ngoni from South Africa B. Germans from Europe C. Portuguese from Europe D. Boers from Holland E. Zimba from Zambia
C — Portuguese from Europe
The Oman Arabs assisted East Africans in expelling the Portuguese from the East African coast.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
The leader who is associated with the formation of the League of Nations is A. Adolf Hitler B. Otto von Bismarck C. Woodrow Wilson D. David Livingstone E. Carl Peters
C — Woodrow Wilson
Woodrow Wilson, the U.S. president, was a key advocate for the formation of the League of Nations after World War I.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Which societies in Africa waged wars against German invasion? A. Xhosa and Khoikhoi B. Nama and Herero C. Nandi and Hehe D. Zulu and Asante E. Shona and Ndebele
B — Nama and Herero
The Nama and Herero resisted German colonial rule in present-day Namibia during the early 20th century.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CONTESTABLE: option C (Hehe) also resisted German rule (see the 2025 paper, item 1(iii)). Key B kept as printed.
During which age did Homo Erectus become a complete upright creature and could communicate through speech? A. Middle Stone Age B. Late Stone Age C. Old Stone Age D. New Stone Age E. Iron Age
A — Middle Stone Age
Homo Erectus, during the Middle Stone Age, developed the ability to communicate through rudimentary speech.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CONTESTABLE: Homo erectus is usually placed in the Early (Old) Stone Age. Key A kept as printed; option C (Old Stone Age) is the alternative to check.
Which organ approves the United Nations budget? A. Security Council B. International Court of Justice C. Secretariat D. Economic and Social Council E. General Assembly
E — General Assembly
The General Assembly is responsible for approving the UN's budget as part of its functions.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match the description in List A with the term in List B: A name given to the process of exchanging goods for goods. List B: A. Early trade contacts; B. Barter trade; C. Long distance trade; D. Slave trade; E. Local trade; F. Legitimate trade; G. Trans-Saharan trade; H. Trans-Atlantic slave trade.
B — Barter trade
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match the description in List A with the term in List B: A name given to the process of exchanging goods between people living in the same village or town. List B: A. Early trade contacts; B. Barter trade; C. Long distance trade; D. Slave trade; E. Local trade; F. Legitimate trade; G. Trans-Saharan trade; H. Trans-Atlantic slave trade.
E — Local trade
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match the description in List A with the term in List B: A process that involved the exchange of goods between two different geographical regions. List B: A. Early trade contacts; B. Barter trade; C. Long distance trade; D. Slave trade; E. Local trade; F. Legitimate trade; G. Trans-Saharan trade; H. Trans-Atlantic slave trade.
C — Long distance trade
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match the description in List A with the term in List B: A name of the trade that involved the exchange of goods between the people of Northern Africa and Western Africa. List B: A. Early trade contacts; B. Barter trade; C. Long distance trade; D. Slave trade; E. Local trade; F. Legitimate trade; G. Trans-Saharan trade; H. Trans-Atlantic slave trade.
G — Trans-Saharan trade
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Match the description in List A with the term in List B: A name given to the trade that involved Africa, America, and Europe before the industrial revolution. List B: A. Early trade contacts; B. Barter trade; C. Long distance trade; D. Slave trade; E. Local trade; F. Legitimate trade; G. Trans-Saharan trade; H. Trans-Atlantic slave trade.
H — Trans-Atlantic slave trade
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
How did the establishment of colonialism lead to the collapse of Buganda Kingdom?
It weakened the traditional power structure and imposed colonial administration, which undermined the kingdom's sovereignty.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Differentiate between nomadic pastoralism and sedentary pastoralism.
Nomadic pastoralism moves herders and livestock in search of pasture; sedentary pastoralism keeps livestock in a fixed area.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Why did the nature of colonial economy in Portuguese colonies force Africans in those countries to use guns in demanding their political independence?
Harsh exploitation and forced labour led to armed resistance against colonial rule.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Why did Germany cease to rule Tanganyika in 1919?
Germany lost Tanganyika as a mandate territory after being defeated in World War I.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
What caused the Great Economic Depression of the 1920s to spread worldwide?
Global interconnectedness in trade and finance spread the economic collapse beyond its origins.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CHECK: the question dates the Depression to the 1920s; it is usually dated 1929–1933. Wording kept as printed.
Why did Idd Amin's seizure of power in Uganda lead to the collapse of the former East African Community?
His dictatorship and regional instability disrupted cooperation among member states.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Arrange the following statements in chronological order by writing numbers 1 to 6. (i) The period when most of man's tools were made of stone is called Stone Age. (ii) It is divided into Early, Middle, and Late Stone Ages. (iii) In the Early Stone Age, chopping and pebble tools were made and used by man. (iv) Sharper tools were made during the Middle Stone Age. (v) The use of iron tools increased the ability of man to produce more food. (vi) Such tools included spears, arrows, knives, needles, and stone-picks.
(i) 1, (ii) 2, (iii) 3, (iv) 4, (vi) 5, (v) 6
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Draw a sketch map of the new East African Community and locate: the member state whose ideology was the Common Man's Charter.
Uganda
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Draw a sketch map of the new East African Community and locate: the country in which Socialism and Self-Reliance became her ideology.
Tanzania
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Draw a sketch map of the new East African Community and locate: the former French colony in which the 1994 genocide took place.
Rwanda
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Draw a sketch map of the new East African Community and locate: the country in which the Mau Mau movement occurred.
Kenya
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Draw a sketch map of the new East African Community and locate: the greatest slave market in East Africa which was closed in 1873.
Zanzibar
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Explain six characteristics of the second exploitative mode of production.
Forced labour, monetised taxation, cash-crop production, extractive infrastructure, land alienation, and colonial markets that suppressed local industry.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Indirect rule policy was very advantageous to the British. Justify this statement by using six points.
Low cost, minimal resistance, tax collection by chiefs, local knowledge, preservation of institutions, and labour mobilisation.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Explain six techniques used to acquire slaves during the slave trade.
Raids, tribal wars, deception, debt bondage, manipulation of judicial systems, and barter with firearms and alcohol.
CHECK: section letter inferred (solutions unlabelled; paper unreadable).
Examine six factors that determined the establishment of peasant agricultural systems in colonial Africa.
Suitable land, cheap family labour, colonial taxation, European demand for cash crops, absence of settlers, and new cash crops.
CHECK: section letter inferred (solutions unlabelled; paper unreadable). CHECK: point 2 cites families working on Tanganyikan sisal plantations; sisal was mainly estate-grown, so check the example.
John's grandmother, who witnessed the German invasion in Tanganyika, narrates regularly to John and his friends how some societies in Tanganyika resisted the Germans strongly. Which source of historical information is this? A Oral traditions B Archives C Museum D Archaeology E Linguistics
A — Oral traditions
When did the theory of evolution of man become more publicly known? A After the birth of Charles Darwin who introduced the theory of evolution. B After the publication of the book “The Origin Species” in 1859 C After the discovery of man's remains by Dr. Leakey at Olduvai Gorge D After the scientific discovery of Homo-Habilis and Homo-Erectus E After the spread of religious books like the Quran and the Bible
B — After the publication of the book “The Origin Species” in 1859
Book title as printed in the paper.
Why were salt making industries important in pre-colonial Africa? A It enabled people to eat uncooked food B It facilitated the development of heavy industries C It played a vital role in food preservation and healing D It enabled some societies to make ornaments of copper alloys E It was a source of vitamins
C — It played a vital role in food preservation and healing
The range of productive activities that man performs is determined by A nature of the environment and the productive forces. B strong standing army and modern weapons. C major means of production and cheap labour. D availability of raw materials and markets. E presence of offensive and defensive forces.
A — nature of the environment and the productive forces.
Which one of the following shows a set representing communal societies in East Africa up to the 19th century? A Teso, Iraqw and Hadzabe B Dorobo, Teso and Iraqw C Hadzabe, Karamajong and Iraqw D Tindiga, Iraqw and Dorobo E Dorobo, Tindiga and Teso
E — Dorobo, Tindiga and Teso
Which one of the following was used to colonize Africa? A Finance capital B Primitive accumulation of capital C Bank capital D Mercantile capital E Industrial capital
A — Finance capital
CONTESTABLE: B (primitive accumulation of capital) is also a defensible answer. Check the key.
The following factors were responsible for the failure of company rule in East Africa EXCEPT A lack of experienced personnel. B widespread resistances in the interior. C shortage of funds to run the colonies. D difficulties to penetrate in the interior of East Africa. E lack of interest to exploit the interior of East Africa.
E — lack of interest to exploit the interior of East Africa.
What was the main aim of establishing a colonial state? A To exploit a colony effectively B To develop a free colony for Africans C To establish African oversea province in Europe D To supervise African traditional institutions E To prepare Africans for their self-rule
A — To exploit a colony effectively
An agricultural system in which plantations were owned and supervised by Europeans in the colonies was called A Settler agriculture. B Peasant agriculture. C Plantation agriculture. D Mixed farming. E Slash and burn cultivation.
C — Plantation agriculture.
Which one of the following descriptions illustrates best the objectives of colonial education in Africa? A To get cheap laborers, raw materials and area of investment B To enable the Africans to get good treatment, housing and white color job C To get the producers of raw materials, cheap workers and puppets D To facilitate the activities of traders, missionaries and explorers E To enable the Africans to become investors, chiefs and governors
C — To get the producers of raw materials, cheap workers and puppets
The military alliance which was formed between Germany, Italy and Japan before the Second World War was known as A Triple Alliance. B Berlin-Rome Axis. C Triple Entente. D Dual Alliance. E Berlin-Rome-Tokyo Axis.
E — Berlin-Rome-Tokyo Axis
NOT IN ANSWER SHEET: the solutions print a key only for items (i) to (x). Answer drafted. CHECK.
One of the national building campaigns taken to change the post-colonial economic system in Africa was A “Feed yourself” in Ghana. B “Harambee” in Uganda. C “Feed yourself” in Uganda. D “Capitalism and Self-reliance” in Tanzania. E “Freedom is coming tomorrow” in South Africa.
A — “Feed yourself” in Ghana.
NOT IN ANSWER SHEET: key for this item is not printed in the solutions. Answer drafted. CHECK.
What was the basic reason for adopting a single party system soon after independence by many African countries? A Lack of enough educated elites who could lead many political parties B It was a suitable system for maximizing administration costs C It was suitable for promoting national social cohesion and harmony D It could easily cause division among the members of one country E Lack of enough offices that could be used by many political parties
C — It was suitable for promoting national social cohesion and harmony
NOT IN ANSWER SHEET: key for this item is not printed in the solutions. Answer drafted. CHECK.
When did Kofi Annan of Ghana serve as the Secretary General of the United Nations? A 1961-1971 B 1996-2006 C 1971-1981 D 2010-2016 E 1991-1996
B — 1996-2006
NOT IN ANSWER SHEET: key not printed. CONTESTABLE: Annan served 1997-2006; B is the nearest option. CHECK.
From what you have learned in history, which criterion indicates that pre-colonial African societies were developing? A Presence of processing and heavy industries B Presence of past social, political and economic systems C Presence of bogus treaties and colonial boundaries D Presence of the League of Nations and United Nations E Presence of colonial economy and administrative systems
B — Presence of past social, political and economic systems
NOT IN ANSWER SHEET: key not printed. Answer drafted. CHECK.
Match the description with the correct political party. Description: A political party which struggled for the independence of Angola. Responses: A ASP; B UGCC; C UNC; D ZANU; E ZPPP; F MPLA; G AMNUT; H FRELIMO.
F — MPLA
Match the description with the correct political party. Description: A political party which was formed in 1963 in Zimbabwe. Responses: A ASP; B UGCC; C UNC; D ZANU; E ZPPP; F MPLA; G AMNUT; H FRELIMO.
D — ZANU
Match the description with the correct political party. Description: A political party which took active participation in the struggle for independence of Ghana. Responses: A ASP; B UGCC; C UNC; D ZANU; E ZPPP; F MPLA; G AMNUT; H FRELIMO.
B — UGCC
Match the description with the correct political party. Description: A political party that was formed in 1952 to demand for the independence of Uganda. Responses: A ASP; B UGCC; C UNC; D ZANU; E ZPPP; F MPLA; G AMNUT; H FRELIMO.
C — UNC
Match the description with the correct political party. Description: The political party in Zanzibar that overthrew the oppressive Arab rule in 1964. Responses: A ASP; B UGCC; C UNC; D ZANU; E ZPPP; F MPLA; G AMNUT; H FRELIMO.
A — ASP
Differentiate between the tools made and used during the Old Stone Age and the Late Stone Age.
Early tools were pebbles and chopping tools, used for killing, skinning, digging roots, cutting branches and defence. Late Stone Age tools were stone axes, blades, spears and arrows, far better than earlier ones.
How did medicine stimulate interaction among the African people?
Medicine made people travel to find treatment, and some communities became famous for traditional medicine.
How did the people along the coast of East Africa use their natural environment to make salt?
They leached salt-rich soil or plant ash to make brine, then boiled the brine over an open fire to crystallise salt.
Why did Portugal lead the search for the sea route to India?
To establish a monopoly in the spice trade.
How did Asian goods reach Europe before the sea route was discovered by the Portuguese in the 15th century?
Merchants carried Asian spices and luxury goods along long land and sea routes to the Levant; European traders then took them to Mediterranean ports.
Why is Carl Peters regarded as an important person in the history of Tanganyika?
He first intruded into Tanganyika in 1875 and in 1884 created the Society for German Colonisation, later the German Colonisation Company.
Arrange the following historical events in chronological order by writing numbers 1 to 6 beside the item numbers. (i) By 1880s the scramble for Africa had reached serious proportions; if it was not regulated, war would erupt among the European powers. (ii) Chancellor Otto von Bismarck of Germany called an International Conference of European Powers with interests in Africa to avert war. (iii) Countries represented at the conference included Germany, Britain, France, Portugal, Belgium, Italy, Spain, Denmark and the USA. (iv) The Berlin conference introduced the principles of effective occupation of colonies. (v) The Berlin conference led to economic growth for most European nations through raw materials, cheap labour and markets. (vi) By the late 1870s much of Africa's interior was known to Europe's capitalist interests through explorers and missionaries.
i=2, ii=3, iii=4, iv=5, v=6, vi=1
Draw a sketch map of Africa and locate by using roman numbers: the British East African colony where indirect rule policy was more successful.
Uganda (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: the Portuguese colony whose nationalist leader was assassinated by a parcel bomb in Dar es Salaam.
Mozambique (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: the country where the Apartheid Policy was applied.
South Africa (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: the German colony that resisted Direct Rule Policy in 1904-1907.
Tanganyika (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: the British colony where Indirect Rule Policy was first experimented in Africa.
Nigeria (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Why did some areas in Africa experience intensive scramble more than others? Explain by giving six points.
Some areas had more minerals, better land, rivers, soils, forests and climate than others, so they attracted more colonial interest.
With examples, explain six effects of colonial agriculture in Africa.
Colonial agriculture caused land alienation, labour exploitation, discriminatory laws, resistance, uneven development and loss of freedom.
CHECK: the solutions text for the 1906/1921 labour laws is garbled ('about of and 180 days'); the number of days is not used here.
Elaborate six contributions of the First and Second World Wars to the rise and development of anti-colonial movements in Africa.
The wars weakened the colonial powers, and returning soldiers brought new political ideas, fighting skills and organisation that fed nationalist parties.
CHECK: the solutions cover the Second World War and returned soldiers only; the First World War contribution is not in the key. Points drafted for the First World War side are not included.
Explain six reasons which facilitated the collapse of the first East African Community in 1977.
Unequal distribution of benefits, ideological differences, personal differences between leaders, the Ugandan coup, different currencies, hostility to nationals and mismanagement of community assets.
What are the major types of oral traditions? A Museums and archives B Poems and proverbs C Historical sites and narration of events D Archaeology and museum E Cultural practices and narration of events
E — Cultural practices and narration of events
CONTESTABLE: B (poems and proverbs) is a standard type of oral tradition. Check the key.
Why is Charles Darwin famous in history? A He discovered pebbles and chopping tools. B He discovered the fossil of man's ancestors. C He introduced the theory of creation. D He discovered the remains of old people. E He introduced the theory of evolution.
E — He introduced the theory of evolution.
What was the most common method of farming in pre-colonial Africa? A Mixed farming B Plantation agriculture C Shifting cultivation D Slash and burn cultivation E Permanent crop cultivation
C — Shifting cultivation
CONTESTABLE: D (slash and burn) is a form of shifting cultivation. Check the key.
As a historian, which one would you consider as Prince Henry's main aims in organizing the Portuguese voyages to West and East African coasts? A Acquiring raw materials, markets and cheap labour B Acquiring colonies, raw materials and markets C Spreading Christianity, adventure, and trade D Establishing processing industries, markets and raw materials E Abolishing slave trade, slavery and introduction of legitimate trade
A — Acquiring raw materials, markets and cheap labour
CONTESTABLE: C (spreading Christianity, adventure and trade) is the usual answer for Prince Henry. Check the key.
What took place in Europe between the 1750s and 1850s? A Industrial revolution B Scramble for Africa C Mercantile capitalism D Emergence of slave trade. E Monopoly capitalism
C — Mercantile capitalism
CONTESTABLE: A (Industrial revolution) matches the 1750s-1850s dates. Check the key.
Colonialism was established through A post-colonial political changes. B violence and coercion. C piracy and plundering. D revolution and violence. E waylaying and bogus treaties.
B — violence and coercion.
Who headed the Central government of the colony? A Queen B Governor C Secretary for colonies D Secretary General E Minister for colonies
B — Governor
The law that demanded the Africans to carry a labour card 'Kipande' aimed at ensuring that A the European colony is exploited effectively. B there is effective occupation of the colony. C the Africans should be allowed to grow cash crops. D the welfare of the Africans were taken care of. E the white farmers got a cheap supply of labour.
C — the Africans should be allowed to grow cash crops.
CONTESTABLE: the key (C) does not match the purpose of the Kipande, which was a labour control law; E (cheap supply of labour) is the usual answer. CHECK key.
Why the British in East Africa provided colonial health services to few areas such as settler plantation areas, military camps and cash crop producing areas? A To make their subjects support colonial rule. B To keep their subjects wealthier and resistant to diseases. C To make their subjects fit for economic production. D To make their subjects loyal to the colonial state. E To stop their subjects from using traditional medicines.
C — To make their subjects fit for economic production.
Which of the following were the long-term causes of the First World War? (I) The formation of military alliances among the great powers of Europe. (II) The need for revenge among the European powers. (III) The assassination of Archduke Franz Ferdinand of Serbia. (IV) The rise of Adolf Hitler and Nazism in Germany. A I and II B II and III C IV and I D III and IV E I and III
A — I and II
Which of the following were the countries which used constitutional means to gain their political independence? (I) Mozambique and Nigeria (II) Kenya and Tanganyika (III) Ghana and Uganda (IV) Uganda and Tanganyika A I and II B II and III C IV and I D III and IV E I and III
D — III and IV
What challenged the work of the police in 1998 in East Africa? A Terrorist bombing attacks B Idi Amin's government take over from Milton Obote C Launching over the New East African Community D Inciting genocide in Rwanda E Adoption of the Universal Declaration of Human Rights
A — Terrorist bombing attacks
The social challenges facing people in Africa include A political instability and tribalism. B tribalism and neo-colonialism. C colonialism and illiteracy. D illiteracy and diseases. E corruption and lack of rule of law.
D — illiteracy and diseases
Which organ of the United Nations investigates situations that pose a threat to international peace? A The Executive secretariat B The General Assembly C The Trusteeship Council D The Security Council E The Red Cross
D — The Security Council
The international organization undermined by Hitler was called A United Nations Organization. B League of Nations. C Non-Aligned Movement. D Berlin conference. E International Court of Justice.
B — League of Nations.
Match the description with the correct revolution. Description: The revolution that was led by Gamal Abdel Nasser in 1952. Responses: A Russian revolution; B Industrial revolution; C Mineral revolution; D Egypt revolution; E Libya revolution; F Chinese revolution; G Zanzibar Revolution; H Sudanese October revolution.
D — Egypt revolution
Match the description with the correct revolution. Description: The revolution that removed the Arab regime from power during the 1960s. Responses: A Russian revolution; B Industrial revolution; C Mineral revolution; D Egypt revolution; E Libya revolution; F Chinese revolution; G Zanzibar Revolution; H Sudanese October revolution.
G — Zanzibar Revolution
CONTESTABLE: E (Libya revolution, 1969) is a possible alternative. Check the key.
Match the description with the correct revolution. Description: The revolution that took place in 1917 and inspired African nationalism. Responses: A Russian revolution; B Industrial revolution; C Mineral revolution; D Egypt revolution; E Libya revolution; F Chinese revolution; G Zanzibar Revolution; H Sudanese October revolution.
A — Russian revolution
Match the description with the correct revolution. Description: The revolution that took place in 1949 and provided material and moral support to African nationalist struggles. Responses: A Russian revolution; B Industrial revolution; C Mineral revolution; D Egypt revolution; E Libya revolution; F Chinese revolution; G Zanzibar Revolution; H Sudanese October revolution.
F — Chinese revolution
Match the description with the correct revolution. Description: The revolution whose impact led to the abolition of the slave trade. Responses: A Russian revolution; B Industrial revolution; C Mineral revolution; D Egypt revolution; E Libya revolution; F Chinese revolution; G Zanzibar Revolution; H Sudanese October revolution.
B — Industrial revolution
Mzee Juma is an illiterate man aged 89. He narrates past political events to his grandchild aged eighteen. Why is such a method considered an unreliable source of historical information?
Oral narration by an aged, illiterate narrator can be inaccurate: memory fades, details are distorted or exaggerated, and the account cannot be checked against written records.
NOT IN ANSWER SHEET: the solutions explain the advantages of oral tradition, not why it is unreliable. Points drafted. CHECK.
Why would the German colonial agents not forget the Hehe resistance?
The Hehe resisted German rule for a long time and killed Commander Emil von Zelewsky at Lugalo on 6 August 1891.
How would you relate the French Assimilation policy and destruction of African culture?
The assimilation policy created social classes and discriminated against non-assimilated Africans, which destroyed African culture.
How would you prove that colonial education was an agent of division and racism in colonial Africa?
Colonial education disintegrated African culture, was not practical, created class division and introduced foreign culture.
Why is Adolf Hitler blamed for the occurrence of the Second World War?
The harsh terms of the Versailles Treaty of 1919 and Germany's desire to acquire new colonies led Germany to war.
Why do some historians consider Chancellor Otto von Bismarck the architect of the partition of the African continent?
He called the international conference of European powers with interests in Africa, held in Berlin from 15 November 1884 to 26 February 1885.
Arrange the following historical events in chronological order by writing numbers 1 to 6 beside the item numbers. (i) The League of Nations did not take any action when Japan attacked Manchuria. (ii) The United Nations Organization emerged as the successor to the League of Nations. (iii) One of the treaties signed by the Central powers was the Versailles Treaty of 1919. (iv) Adolf Hitler and Benito Mussolini used the effects of the Great Depression to enter into power. (v) The Japanese attack on Pearl Harbour forced the USA to participate in the Second World War. (vi) The assassination of Archduke Francis Ferdinand immediately caused military conflicts among the European powers.
i=3, ii=2, iii=1, iv=4, v=5, vi=6
UNVERIFIED: the key puts the 1914 assassination (vi) last and the 1919 Versailles Treaty (iii) first, which is not chronological. Key kept as printed. Check before use.
Draw a sketch map of Africa and locate by using roman numbers: a country which adopted a kind of socialist ideology known as Socialism and Self Reliance.
Tanzania (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a country which adopted a socialist ideology known as Humanism.
Zambia (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a country which was not colonized and is currently the headquarters of the African Union.
Ethiopia (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a country which adopted a kind of socialist ideology known as the Common Man's Charter.
Uganda (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a Portuguese colony which tried to adopt a socialist ideology under the FRELIMO political party.
Mozambique (draft; no location key printed)
NOT IN ANSWER SHEET: map key not printed in the solutions. Location drafted. CHECK.
By using six points, explain how the Berlin Conference of 1884/1885 helped the European countries to prevent war that would have occurred due to the scramble for colonies.
The Berlin conference laid down rules that let the European powers share Africa without fighting each other.
How was migrant labour beneficial to the capitalists during the colonial period? Limit your response to six points.
Migrant labour was cheap, controllable and kept wages low, which benefited plantation and mine owners.
Elaborate six factors that contributed to the occurrence of Mfecane during the 19th century.
Population growth, economic expansion, shortage of land, the rise of Shaka Zulu, the coming of the whites and new military tactics led to the Mfecane.
CHECK: the solutions date the Mfecane '17th century 1820-1883'; the 17th-century date is wrong and was not used.
'African countries have been suffering socially, economically and politically as a result of being members of the United Nations.' Explain six reasons to justify this statement.
Wars among members, weak aid, Security Council vetoes, non-compliance with UN decisions, unfair treatment, ideological differences and slow response to crises.
The average differences of age between parents and their children is called A period. B age. C family tree. D timeline. E generation.
E — generation
The first creature to walk in an upright fashion was called A Homo Erectus. B Primates. C Homo Sapiens. D Hominids. E Homo Habilis.
A — Homo Erectus.
Archaeological findings whose ages are beyond 5,000 years are determined by A using archives. B using carbon 14. C remembering events. D using time charts. E narration of past events.
E — narration of past events.
CONTESTABLE: the key gives E, but B (carbon 14 dating) is the method normally used for ages beyond 5,000 years. Key kept as printed. Check.
What was the achievement of man during the Middle Stone Age? A Discovery of fire B Development of bipedalism C Domestication of animals D Making and using pebble tools E Discovery of iron
A — Discovery of fire
Which one among the following places did people paint and draw in the caves? A Sofala B Karagwe C Kondoa Irangi D Tabora E Bagamoyo
C — Kondoa Irangi
Trading contacts between East Africa and Asia in the 16th centuries were disturbed by A Berlin conference resolutions. B activities of agents of colonialism. C expulsion of the Portuguese. D effects of the First World War. E Portuguese invasion.
E — Portuguese invasion.
Who was the greatest ruler of Mali? A Askia Mohamed B Mansa Kankan Musa C Osei Tutu D Uthman dan Fodio E Suni Ali
B — Mansa Kankan Musa
The making of goods and services available for human needs is known as A consumption. B production. C consolidation. D interaction. E transition.
B — production.
Which one of the following was the immediate consequence of the development of Triangular trade? A Decolonization of African countries B Disruption of trans-Saharan trade C Scramble and partition of Africa D Adaptation of the Open Door Policy E Implementation of indirect rule policy
B — Disruption of trans-Saharan trade
CONTESTABLE: the key gives B. Disruption of trans-Saharan trade is not clearly the immediate consequence of the Triangular trade. Key kept as printed. Check.
America defeated her colonial master in A 1873. B 1884. C 1945. D 1776. E 1918.
D — 1776.
Match the description with the correct response. Description: An organization comprising of less developed countries in the world. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
D — NAM
CONTESTABLE: the Group of 77 is not listed; NAM is the nearest option. Check the key.
Match the description with the correct response. Description: A regional grouping of countries from West Africa. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
A — ECOWAS
Match the description with the correct response. Description: An organization whose formation was facilitated by Pan-Africanism. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
F — OAU
Match the description with the correct response. Description: An organization which replaced the former Organization of African Unity. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
B — AU
Match the description with the correct response. Description: An economic grouping comprising of 21 states in east and southern Africa. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
H — COMESA
Match the description with the correct response. Description: An organization which was founded by Julius Nyerere, Milton Obote and Jomo Kenyatta. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
I — EAC
Match the description with the correct response. Description: An international organization comprising of independent states from all over the world. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
J — UNO
Match the description with the correct response. Description: An organ of the United Nations formed by fifteen member nations. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
K — SECURITY COUNCIL
Match the description with the correct response. Description: A famous nationalist political organization in Mozambique. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
C — FRELIMO
Match the description with the correct response. Description: A nationalist political party headed by Julius Nyerere. Responses: A ECOWAS; B AU; C FRELIMO; D NAM; E UNITA; F OAU; G SADC; H COMESA; I EAC; J UNO; K SECURITY COUNCIL; L UPC; M TANU; N ZANU; O IMF; P WORLD BANK; Q ILO; R UNESCO; S FAO; T ANGLOPHONE.
M — TANU
Draw a sketch map of Africa and locate the following: a country in West Africa which attained independence under the leadership of Nnamdi Azikiwe.
Nigeria (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only 'map of Africa'. Location drafted. CHECK.
Draw a sketch map of Africa and locate the following: a country which became peaceful after the death of Jonas Savimbi in 2002.
Angola (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only 'map of Africa'. Location drafted. CHECK.
Draw a sketch map of Africa and locate the following: a country whose nationalist leader became her president after being imprisoned for 27 years.
South Africa (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only 'map of Africa'. Location drafted. CHECK.
Draw a sketch map of Africa and locate the following: German East Africa.
Tanzania mainland (draft; German East Africa)
NOT IN ANSWER SHEET: the solutions print only 'map of Africa'. Location drafted. CHECK.
Draw a sketch map of Africa and locate the following: a country in which the Headquarters of the African Union is situated.
Ethiopia (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only 'map of Africa'. Location drafted. CHECK.
Outline five problems which faced Tanganyika African National Union during the struggle for independence.
Strong colonial opposition, disunity among Africans, lack of funds, illiteracy, and poor transport and communication.
Arrange the following historical events in chronological order by writing numbers 1 to 5 beside the item numbers. (i) Portuguese were expelled from Fort Jesus. (ii) Vasco da Gama reaches East Africa. (iii) Bartholomew Diaz reaches the Cape of Good Hope. (iv) Tanganyika becomes a mandate colony under the British. (v) Britain becomes the first nation to undergo industrialization.
i=3, ii=2, iii=1, iv=5, v=4
Missing sentence. 1. Clan organization was formed by several related families. 2. __________ 3. Clan organization developed both matrilineal and patrilineal societies. 4. In matrilineal societies clan heritage was based on the mother. Options for the missing sentence: A People in clan organizations were governed by grandfathers. B People in clan organizations were governed by clan heads. C governed by kings. D governed by chiefs. E governed by queens.
B — People in clan organizations were governed by clan heads.
Missing sentence. 1. One of the first Europeans to enter the interior of East Africa were traders. 2. Most of these traders were British and Germans. 3. Carl Peters led the German East Africa Company to sign bogus treaties with African chiefs. 4. __________ Options for the missing sentence: A Imperial British Africa Company led by Cecil Rhodes ruled Uganda. B Traders facilitated colonialism by constructing infrastructure. C Royal Niger Company in East Africa played similar roles. D Chartered companies contributed to the decolonisation of Africa. E European companies aided Africans in their struggles for independence.
B — Traders facilitated colonialism by constructing infrastructure.
Missing sentence. 1. There were few communal societies in East Africa by 1850. 2. These include the Hadzabe in Tanzania and the Dorobo in Kenya. 3. __________ 4. They had few external interactions and maintained their mode of production. Options for the missing sentence: A These people used slaves in their social and economic production. B These people were famous long distance traders. C These people resisted strongly against the colonialists. D These people were displaced in South Africa by Mfecane. E These people still lived in shifting groups of hunters and gatherers.
E — These people still lived in shifting groups of hunters and gatherers.
Missing sentence. 1. From 1860s capitalism transformed from competitive to monopoly. 2. This phase was characterized by formation of big monopoly companies. 3. Banks now lent money for and directed investment. 4. __________ Options for the missing sentence: A The third feature was the merging of bank and industrial capital. B The third feature was the formation of the League of Nations. C The third feature was the emergence of Pan-Africanism. D The third feature was the abolition of slave trade. E The third feature was the decolonization of Africa.
A — The third feature was the merging of bank and industrial capital.
Missing sentence. 1. East Africa was seriously affected by the development of capitalism. 2. These effects range from slave trade to the colonization of Africa. 3. __________ 4. During the 1850s, slaves became the major commodity. Options for the missing sentence: A Before the 1850s sisal and cotton were the major commodities. B Before the 1850s gold and cotton were the major commodities. C Before the 1850s the major commodities were slaves and ivory. D Before the 1850s sisal and iron were the major commodities. E Before the 1850s iron and coal were the major commodities.
C — Before the 1850s the major commodities were slaves and ivory.
In six points, explain the importance of museums to national development.
Museums preserve and transmit cultural heritage, keep historical artefacts, supplement oral tradition, provide employment and serve as centres of knowledge and research.
Examine six effects of the Maji Maji uprising in Tanganyika.
The uprising caused famine and disease, depopulation, reform of German administration, changes in taxation and labour, the foundation of nationalism and a shift to peaceful means.
Uprising dates given as 1905-1907 in the solutions. Leader Kinjekitile Ngwale as printed.
Assess six main features of colonial trade and commerce in Africa.
Colonial trade was import-export based, unequal, controlled by foreign traders and monopoly companies, and marked by rural-urban imbalance.
CHECK: the solutions abbreviate the company names (IBEACO, GEACO, BSACO); full names are used here.
'East Africa was affected by the coming of Oman rulers in Zanzibar from the 1840s.' Discuss this statement by giving six points.
Omani rule brought unequal trade, new cash crops, Swahili borrowings, Arab culture, expansion of slave trade, decline of local crafts and a mixed-race population.
With concrete examples, assess six problems facing the current East African Community.
Financial constraints, nationalism of heads of state, economic differences, terrorism, multiple memberships and political conflicts.
CHECK: the solutions date the EAC as formed in 1967 and collapsed in 1977; the current-community answer uses these as background only.
Assess six effects of economic interactions among the people of Africa during the pre-colonial period.
Economic interaction led to towns, political states, new languages, intermarriage, better tools and wider contact with the outside world.
Which of the following are included in the museums? A Cultural, social and economic items from the earliest time to the present. B Remains which show man's past made and used tools. C Cultural practices such as art, music, religion and riddles. D Colonial records and early traveller's records. E Special names of generations, clan trees and tribal chronology.
B — Remains which show man's past made and used tools.
CONTESTABLE: A is also a defensible description of museum contents. Check the key.
The coastal city states which grew from the trade contacts between East Africa and Asia were A Mwanza, Tanga and Dar es Salaam B Malindi, Kilwa and Mombasa C Nairobi, Kampala and Dar es Salaam D Lamu, Bagamoyo and Mbeya E Mombasa, Zanzibar and Kigoma.
B — Malindi, Kilwa and Mombasa
The type of colonial agriculture which predominated in Kenya was A plantation B peasant C co-operative D settler E pastoralism.
D — settler
The primitive communal societies were characterized by the following features EXCEPT A hunting and gathering B low production C exploitation of man by man D low level of technology E dependence on nature.
C — exploitation of man by man
Which of the following did NOT result from the contacts between East Africans and the people from the Middle and Far East? A Construction of Fort Jesus. B Introduction of Islam. C Emergence of slave trade. D Intermarriage. E Growth of coastal towns.
A — Construction of Fort Jesus.
Who convened the conference which legalized the colonization of Africa? A David Livingstone. B Carl Peters. C Otto Von Bismarck. D Charles Darwin. E Adolf Hitler.
C — Otto Von Bismarck.
The period which was characterized by intense competition and warfare among the European states during the 17th century is called A capitalism B mercantilism C feudalism D industrial revolution E scramble.
C — feudalism
CONTESTABLE: the key gives C (feudalism). B (mercantilism) fits the 17th-century competition better. Key kept as printed. Check.
When did most parts of East Africa adopt iron technology? A 1st millennium AD. B 1st millennium BC. C 3rd millennium AD. D 2nd millennium AD. E 2nd millennium BC.
A — 1st millennium AD.
The increase of the European merchants in the interior of Africa after the abolition of slave trade aimed at A intensifying slavery and slave trade B establishing heavy industries C searching for the sea route to India D establishing legitimate trade E assisting the Africans economically.
D — establishing legitimate trade
Industrial development in Africa was not prioritized by the capitalists during the colonial time because A the colonialists were interested in obtaining raw materials B the colonialists stressed on the provision of social services C the climate did not favour industrial development D Africa had no enough raw materials E Africa had no infrastructure to support the industries.
A — the colonialists were interested in obtaining raw materials
Match the description with the correct response. Description: A treaty signed in France which aimed at avoiding the occurrence of other wars in future. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
E — Versailles Treaty
Match the description with the correct response. Description: A treaty that enabled the British to control Zanzibar, Pemba, Kenya and Uganda as her areas of influence. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
T — Heligoland Treaty
Match the description with the correct response. Description: A colonial system of administration that was introduced in Tanganyika by Governor Donald Cameron between 1925 and 1931. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
A — Indirect rule
CORRECTED: the solutions key reads K here and A for (iv). The two are swapped. Cameron's indirect rule is A, and the Delimitation Treaty is K (see (iv)). Changed from K to A.
Match the description with the correct response. Description: A treaty that confined the Sultan's possession to the islands of Zanzibar, Pemba, Mafia and the coastal towns of Kismayu. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
K — Delimitatiom Treaty
CORRECTED: the solutions key reads A here and K for (iii). The two are swapped. The Delimitation Treaty is K. Changed from A to K.
Match the description with the correct response. Description: A treaty that illegalized slave trade in East Africa in 1873. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
H — Frere Treaty
Match the description with the correct response. Description: An agreement made between Carl Peters and Sultan Mangungo of Msowero. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
O — Bogus Treaty
Match the description with the correct response. Description: The first treaty that was signed in 1822 to illegalize slave trade in East Africa. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
M — Moresby treaty
Match the description with the correct response. Description: The first treaty that was signed in 1822 to illegalize slave trade in East Africa. (The wording is identical to 2(vii) as printed.) Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
G — Hamerton Treaty
CONTESTABLE: items 2(vii) and 2(viii) carry the same wording as printed, so the key for (viii) is assumed. Check the paper.
Match the description with the correct response. Description: A declaration that intended to transform Uganda into a socialist state. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
C — Common Man's Charter
Match the description with the correct response. Description: An economic strategy for Tanzania which stated that all major means of production and exchange should be controlled by the peasants through the government. Responses: A Indirect rule; B Direct rule; C Common Man's Charter; D Buganda Agreement; E Versailles Treaty; F The Toro agreement; G Hamerton Treaty; H Frere Treaty; I The Ankole Agreement; J Arusha Declaration; K Delimitatiom Treaty; L Crown Land Ordinance; M Moresby treaty; N Franco-Russian Alliance; O Bogus Treaty; P The Treaty of April 1897; Q Multi-party system; R Communalism; S Warsaw Pact; T Heligoland Treaty.
J — Arusha Declaration
Draw a sketch map of Africa and locate by using roman numbers: a country whose independence sharpened the continent-wide struggle for independence.
Ghana (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print no key for the map. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a country in which the Biafra war occurred.
Nigeria (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print no key for the map. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a Portuguese colony which attained her independence under the leadership of Augostino Neto.
Angola (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print no key for the map. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: a country in which the Organization of African Unity was formed.
Ethiopia (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print no key for the map. Location drafted. CHECK.
Draw a sketch map of Africa and locate by using roman numbers: the canal built by the colonists to facilitate voyages to and from India and the Middle East.
Egypt (Suez Canal) (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print no key for the map. Location drafted. CHECK.
Outline five tactics used to establish the colonial economy in Africa.
Transport infrastructure, a money economy, taxation, destruction of traditional industries, and preservation of basic tools.
CHECK: the solutions read 'Preservation Of African basic tools'. Printed wording kept; it may be a misprint for destruction.
Arrange the following historical events in chronological order by writing numbers 1 to 5 beside the item numbers. (i) The scramble for colonies reached serious proportions by 1884. (ii) The Conference was held in Berlin from 1884 to 1885. (iii) In order to avert war, the German Chancellor called an international conference. (iv) There were signs that if this scramble was not regulated, war would erupt among the European powers. (v) The Conference was attended by Belgium, Britain, France, Portugal, Spain, Italy, Germany, Denmark and the United States of America.
i=1, ii=4, iii=3, iv=2, v=5
Missing sentence. 1. National armed forces are established because of some objectives. 2. They protect the country from external aggression. 3. They promote internal security and integrity. 4. __________ Options for the missing sentence: A They are characterised by jailing the thieves. B They participate in the League of Nations. C They are members of the Security Council. D They heavily depended on prisoner's labor. E They provide assistance during national emergencies.
E — They provide assistance during national emergencies.
Missing sentence. 1. The survival of the colonial system despite the formal attainment of political independence is called neo-colonialism. 2. African countries became victims of this system through political, economic and technical means. 3. __________ 4. Developing countries are conditioned to depend on the developed countries politically, socially and economically. Options for the missing sentence: A The system works through agents of colonialism. B This system works through African Unity. C This system works through the World Bank. D This system works through equal exchange. E This system works through scramble for colonies.
C — This system works through the World Bank.
CONTESTABLE: A (works through agents of colonialism) is also a defensible completion. Check the key.
Missing sentence. 1. Political instability has also weakened the attempts of many countries to attain political unity. 2. Civil wars in Africa have contributed to the backwardness of the continent. 3. Civil wars have been experienced in Rwanda, Burundi, Sudan and Somalia. 4. __________ Options for the missing sentence: A Its consequences include lack of economic progress and loss of life. B Its consequences include loss of property and slave labour. C Its consequences include destruction of property and the power of Veto. D Its consequences include indirect rule and loss of life. E Its consequences include mass nationalism and nationalist struggles.
A — Its consequences include lack of economic progress and loss of life.
Missing sentence. 1. Colonial oppression was extended in political, economic and social spheres. 2. Politically, the Africans in Africa had no democracy. 3. They did not have representation in the legislative council. 4. __________ Options for the missing sentence: A They did not have the right to vote. B They lacked membership in the Security Council. C They demanded Africans to be Kings in Europe. D They replaced colonialism with neo-colonialism. E They initiated an Open Door Policy in Africa.
A — They did not have the right to vote.
Missing sentence. 1. The Portuguese were reluctant to grant independence since Mozambique was a settler colony. 2. The Portuguese never believed that Africans could be stronger than them. 3. The Portuguese government banned all political parties in the colony. 4. __________ Options for the missing sentence: A The Portuguese were ready for peaceful transformation of power. B Mozambique was not regarded as part and parcel of Portugal. C Portugal was one among the richest countries in Europe. D Colonies were regarded as overseas provinces of Portugal. E The colony was not very important to Portugal's economy.
D — Colonies were regarded as overseas provinces of Portugal.
Explain six significance of studying History.
History helps us understand human origins and the past, predict and plan the future, build unity, search for truth through archaeology, and control the environment.
CHECK: the solutions list five points; the question asks for six. Five are given.
Access six contributions made by the discovery of fire to the development of human beings.
Fire improved technology, social organisation, diet, warmth, protection, land clearing and hunting.
Solutions name the middle stone age as the period of discovery.
Critically examine six effects of the legitimate trade in West Africa.
Legitimate trade integrated African economies into capitalism, exploited resources, spread western culture, introduced cash crops, created trading monopolies and drew whites into investment.
'Colonial health system was discriminative.' Substantiate this statement by giving six points.
Colonial health services favoured Europeans, were urban and religious, used western medicine only, were racially segregated, were curative for Africans and were located in productive areas.
Why did some Africans collaborate with Europeans during colonial invasion? Give six points.
Collaboration came from military weakness, self-interest, misunderstanding of European intentions, a desire for peace, rivalry with neighbours, natural disasters and a wish to gain favour.
Explain six advantages of the discovery of iron to African societies.
Iron stimulated trade, political and social significance, state formation, defence and hunting, agriculture, population growth and permanent settlement.
One of the factors for the fall of Songhai empire was A invasion from the Moroccans B attacks from the Tuaregs C attacks from the Almoravids D establishment of colonialism E introduction of legitimate trade.
A — invasion from the Moroccans
What was the major cause of the Great Depression? A Second World War. B First World War. C Berlin Conference D Boer Trek. E Anglo-Boer war.
B — First World War.
CONTESTABLE: the Great Depression is usually traced to the 1929 crash. Of the options, the First World War is the nearest. Check the key.
The first European nation to industrialize was A Germany B Britain C France D Belgium E Holland.
B — Britain
The theory of evolution was proposed by A Louis Leakey B Carl Peters C Charles Darwin D Henry Stanley E Donald Cameron.
C — Charles Darwin.
Three pre-colonial modes of production which existed in Africa were A Socialism, capitalism and communism B Socialism, capitalism and communalism C Slavery, feudalism and communalism D Slavery, feudalism and communism E Socialism, capitalism and humanism.
C — Slavery, feudalism and communalism
The core ideas of the French Revolution were A slave trade, colonialism and neo-colonialism B markets, raw materials and cheap labour C communalism, slavery and feudalism D fraternity, liberty and equality E scramble, partition and bogus treaties.
D — fraternity, liberty and equality
The people whose work is to study and explain remains which show man's physical development and the tools he made and used are called A Iron Smiths B Industrialists C Revolutionists D Evolutionists E Archaeologists.
E — Archaeologists.
Which among the following include the three organs of the United Nations Organization? A The General Assembly, Secretariat and the World Bank. B The Secretariat, Security Council and General Assembly. C The World Bank, League of Nations and Security Council. D The International Court of Justice, World Bank and Secretariat. E The Security Council, UNESCO and International Court of Justice.
B — The Secretariat, Security Council and General Assembly.
The economic system of goods and services which comprised activities such as trade, manufacturing, agriculture and mining during the colonial era is called A Neo-colonialism B Trusteeship C Nationalism D Bureaucracy E Colonial economy.
E — Colonial economy.
Who discovered the skull of the earliest ancestors of man in Olduvai Gorge? A David Livingstone. B Charles Darwin. C Carl Peters. D Vasco Da Gama. E Louis Leakey.
E — Louis Leakey.
Match the stem with the correct response. Stem: A person who stated that man developed from an ape-like creature. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
C — Charles Darwin
Match the stem with the correct response. Stem: A person who created the kingdom of Mwenemutapa. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
H — Mutota
Match the stem with the correct response. Stem: A person who played a vital role in the mass killing of Jews in Europe. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
A — Adolf Hitler
Match the stem with the correct response. Stem: A person who established a fascist ideology in Italy. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
K — Benito Mussolini
Match the stem with the correct response. Stem: A person who formed the Royal Niger Company which operated in West Africa. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
O — George Goldie
Match the stem with the correct response. Stem: A person whose leadership paved the way for the independence of Zambia. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
M — Keneth Kaunda
Match the stem with the correct response. Stem: A person who overthrew Milton Obote and led Uganda with an iron hand. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
E — Idd Amin Dada
Match the stem with the correct response. Stem: A person who initiated an indirect rule system in Nigeria. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
B — Fredrick Lugard
Match the stem with the correct response. Stem: A person who heads the Secretariat of the United Nations Organization. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
T — Secretary-General
Match the stem with the correct response. Stem: A person who spent several months or a number of years away from their families in the reserves. Responses: A Adolf Hitler; B Fredrick Lugard; C Charles Darwin; D Mungo Park; E Idd Amin Dada; F Louis Leakey; G Yoweri Museveni; H Mutota; I King Leopold; J Lobengula; K Benito Mussolini; L Cecil Rhodes; M Keneth Kaunda; N David Livingstone; O George Goldie; P Robert Mugabe; Q Nelson Mandela; R Fredrick Chiluba; S Migrant Labourer; T Secretary-General.
S — Migrant Labourer
Draw a sketch map of the new East Africa Community and locate by using roman numbers: the member state in which an identity card (Kipande) was given to the labourer during the colonial economy era.
Kenya (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only a map caption. Location drafted. CHECK.
Draw a sketch map of the new East Africa Community and locate by using roman numbers: the headquarters of the committee responsible for coordinating the activities of national liberation movements for eradicating colonialism in Africa.
Tanzania (Dar es Salaam) (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only a map caption. Location drafted. CHECK.
Draw a sketch map of the new East Africa Community and locate by using roman numbers: the country in which the 1994 genocide took place.
Rwanda (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only a map caption. Location drafted. CHECK.
Draw a sketch map of the new East Africa Community and locate by using roman numbers: the country whose Common Man's Charter intended to transform it into a socialist state.
Uganda (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only a map caption. Location drafted. CHECK.
Draw a sketch map of the new East Africa Community and locate by using roman numbers: the Trusteeship colony under the British from 1945 to 1961.
Tanzania (Tanganyika) (draft; no location key printed)
NOT IN ANSWER SHEET: the solutions print only a map caption. Location drafted. CHECK.
Outline five objectives of colonial education in Africa.
Colonial education trained Africans for colonial service, clerical and religious work, spread western culture, produced a few clerks, and supplied skills for raw material production.
Arrange the following historical events in chronological order by writing numbers 1 to 5 beside the item numbers. (i) Before 1800 AD, Africa and its interior were not known to the outside world. (ii) Europeans took interest in Africa's strategic areas with fertile land, minerals and navigable rivers. (iii) The interior of Africa was exposed to the European world after the work of agents of colonialism. (iv) By 1880s, many European nations rushed and grabbed parts of the African continent claiming them as their areas of influence. (v) Reports of the existence of snow-capped mountains in the interior of Africa attracted great interest in the continent.
i=1, ii=3, iii=2, iv=5, v=4
UNVERIFIED: the key places (iii) before (v), but reports of the interior (v) would normally come before European interest in strategic areas (ii). Key kept as printed. Check the order before use.
Missing sentence. 1. The important items from West Africa to North Africa were gold and ivory. 2. West Africa obtained salt, dates and horses from North Africa. 3. __________ 4. It expanded after the introduction of camel during the 9th century. Options for the missing sentence: A This trade took place through the Atlantic Ocean. B This trade took place across the Sahara desert. C This trade took place across the Indian Ocean. D This trade took place after the partition of Africa. E This trade took place after the decolonization of Africa.
B — This trade took place across the Sahara desert.
Missing sentence. 1. After the Second World War the United States of America advocated for decolonization. 2. __________ 3. The United States of America wanted the colonizing powers to give independence to their colonies. 4. She wanted to have a freer hand in the exploitation of the ex-colonies. Options for the missing sentence: A This was known as the Open Door Policy. B This was known as the Veto Policy. C This was known as the Indirect rule policy. D This was known as the Assimilation Policy. E This was known as the Direct rule Policy.
A — This was known as the Open Door Policy.
Missing sentence. 1. In the course of time the White settlers established themselves as stock farmers. 2. They farmed and at the same time kept cattle. 3. Eventually they were referred to as Boers or Afrikaners. 4. __________ Options for the missing sentence: A The language that evolved among them was Khoikhoi. B Their language was known as Xhosa. C They used to speak Spanish and Portuguese languages. D They adopted different Bantu languages. E The language that evolved among them was Afrikaans.
E — The language that evolved among them was Afrikaans.
Missing sentence. 1. Creation of a one party system did not transfer power to the people. 2. In pursuit of that goal TANU adopted the Arusha Declaration. 3. Following the Arusha Declaration more pronouncements were made in mainland Tanzania. 4. __________ Options for the missing sentence: A These included Education for Self-Reliance and Socialism. B These included Common Man's Charter and Capitalism. C These included multi-party system and decolonization. D These included nationalism and democratic election. E These included Arusha Declaration and globalization.
A — These included Education for Self-Reliance and Socialism.
Missing sentence. 1. During the British period, hospitals were concentrated in areas with dense labour forces. 2. These included the urban centres, settler and company plantations. 3. __________ 4. The same could be said for the health services offered along the major routes of migrant labourers. Options for the missing sentence: A They aimed at improving the standard of living of the Africans. B They aimed at keeping the colonial labourers fit for production. C They aimed at making the Europeans inferior to the Africans. D The Africans wanted to justify the importance of their medicine. E The British wanted to prevent the Germans from getting treatment.
B — They aimed at keeping the colonial labourers fit for production.
Explain six social factors for early interactions in Africa.
Religion, wars, migration, education, marriage and medicine drove early interaction between African communities.
'Missionaries prepared Africa for European colonization.' Discuss.
Missionaries weakened African resistance, reported on Africa's wealth, softened Africans through Christianity, signed bogus treaties, spread colonial education, learned languages and introduced cash crops.
CHECK: the solutions give eight points; seven are listed here.
Explain six differences between Direct and Indirect rule.
Direct rule was expensive, provoked resistance, did not use chiefs and did not promote the colonial economy; indirect rule was cheaper, used African chiefs and supported the economy.
Why did Mozambique attain her independence through armed struggle? Give six points.
Mozambique's wealth, Portugal's poverty and dependence on the colony, settler resistance, Portuguese conservatism, Salazar's dictatorship and the banning of political parties forced armed struggle.
CHECK: the solutions name the FRELIMO leader as 'Samora Matchel'; the name is not used here.
Examine six problems encountered by the Africans during mass nationalism in Africa.
Illiteracy, strong colonial government, shortage of funds, disunity, imprisonment and assassination of leaders, puppet leaders and external Cold War influence.
CHECK: the solutions describe Steven Biko as of the ANC; Biko led the Black Consciousness Movement. Names used as printed except spelling.
Discuss the impact of the Dutch settlement at the Cape by giving six points.
The Dutch settlement introduced new culture and Afrikaans, confiscated land, enslaved Africans, displaced communities, entrenched segregation and triggered wars and settlement expansion.
CHECK: the 1770 date for the Xhosa encounter is as printed in the solutions.
The places which are created for preserving historical information are called A archives B archaeology C oral traditions D museums E libraries.
D — museums
Key only; the solutions print no reason for this item.
Which of the following is NOT a historical site in Tanzania? A Isimila B Olduvai gorge C Kondoa Irangi D Kilwa E Kalenga.
E — Kalenga
Key only; the solutions print no reason for this item.
CONTESTABLE: Kalenga (former Hehe capital) is generally treated as a historical site; printed key E kept.
The family from which man evolved is known as A Zinjanthropus B Homo Habilis C Primates D Homo Sapiens E Homo Erectus.
C — Primates
Key only; the solutions print no reason for this item.
What was the achievement of man during the late Stone Age? A Discovered fire and ate cooked food. B Started walking upright using fore-limbs. C Made and used pebble and chopping tools. D Started walking on all four limbs. E Established settled communities.
E — Established settled communities
Key only; the solutions print no reason for this item.
Which one among the following places did people extract salt from salt bearing rocks? A Uvinza and Taghaza. B Taghaza and Bilma. C Axum and Taghaza. D Meroe and Egypt. E Uvinza and Bilma.
B — Taghaza and Bilma
Key only; the solutions print no reason for this item.
Which one among the following factors contributed to the rise of states in Africa? A Low level of productive forces. B Presence of chartered companies. C Hunting and gathering activities. D Absence of classes among the people. E Availability of iron technology.
E — Availability of iron technology
Key only; the solutions print no reason for this item.
Who commanded the respect of all and acted as a unifying force among the Maasai? A Kabaka. B Omukama. C Morani. D Warriors. E Laibon.
E — Laibon
Key only; the solutions print no reason for this item.
The organization comprising of less developed countries in the world is called A Non-Aligned Movement B Organization of African Unity C East African Community D United Nations Organization E New Partnership for Africa's Development.
A — Non-Aligned Movement
Key only; the solutions print no reason for this item.
Which one of the following best explains the reason which made Mozambique to use force during her struggle for independence? A It was a mandated territory. B It was a trusteeship territory. C It adopted the Open Door Policy. D It was a settler colony. E It was under indirect rule policy.
D — It was a settler colony
Key only; the solutions print no reason for this item.
The following was one of the characteristics of colonial education EXCEPT A it based on rudimentary curriculum B it segregated the Africans C it focused on literacy and numeracy D it reflected the interests of the Africans E it was provided to few people.
D — it reflected the interests of the Africans
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: It was fought by the Ndebele and Shona against the oppression of their colonizers in 1890s. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
M — Chimurenga war
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The last and most serious revolt against German rule in Tanganyika. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
A — Majimaji war
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The struggle between European powers which lasted in 1918. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
S — First World War
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: One of its effects was the emergence of the successor to the League of Nations. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
H — Second World War
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The name given to the situation during which there was a tension between the Eastern and Western bloc. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
E — Cold war
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: It was fought between the Boers and Xhosa. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
K — Kaffir wars
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: It was fought in Nigeria from 1967 to 1970. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
O — Biafran war
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: They caused the migration of the Ngoni during the 19th century. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
F — Mfecane wars
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: France lost two provinces after being defeated by Germany in 1871. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
G — Franco-Prussian war
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: It ended when Jonas Savimbi died in 2002. List B: A Majimaji war; B Anglo-Boer war; C Angolan civil war; D Liberian civil war; E Cold war; F Mfecane wars; G Franco-Prussian war; H Second World War; I Ceasefire; J Ethiopia-Somalia war; K Kaffir wars; L Tanzania-Uganda war; M Chimurenga war; N War against terrorism; O Biafran war; P Ghana-Togo war; Q Ugandan civil war; R Algeria-Morocco war; S First World War; T Ethiopia-Eritrea war
C — Angolan civil war
Key only; the solutions print no reason for this item.
Draw a sketch map of Africa and locate (by Roman numeral): the country which moved from apartheid to black majority rule in 1994.
South Africa
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: solutions give no map answers; Roman-numeral position not given. CHECK against map.
Draw a sketch map of Africa and locate (by Roman numeral): the country which attained political independence in 1957.
Ghana
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate (by Roman numeral): an East African country in which peasant cash crop production predominated.
Uganda
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate (by Roman numeral): the country in which genocide occurred in the 1990s.
Rwanda
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate (by Roman numeral): the country where the headquarters of the OAU Liberation Committee was based.
Tanzania (Dar es Salaam)
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: solutions give no map answers. CHECK against map.
Mention five advantages of museums.
Museums are sources of information, employ people, collect and preserve artefacts, attract tourists, and serve as public gathering places.
Arrange the following statements in chronological order (write 1 to 5 beside each item). (i) The newly industrialized powers in the 19th century were Germany and France. (ii) Britain was the first country to industrialize and she dominated the world's industrial production. (iii) During the period of industrial capitalism the capitalists manufactured goods in large quantities. (iv) This wealth enabled them to invest in new and modern machines. (v) This was possible because they had accumulated much wealth from commerce and agriculture.
(i) 2, (ii) 1, (iii) 3, (iv) 5, (v) 4
Key as printed in the solutions: (ii) 1, (i) 2, (iii) 3, (v) 4, (iv) 5.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The UN Secretariat headquarters is in New York. 2. ______. 3. It administers peacekeeping operations in many warring countries. 4. It organizes international conferences. Missing sentence: A It is headed by the Secretary-General. B It implements the Berlin conference resolutions. C It draws the annual budget of the UNO. D It elects Security Council members. E It recommends the admission of new members.
B — It implements the Berlin conference resolutions.
Key only; the solutions print no reason for this item.
CONTESTABLE: option A (headed by the Secretary-General) fits the Secretariat sentence better; printed key B kept.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The colonial agents came before the establishment of colonial rule in Africa. 2. These colonial agents included explorers, missionaries and traders. 3. The explorers supplied important information to their mother countries. 4. ______. Missing sentence: A Prominent explorers included David Livingstone and John Speke. B Famous explorers in East Africa were Mungo Park and David Livingstone. C The earliest explorers in East Africa were Cecil Rhodes and Karl Peters. D The famous British explorer in Tanganyika was Karl Peters. E William Mackinnon was an explorer who headed Imperial British East African Company.
A — Prominent explorers included David Livingstone and John Speke.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. West Africans came into contact with European merchants during the early phase of development of capitalism. 2. The early phase of capitalism was called the phase of primitive accumulation of capital. 3. ______. 4. During this phase commerce was the most important activity. Missing sentence: A The motives of European merchants were to stop slave trade. B West African societies benefited much from these early contacts. C In Europe it was known as the age of discovery and overseas expansion. D The red Indians for the first time came to trade in West Africa. E In this trade the European slaves were exchanged for African goods.
C — In Europe it was known as the age of discovery and overseas expansion.
Key only; the solutions print no reason for this item.
CONTESTABLE: option B (West African societies benefited) also fits; printed key C kept.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Indirect rule was introduced in Africa by Fredrick Lugard. 2. ______. 3. The system was very cheap. 4. The system reduced resistance from the natives. Missing sentence: A Africans used Jumbes and Akidas to represent their problems. B France applied this system in her colonies in Africa. C The system improved the living standard of the Africans. D The British preferred direct rule due to its efficiency. E The system helped the British to consolidate tribalism.
E — The system helped the British to consolidate tribalism.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Colonial health services had a significant impact on African communities. 2. They reduced the infant mortality rate. 3. They reduced the numbers of women who died during childbirth. 4. ______. Missing sentence: A Colonial health services concentrated in rural areas. B Colonial health services encouraged the use of traditional medicine. C There was equal distribution of health services during colonialism. D Medical services led to the higher population growth during colonialism. E Better hygiene practices led to the emergence of civil wars in Africa.
D — Medical services led to the higher population growth during colonialism.
Key only; the solutions print no reason for this item.
Explain six characteristics of the first non-exploitative mode of production.
Primitive communal mode: low productivity, communal ownership, no state or classes, equality, low productive forces and dependence on nature.
Elaborate six techniques used by colonialists to obtain labourers during the colonial period.
Use of attractive European goods, land and cattle expropriation, infrastructure, cash crops over food crops, low wages, social services, and taxation.
Analyse the problems experienced during the struggle for independence in Tanganyika.
Vastness of the country and poor transport, disunity and opposition from other parties, shortage of funds, colonial tribalism, low literacy and opposition from chiefs.
Discuss six contributions of the agents of colonialism to the colonization of Africa.
Colonial education, legitimate trade and abolition campaigns, suppression of resistance, opening the interior, new cash crops, bogus treaties and appeals to home governments.
With examples show how the establishment of colonial economy affected the African societies. (Give six points.)
Family separation, regional imbalance, social stratification, economic dependence, famine from cash crops, and decline of local industries.
Inherited problems from the colonial past are major hindrances to the development of Africa after independence. Justify this statement by giving six points.
Poor technological base from colonial education, disarticulation of the economy, premature integration into world trade.
UNVERIFIED: printed solution is cut off after four points; only four points drafted from the answer sheet. CHECK for the remaining two points.
A source in which historical information is obtained through narration of the past events is called A archaeology B stories C oral tradition D historical sites E museums.
C — oral tradition
Key only; the answer sheet gives no reason for this item.
Which among the following agricultural societies practised age set organization? A Masai and Kikuyu B Kikuyu and Nyakyusa C Nyamwezi and Masai D Masai and Gala E Gala and Kikuyu.
A — Masai and Kikuyu
Key only; the answer sheet gives no reason for this item.
One of the factors for the decline of Trans-Saharan Trade was A introduction of camels in the 9th century B decline of trading centres such as Timbuktu and Gao C the rise of Trans-Atlantic Slave Trade D establishment of colonialism in Africa E introduction of legitimate trade.
C — the rise of Trans-Atlantic Slave Trade
Key only; the answer sheet gives no reason for this item.
Which among the following was the impact of the Portuguese rule in Africa? A The rise of the coastal city states such as Kilwa. B Increase of friendship between African gold miners and the Portuguese. C Gold and copper from Africa were shipped to the Middle and Far East. D Gold and copper from Africa were shipped to Europe. E Introduction of clove plantation in Zanzibar.
E — Introduction of clove plantation in Zanzibar
Key only; the answer sheet gives no reason for this item.
CONTESTABLE: clove plantations in Zanzibar were introduced under Omani rule, not by the Portuguese; D (gold and copper shipped to Europe) is the likelier answer. Printed key E kept.
Colonial education had a positive result to Africa since A it prepared the Africans to accept colonialism B it provided elites who served in colonial governments C it created post-colonial leaders D it propagated African culture E it developed African technology.
C — it created post-colonial leaders
Key only; the answer sheet gives no reason for this item.
The main objective of Pan-Africanism after 1945 was to A abolish slave trade and slavery in Africa and America B regain dignity and freedom in the white dominated world C revamp African destructed economy D unify people of Africa and America E reinforce 'open door' policy in Africa.
B — regain dignity and freedom in the white dominated world
Key only; the answer sheet gives no reason for this item.
The Portuguese were reluctant to surrender their colonies in Africa because A the colonies were Portugal provinces B they depended on the colonies for their economic survival C they had established good relationship with the natives D Vasco da Gama had signed treaties with African chiefs E they feared to be considered militarily weak.
B — they depended on the colonies for their economic survival
Key only; the answer sheet gives no reason for this item.
The universal Primary Education Scheme was launched in some post-colonial African states in order to A provide informal education to the citizens B teach using African curricula C provide education to sons of chiefs D provide education to the majority E acquire few Africans to assist Europeans.
D — provide education to the majority
Key only; the answer sheet gives no reason for this item.
One of the developmental efforts done by the Zambian government after independence was to A depend on South African communication network B develop labour reservoirs regions C diversify her economy D adapt capitalist ideology E confiscate the Tanzanian Zambia Railway (TAZARA).
C — diversify her economy
Key only; the answer sheet gives no reason for this item.
Which of the following council was formed to supervise the administration of mandated territories? A Economic and Social B Administrative C Security D Secretariat E Trusteeship.
E — Trusteeship
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: Comprised the British, France and Russia. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
K — Triple Entente
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: A charted company headed by Carl Peters. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
F — IBEACO
Key only; the answer sheet gives no reason for this item.
CONTESTABLE: IBEACO was Mackinnon's Imperial British East Africa Company; Carl Peters headed GEACO (M). Printed key F kept. CHECK.
Match the item in List A with the correct response in List B (write the letter). List A: The ceremony which marked the passing in of the new leadership and the passing out of the old leadership. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
G — Unyago
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: Confined slave trade within East Africa. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
I — Hamerton treaty
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: Caused displacement of people in Southern Africa. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
C — Mfecane
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The traditional legislature. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
E — Communalism
Key only; the answer sheet gives no reason for this item.
CONTESTABLE: Communalism is a mode of production, not a legislature; N (Lukiko, the Buganda legislature) fits the stem. Printed key E kept. CHECK.
Match the item in List A with the correct response in List B (write the letter). List A: A commission which recommended the establishment of a department of education in the colonies. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
Q — Phelps Stokes
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The most prominent independent church in Uganda. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
J — UPE
Key only; the answer sheet gives no reason for this item.
CONTESTABLE: UPE (Universal Primary Education) is not a church; P (Ubusoka) or R (Abamalaki) fit better. Printed key J kept. CHECK.
Match the item in List A with the correct response in List B (write the letter). List A: A non-exploitative mode of production in which evolution of a society started. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
E — Communalism
Key only; the answer sheet gives no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The pre-colonial professional traders in Angola. List B: A Chewa; B UMCA; C Mfecane; D Triple Alliance; E Communalism; F IBEACO; G Unyago; H Katikiro; I Hamerton treaty; J UPE; K Triple Entente; L Jihads; M GEACO; N Lukiko; O Moresby treaty; P Ubusoka; Q Phelps Stokes; R Abamalaki; S Imbangala; T Primates
S — Imbangala
Key only; the answer sheet gives no reason for this item.
Draw a sketch map of East Africa and use letters A, B, C, D and E to locate: a place where the skull of one of the earliest ancestors of man was found.
A — Olduvai Gorge (Tanzania)
Printed key.
Using letters A to E on the sketch map of East Africa, locate: an island in which Seyyid Said shifted his capital to.
B — Zanzibar (Tanzania)
Printed key.
Using letters A to E on the sketch map of East Africa, locate: a country in which peasant cash crop production predominated during colonial economy.
C — Uganda
Printed key.
Using letters A to E on the sketch map of East Africa, locate: an island in Kenya which was officially established as a historical site.
D — Lamu Island (Kenya)
Printed key.
Using letters A to E on the sketch map of East Africa, locate: the chief Arab inland centre in Western Tanganyika during pre-colonial Long Distance Trade.
E — Ujiji (Tanzania)
Printed key.
Outline five reasons which pressed the colonialists to prefer peasant cash crop production in the country you have located in (a)(iii) above.
Uganda: peasant production was cost-effective, suited to fertile soils and climate, reduced resistance, gave a consistent supply, and freed resources for other sectors.
Arrange the following statements in chronological order (write 1 to 5 beside each item). (i) By about 50,000 years ago true man had appeared. (ii) Over time his hind limbs became specialised for walking and standing. (iii) Man came into existence together with other animals more than thirty million years ago. (iv) Bi-pedalism was accompanied by the development of the brain. (v) In the beginning man belonged to the family of primates which included apes, monkeys and gorillas. These creatures walked on all four limbs.
(i) 5, (ii) 3, (iii) 2, (iv) 4, (v) 1
Key as printed: (v) 1, (iii) 2, (ii) 3, (iv) 4, (i) 5.
CONTESTABLE: the printed key places (v) before (iii), but (iii) gives the earliest date (30 million years ago), so (iii) 1 and (v) 2 look likelier. Printed key kept. CHECK.
Identify the incorrect historical statement in the following items and write its letter beside the item number. (i) A Salt-making was one of the earliest specialization activities in pre-colonial period. B In the East African coast, the Mang'anja obtained salt from a variety of reeds growing in marshy areas. C Some society mined salt from salt-bearing rocks. D The areas around Lake Bangweulu and along River Luapula in Central Africa were involved in salt mining. E Salt could also be obtained by evaporating underground water containing salt.
B — In the East African coast, the Mang'anja obtained salt from a variety of reeds growing in marshy areas.
Key explanation: the Mang'anja are not part of the East African coast and did not obtain salt from reeds there.
CHECK: the printed key says '(ii)', but the statement is option B of set (i) in the paper. Answer sheet gives only this one answer for item 4(b); sets (ii) to (v) are drafted below.
Identify the incorrect historical statement (write its letter). A European sailors came to Africa after the discovery of the Mariners' compass during the 15th century. B The Portuguese sailors made several expeditions in Africa which were sponsored by Prince Henry. C Trading contacts between East Africa and Asia were disturbed by the Portuguese invasion in the East African coast was agriculture. D After the Second World War some changes were made in the structure of colonial industries. E Import substitution industries intended to meet the consumption needed for the colonial ruling class, settlers and the emerging African petty bourgeoisie.
C — Trading contacts between East Africa and Asia were disturbed by the Portuguese invasion in the East African coast was agriculture.
Drafted: the statement in C is garbled and not supported by the historical record.
NOT IN ANSWER SHEET: draft answer with CHECK.
Identify the incorrect historical statement (write its letter). A The industrial sector was given a lesser emphasis during colonial economy. B Processing industries were established in Africa so as to facilitate the import of raw materials by reducing the bulkiness. C Spinning mills and cotton ginneries were set up in the colonies. D After the Second World War some changes were made in the structure of colonial industries. E Import substitution industries intended to meet the consumption needed for the colonial ruling class, settlers and the emerging African petty bourgeoisie.
B — Processing industries were established in Africa so as to facilitate the import of raw materials by reducing the bulkiness.
Drafted: processing industries reduced bulk for export of raw materials, not for imports.
NOT IN ANSWER SHEET: draft answer with CHECK.
Identify the incorrect historical statement (write its letter). A One of the major post-colonial concerns was to overcome the problems of monocultural production and lack of industries. B In some countries, industrial sector was controlled by the state in an attempt to monitor the repatriation of profits by foreign firms after independence. C Agricultural sector received great attention as it formed the backbone of the economy of the newly independent states. D In an attempt to revive her economy, Ghana diversified its trade patterns by establishing more trade links with the capitalist block after independence. E Some post-colonial nations changed their school curricula and expanded primary school enrolment.
D — In an attempt to revive her economy, Ghana diversified its trade patterns by establishing more trade links with the capitalist block after independence.
Drafted: Nkrumah's Ghana leaned towards the socialist bloc after independence.
NOT IN ANSWER SHEET: draft answer with CHECK.
Identify the incorrect historical statement (write its letter). A As the nineteenth century progressed a number of capitalists financed expeditions to Africa to study the areas suitable for future investments. B Most of the explorers were interested in waterways and fertile areas. C Johan Krapf was sent by German capitalists to explore the Pangani valley and the fertile slopes of the Kilimanjaro in 1846. D David Livingstone was sent by the Royal Geographical Society and the German government to Central and East Africa. E By 187s, much of Africa's interior was known to European capitalist interests through the services of explorers and the missionaries.
C — Johan Krapf was sent by German capitalists to explore the Pangani valley and the fertile slopes of the Kilimanjaro in 1846.
Drafted: Krapf was a missionary of the Church Missionary Society, not sent by German capitalists. D is also doubtful.
NOT IN ANSWER SHEET: draft answer with CHECK. Option D is also doubtful (Livingstone was not sent by a German government).
Examine six obstacles which encountered the British in the process of abolishing the Slave Trade in East Africa.
Resistance from Arab traders, lack of infrastructure, resistance of African chiefs who profited, vast geography, economic dependence on slave labour, and inadequate manpower and resources.
Evaluate the outcomes of the 1905-1907 resistance against the German colonialists in Tanganyika by giving six points.
Heavy loss of life and famine, exposure of German brutality, a unifying effect on ethnic groups, changes in German policy, and the rise of a symbol of resistance.
CHECK: the point on German reforms and indirect rule is doubtful and not confirmed by the answer sheet.
Analyse six similarities between the French and British colonial administrative systems.
Both exploited colonies economically, both used taxation, both educated a small elite for lower posts, both relied on local leaders, both built infrastructure for export, and both used military force.
Elaborate six effects of colonial economy which were revealed in Africa at independence.
Dependence on raw material exports, lack of industrialization, unequal land ownership, infrastructure serving colonial interests, disruption of livelihoods by forced labour and taxes, and reduced food security.
Analyse six reasons accounting for the outbreak of the 1950s guerrilla war (Mau Mau) in Kenya.
Land alienation, political exclusion, landlessness and economic hardship, forced labour and low wages, colonial repression, and the failure of constitutional protest.
NOT IN ANSWER SHEET: points drafted by the author of this bank with CHECK. Confirm against a marking scheme.
With vivid examples, examine six consequences of the political instability in Africa.
Economic decline, loss of life and displacement, poor investment and development, weakened governance and corruption, cycles of coups and military rule, and damaged international image.
NOT IN ANSWER SHEET: points drafted by the author of this bank with CHECK. Confirm against a marking scheme. Examples are not given.
Cultural practices through which historical information can be obtained include A archaeology, museum and archives B museums, archives and religion C archaeology, funerals and riddles D superstitions, religion and riddles E oral tradition, museums and archives.
D — superstitions, religion and riddles
Key only; the solutions print no reason for this item.
CONTESTABLE: printed key D does not fit the question; E (oral tradition, museums and archives) is the defensible answer. Printed key kept.
Which of the following is the famous local museum in Tanzania? A Olduvai Gorge B Bagamoyo C Kilwa D Kondoa E Kalenga.
E — Kalenga
Key only; the solutions print no reason for this item.
In the process of evolution, a true man had appeared by about A 500 years ago B 5,000 years ago C 50,000 years ago D 500,000 years ago E 5,000,000 years ago.
C — 50,000 years ago
Key only; the solutions print no reason for this item.
The most crucial changes in the evolution of man were A bi-pedalism and development of the brain B domestication of crops and animals C division of labour and expansion of agriculture D establishment of settlements and domestication of crops E discovery of stone tools and fire.
A — bi-pedalism and development of the brain
Key only; the solutions print no reason for this item.
The period which man was able to make chopping and pebble tools is known as A Late Stone Age B Old Stone Age C Middle Stone Age D Iron Age E Industrial age.
B — Old Stone Age
Key only; the solutions print no reason for this item.
Cultural practices through which historical information can be obtained include (Paper options as printed:) A Katanga B Tanga C Bunyoro D Uvinza E Meroe.
D — Uvinza
Key only; the solutions print no reason for this item.
UNVERIFIED: the paper stem reads as a copy of item (i); the options are place names. Key D kept; the question wording needs checking against the paper.
When was an International Organization comprising of independent states from all over the world formed? A Towards the end of the abolition of slave trade. B Towards the beginning of the First World War. C During the establishment of colonialism. D Towards the end of the Second World War. E During the Berlin Conference of 1884-1885.
D — Towards the end of the Second World War.
Key only; the solutions print no reason for this item.
Why the rulers of small Ngoni groups were able to defeat and consolidate their power to most of the East African societies? A Their female subjects were married by defeated tribes. B Their male subjects were agents of colonialism. C Their army used more magic power than weapons. D Their army had poor weapons like guns. E War captives were spared and recruited into Ngoni armies.
E — War captives were spared and recruited into Ngoni armies.
Key only; the solutions print no reason for this item.
Why the knowledge of iron-working was kept secret in some societies during the pre-colonial period? A They wanted to develop division of labour. B Iron had the immediate use value to some societies. C They wanted to maintain monopoly of the blacksmiths. D They had plans of using it in making ornaments. E It enabled men to play a middleman's role in salt and gold.
C — They wanted to maintain monopoly of the blacksmiths.
Key only; the solutions print no reason for this item.
What is the most supreme organ of the United Nations Organization? A Trusteeship Council B Secretariat C Security Council D General Assembly E International Court of Justice.
C — Security Council
Key only; the solutions print no reason for this item.
CONTESTABLE: the General Assembly (D) is also commonly cited as the UN's supreme organ; printed key C kept.
Match the item in List A with the correct response in List B (write the letter). List A: The first Portuguese merchant-explorer to round the Cape of Good Hope in 1498. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
S — Vasco Da Gama
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: Famous British explorer in West Africa. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
E — Mungo Park
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The feudal relation which developed between the Tutsi and Hutu. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
A — Ubugabire
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The new economic strategy for Tanzania in 1967. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
N — Arusha Declaration
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: Resolved the conflict on the use of Congo and Niger rivers. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
O — Capitalist conference of 1884-1885
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The first exploitative mode of production. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
T — Slavery
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: The first exploitative mode of production. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
M — Assimilation policy
Key only; the solutions print no reason for this item.
CONTESTABLE: the paper repeats item (vi) word for word, and the printed key M (Assimilation policy) does not fit the stem; printed key kept. CHECK the paper wording.
Match the item in List A with the correct response in List B (write the letter). List A: The survival of colonial system despite the formal attainment of political independence. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
I — Neo-colonialism
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: A country that gained independence in 1990. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
C — Namibia
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). List A: A Mau Mau leader. List B: A Ubugabire; B Colonialism; C Namibia; D Anglo-German treaty of 1890; E Mungo Park; F South Africa; G William Mackinnon; H Communalism; I Neo-colonialism; J Nyarubanja; K General China; L Zimbabwe; M Assimilation policy; N Arusha Declaration; O Capitalist conference of 1884-1885; P Feudalism; Q Indirect rule system; R Cecil Rhodes; S Vasco Da Gama; T Slavery
K — General China
Key only; the solutions print no reason for this item.
Draw a sketch map of East Africa and locate: the headquarters of the East African Community.
Kampala, Uganda (as printed in position 1)
Printed key list, in order: Kampala (Uganda), Kigoma (Tanzania), Arusha (Tanzania), Zanzibar, Mombasa.
CONTESTABLE: the printed key list appears offset by one item (Kampala fits (ii), Arusha fits (i), Zanzibar fits (iii), Mombasa fits (iv)). Printed order kept. CHECK.
Draw a sketch map of East Africa and locate: the capital city of a country whose president was overthrown in a coup in 1971.
Kigoma, Tanzania (as printed in position 2)
Printed key list, in order (see 3(a)(i)).
CONTESTABLE: printed key list appears offset; Kampala fits this item. CHECK.
Draw a sketch map of East Africa and locate: the East African great slave market which was closed in 1873.
Arusha, Tanzania (as printed in position 3)
Printed key list, in order (see 3(a)(i)).
CONTESTABLE: printed key list appears offset; Zanzibar fits this item. CHECK.
Draw a sketch map of East Africa and locate: the headquarters of the Portuguese rule.
Zanzibar (as printed in position 4)
Printed key list, in order (see 3(a)(i)).
CONTESTABLE: printed key list appears offset; Mombasa fits this item. CHECK.
Draw a sketch map of East Africa and locate: the region in Tanganyika which was the best reservoir of labour during the colonial period.
Mombasa (as printed in position 5)
Printed key list, in order (see 3(a)(i)).
CONTESTABLE: printed key list appears offset; Mombasa does not fit a Tanganyika region. CHECK.
Outline five effects of colonial education in East Africa.
Bias between educated and uneducated, new culture and disunity, rise of elites who demanded independence, theoretical education and decline of local industries.
Arrange the following statements in chronological order (write 1 to 5 beside each item). (i) In December 1963, the British handed political power to the Arab minority. (ii) It was soon followed by the union between Tanganyika and Zanzibar forming the United Republic of Tanzania. (iii) The 1964 Zanzibar revolution was the second attempt made to bring about real political independence. (iv) This event was an important step towards the achievement of East African Unity. (v) The revolution was intended to transfer power to the majority.
(i) 1, (ii) 3, (iii) 5, (iv) 2, (v) 4
Key as printed in the solutions: (i) 1, (ii) 3, (iii) 5, (iv) 2, (v) 4.
CONTESTABLE: the printed key places the revolution (iii) after the union (ii), which is out of date order (the 1964 revolution came before the union). Printed key kept. CHECK.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. In the 13th century, Ghana crumbled. 2. Its position was taken by several smaller states. 3. Among these was the former kingdom of Kangaba. 4. ______. Missing sentence: A Kangaba grew up to become the empire of Songhai. B Kangaba was led by Askia Mohamed. C Kangaba grew up to become the empire of Mali. D Kangaba was led by Osei Tutu. E Kangaba disengaged from the grip of the Forest states.
C — Kangaba grew up to become the empire of Mali.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. There were few communal societies in East Africa by 1850. 2. ______. 3. These people still lived in shifting groups of hunters and gatherers. 4. They had few external interactions and maintained their mode of production. Missing sentence: A These include the Hadzabe of Tanzania and Tindiga of Uganda. B These include the Hadzabe of Uganda and Teuso of Kenya. C These include the Teuso and Dorobo of Kenya. D These include the Tindinga of Kenya and Dorobo of Tanzania. E These include the Teuso of Uganda and Dorobo of Kenya.
E — These include the Teuso of Uganda and Dorobo of Kenya.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Post-colonial efforts to develop the commercial sector were greatly influenced by the colonial legacy. 2. In Kenya, private ownership was greatly consolidated after independence. 3. ______. 4. In Tanzania, various efforts have been made to place the commercial sector in the hands of the people. Missing sentence: A In Uganda, Milton Obote launched a Common Man's Charter in 1976. B Private enterprises were confiscated from the Arabs in Uganda. C In Uganda, Idd Amin repatriated most of the Asian traders and placed their commercial enterprises in the hands of his military clique. D Portuguese wholesale traders controlled the commercial sector in Uganda. E Commercial institutions were closed in Uganda due to bankruptcies.
C — In Uganda, Idd Amin repatriated most of the Asian traders and placed their commercial enterprises in the hands of his military clique.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Indirect rule enabled the colonial government to solve the problem of the shortage of white personnel. 2. The few white officials could not by themselves administer large and populous colonies without the assistance of local agents. 3. ______. 4. It also promoted divisions along ethnic lines which kept the colonial subjects divided and easy to rule. Missing sentence: A It made the French colonial administrators act only as supervisors. B It was a useful system during the struggle for independence. C It was initiated by Fredrick Lugard in northern Angola. D It allowed the Africans to register as French citizens. E It enabled the colonial state to collect tribute and taxes.
E — It enabled the colonial state to collect tribute and taxes.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. After the 1886 agreement, responsibility for administering Kenya was entrusted to the British Consul in Zanzibar. 2. However, in 1888 this responsibility was transferred to William Mackinnon's East African Company. 3. In the same year, the company received a royal charter. 4. ______. Missing sentence: A It was named British East African Protectorate. B It was renamed the Imperial British East African Company. C It was called the Royal Niger Company. D It became known as German East African Company. E It was known as Rhodes' British Company.
B — It was renamed the Imperial British East African Company.
Key only; the solutions print no reason for this item.
Explain six effects of the pre-colonial contacts between the people of Africa and Asia.
Growth of coastal city states, spread of Islam, growth of slave trade, unequal exchange, spread of Swahili, and adoption of Asian culture and architecture.
Elaborate six reasons which made the Boers to escape from the Southern African Cape between 1830 and 1850.
Circuit courts giving Khoi Khoi equal legal status, abolition of slave trade, British missionaries, and the imposition of English.
CHECK: the question asks for six reasons; the answer sheet gives four and no others. Two further points NOT IN ANSWER SHEET and not drafted.
Analyse six methods that were used by the imperialists in imposing colonial rule in Africa.
Alliance/collaboration, Christianity and missionaries, gun-boat diplomacy, combination of violence and diplomacy, and effective occupation under the Berlin Conference.
CHECK: the question asks for six methods; the answer sheet gives five. The last point is a principle rather than a method.
How were the East African colonies affected by the First World War? Give six points to support your answer.
East Africa was drawn into the war, colonial spending was cut, famine followed, German colonies were given as mandates, many Africans died, and diseases spread.
Examine the factors which enabled Tanganyika to attain her independence earlier than Kenya.
Nature of the colony as a mandate territory, good leadership of Nyerere, the role of TANU, use of Kiswahili, absence of tribalism, few settlers, and the role of the mass media.
"Migrant labourers were very useful to the capitalists during colonial economy in Africa." Substantiate this statement by giving six points.
Migrant labour divided Africans, was cheap, was a reliable market for goods, enabled racial segregation and divide and rule, facilitated tax collection, and gave constant cheap supply.
Places which contain remains showing man's physical development, his activities and the tools he made and used are called A Museums B Libraries C Archives D Historical sites E Laboratories.
D — Historical sites
Drafted: historical sites hold such remains.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Which name is given to Homo Habilis? A The Modern Man. B The Skilful Man. C The Primates. D The Iron Smith. E The Homo Sapiens.
B — The Skilful Man.
Drafted: Homo habilis means 'handy' or 'skilful' man.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Which of the following countries were Portuguese colonies? A Angola, Cape Verde and Sierra Leone. B Cameroon, Mozambique and Angola. C Angola, Mozambique and Botswana. D Mozambique, Cape Verde and Guinea Bissau. E Guinea Bissau, Angola and Namibia.
D — Mozambique, Cape Verde and Guinea Bissau.
Drafted: all three were Portuguese colonies; the other options include non-Portuguese states.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
What were the hopes of the majority of South Africans by May 1990? A To see civil strife and confrontations with the Boers. B To see ANC and other racist organizations fighting each other. C To revive racial discriminations and internal peace. D To live under democratic minority rule and development. E To have internal peace and democratic majority rule.
E — To have internal peace and democratic majority rule.
Drafted: the majority sought peace and democratic majority rule after the 1990 unbanning of the ANC.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Britain was the first country to industrialize towards the second half of the A 17th century B 18th century C 19th century D 20th century E 21st century.
B — 18th century
Drafted: British industrialization began in the later 18th century.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Which country used 'Feed Yourself' operations in 1973 in order to make the country self-sufficient in food production? A Ghana B Nigeria C Tanzania D Cameroon E Zambia.
C — Tanzania
Drafted: Tanzania's 1973 Operation Feed the Nation (Kilimo cha Kufa na Kupona era) programme.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The United Nations Organization (UNO) operates from its headquarters in A Washington DC B San Francisco C New York D The Hague E Geneva.
C — New York
Drafted: UN headquarters are in New York.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Which of the following was NOT the cause of the fall of Mali Empire in the 15th century? A Weak leadership. B The Mossi invasion. C Secession of vassal states. D Succession disputes. E Moroccan invasion.
E — Moroccan invasion.
Drafted: the Moroccan invasion (1591) struck Songhai, not Mali, and came after Mali's decline.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. The Moroccan invasion is dated 1591, which is later than the 15th century.
The most immediate and practicable solution to Britain's economic crisis after the First World War in East Africa was to A intensify the exploitation of human and natural resources B train sons of chiefs in order to get leaders of Chartered companies C propagate African economic, social and political policies D integrate the educational system with local values E perpetuate the neo-colonial situation among the capitalist powers.
A — intensify the exploitation of human and natural resources
Drafted: intensifying exploitation was the colonial response to post-war crisis.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The formation of Independent Churches in Africa during the colonial period aimed at A accepting Europeans' civilizing missions B eliminating poverty and European backwardness C determining the common policies of the colonial masters D imposing new agricultural methods and forced labour E protesting against colonial exploitative and oppressive systems.
E — protesting against colonial exploitative and oppressive systems.
Drafted: independent churches were a form of protest against colonial oppression.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: An armed resistance against German imperialism in German East Africa. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
C — Maji Maji war
Drafted: Maji Maji rebellion, 1905-1907.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: An ex-slave who built a wealthy kingdom in West Africa. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
K — Jaja of Opobo
Drafted: Jaja, a former slave, founded the Opobo kingdom in the Niger Delta.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: A notable group that challenged the British invasion from 1895 to 1905. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
N — The Nandi
Drafted: the Nandi resisted the British railway and settlement, 1895-1905.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The founder of Songhai Empire. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
M — Suni Ali
Drafted: Sonni Ali founded the Songhai Empire.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The former capital of the Kush Empire. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
O — Napata
Drafted: Napata was the early capital of Kush.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Master of the conquered or ravaged lands. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
G — Mzilikazi
Drafted: Mzilikazi, founder of the Ndebele, conquered and absorbed many peoples.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Low confidence in this match.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The kingdom which was placed under British control after an invasion of Anglo-Fante force. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
P — Asante Empire
Drafted: the Asante were subjected to British control after the Anglo-Fante invasion of 1874.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The Anglo-French conspiracy led to his defeat. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
S — Samouri Toure
Drafted: Samori Toure was defeated by French and British-backed forces.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Low confidence: CHECK the historical match.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: A class of political and religious leaders along the coast of East Africa who controlled the major means of production. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
H — Wamwinyi
Drafted: the Wamwinyi, a ruling class in coastal East Africa, monopolized the means of production.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Low confidence in this match.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Collaborated with the British to extend their rule in Uganda. List B: A Meroe; B Semei Kakunguru; C Maji Maji war; D Mansa Kankan Musa; E Kabaka Mwanga; F Sumanguru; G Mzilikazi; H Wamwinyi; I Pharaoh; J Moroccan invasion; K Jaja of Opobo; L Askia Mohamed; M Suni Ali; N The Nandi; O Napata; P Asante Empire; Q Sundiata; R Mwenemutapa; S Samouri Toure; T The Nama and Herero
B — Semei Kakunguru
Drafted: Kakunguru worked with the British to extend control over Uganda.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Draw a sketch map of East Africa and locate: Uganda Protectorate.
Uganda Protectorate (present-day Uganda)
Not in answer sheet.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Map position not given.
Draw a sketch map of East Africa and locate: British East Africa Protectorate.
British East Africa Protectorate (present-day Kenya)
Not in answer sheet.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Map position not given.
Draw a sketch map of East Africa and locate: Zanzibar Island.
Zanzibar Island
Not in answer sheet.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Map position not given.
Draw a sketch map of East Africa and locate: Sultan of Zanzibar's Coastal Strip (16 kilometres).
Sultan of Zanzibar's coastal strip (mainland coast)
Not in answer sheet.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Map position not given.
Draw a sketch map of East Africa and locate: the boundary between Uganda and British East Africa Protectorates (until 1902).
The Uganda-British East Africa boundary (until 1902)
Not in answer sheet.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. Map position not given.
Outline five roles played by the explorers in the scramble and partition of East Africa.
Explorers gathered information, mapped routes, made treaties with chiefs, prepared the way for missionaries and traders, and urged their governments to occupy areas.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Arrange the following statements in chronological order (write 1 to 5 beside each item). (i) The brutality revealed by Stanley while supervising road construction earned him the name 'Mbula-Matale' or the 'rock-breaker.' (ii) Another explorer who worked hard to open up crucial areas in Africa for European conquest and exploitation was Henry Morton Stanley. (iii) From about 1876 Stanley was employed by King Leopold of Belgium in the Congo basin. (iv) Among the best known explorers in South, Central and East Africa was David Livingstone who travelled widely from South Africa to the Zambezi valley. (v) In the course of exploration, he accidentally came to the 'Victoria Falls' locally called 'Mosi Atunya' that means 'water that thunders'.
(i) 4, (ii) 3, (iii) 5, (iv) 1, (v) 2
Drafted: Livingstone's travels (iv) and the Falls (v) come first, then Stanley (ii), his rock-breaker period (i) and his Congo employment (iii).
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. The order is an inference from the statements.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Journeys of exploration were also financed by European capitalist interests. 2. Their main aim was to gather vital information about Africa. 3. Among the British explorers was Mungo Park and Clapperton. 4. ______. Missing sentence: A They came from denominations like African Church Movement. B Their conflicts caused civil strife in Buganda in 1880s. C They gathered vital information about the economy and politics in West Africa. D They urged the companies to raise armies to protect them in Europe. E They got financial help from African states to extend their influence and control in some inland areas.
C — They gathered vital information about the economy and politics in West Africa.
Drafted: the missing sentence follows the explorers' aim of gathering information.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. At first the body of man's ancestors was closer to that of a chimpanzee in appearance. 2. ______. 3. Gradually as he developed by improving his methods of obtaining food and shelter, his shape became like that of modern man. 4. This process is known as evolution. Missing sentence: A It was huge and was covered with plenty of hair. B It was small and was covered with plenty of hair. C It was huge and was covered with little hair. D It was huge and was covered with feather-like hair. E It was small and hairless.
B — It was small and was covered with plenty of hair.
Drafted: early ancestors were small and hairy, as in chimpanzees.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The range of productive activities man performs is determined by two factors. 2. ______. 3. The second are the productive forces of a given society. 4. Productive forces include the producers, the skills and experience. Missing sentence: A The first is the major means of production. B The first is the tools of production. C The first is the relations of production. D The first is the nature of the environment. E The first is the availability of capital.
C — The first is the relations of production.
Drafted: the two factors are relations of production and productive forces.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The relations of production in states such as Buganda, Bunyoro, Karagwe, Ankole, Rwanda and Burundi were feudal. 2. The forms of these relations varied from one place to another. 3. In the interlacustrine area the power of the ruler was based on land ownership. 4. ______. Missing sentence: A The Nyarubanja and Busulo in Buganda were forms of feudal relations. B Nyarubanja in Karagwe and Busulo in Buganda were examples of these feudal relations. C The Nvunjo in Buhaya and Busulo in Ankole provided the best example of such feudal relations. D Such feudal relations developed among the Shirazi of Burundi. E In such feudal relations, the Wamwinyi monopolized the industries.
B — Nyarubanja in Karagwe and Busulo in Buganda were examples of these feudal relations.
Drafted: Nyarubanja (Karagwe) and Busulo (Buganda) are the standard examples of feudal tenure.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. In the Congo basin, resistances were also sparked off by taxation, forced labour and land alienation. 2. The recruitment of labour for tapping wild rubber and railway construction enraged the local population. 3. ______. 4. This tendency created acute shortage of cheap labour. Missing sentence: A The Portuguese resisted this situation through waging wars. B The Ndebele resisted strongly against the British in Congo. C Such anti-colonial actions resulted into the Chimurenga war of 1897. D Mani-Kongo called upon all the Lunda to unite and expel the British. E The Africans resisted this exploitation and those captured always escaped from the labour camps.
E — The Africans resisted this exploitation and those captured always escaped from the labour camps.
Drafted: fits the consequence of labour escapes causing a shortage of labour.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Explain eight effects of the caravan routes linking the Western Sudan and North Africa during the pre-colonial period.
Growth of trading towns, spread of Islam and literacy, rise of states, new goods and wealth, a merchant class, and cultural exchange.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme. The question asks for eight effects; seven points drafted (the scheme of eight is not confirmed).
Examine six factors which weakened African resistances against the colonial conquest in the 19th century.
Superior European weapons, African disunity, collaboration and divide-and-rule, epidemics, missionary division, and deceptive treaties.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Elaborate three motives that led Prince Henry to organize the Portuguese voyages to East Africa and give three social effects of those voyages to East Africa.
Motives: spread Christianity, find a sea route to Asia and its trade, and gain gold and allies. Effects: spread of Christianity, the slave trade, and new cultural and commercial contacts.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Explain six roles of the colonial state in the development of settler economy in Kenya.
Land alienation, railway construction, labour recruitment, agricultural support and marketing, legal protection of settlers, and political control.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
Analyse six causes of the Great Depression of 1929 to 1933.
Stock market crash of 1929, overproduction, falling demand and prices, bank failures, war debts and reparations, and protectionist tariffs.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
"Development of capitalism in Europe caused the scramble for and partition of Africa in the 19th century." Substantiate this statement by giving five points.
Need for raw materials, markets for manufactured goods, investment outlets for surplus capital, rivalry between European powers, and explorers and traders preparing the way.
NOT IN ANSWER SHEET: drafted answer. CHECK against a marking scheme.
The action that man takes against nature aims at A studying the changes in the process of material production B explaining man's struggle against nature C showing the relationships between man and man in production D developing understanding on man and his environment E changing natural objects into a condition of satisfying human needs.
B — explaining man's struggle against nature
Key only; the solutions print no reason for this item.
CONTESTABLE: option E (changing natural objects into a condition of satisfying human needs) is the standard definition; printed key B kept. CHECK.
Which of the following are included in the archives? A Division of time into days, weeks and years. B Family trees, time lines and time charts. C Colonial records and early travellers' records. D Cultural items from the earliest times to the present. E Items which show man's physical development.
B — Family trees, time lines and time charts.
Key only; the solutions print no reason for this item.
CONTESTABLE: archives hold records such as colonial and travellers' records (C); printed key B kept. CHECK.
Who among the following was the first systematic tool maker and had a bigger brain than that of Zinjanthropus? A Homo Habilis. B Homo Sapiens. C Homo Eractus. D Modern Man. E Modern Apes.
A — Homo Habilis.
Key only; the solutions print no reason for this item.
Which of the following best explains the Old Stone Age? A Man made industrial machines. B Man established social institutions. C Man ate cooked food. D Man made tools like hand axes. E Man domesticated crops and animals.
E — Man domesticated crops and animals.
Key only; the solutions print no reason for this item.
CONTESTABLE: domestication belongs to later periods; D (man made tools like hand axes) fits the Old Stone Age. Printed key E kept. CHECK.
In areas such as Kondoa-Irangi, paintings and drawings in caves give evidence of the activities of A iron smelters B settled communities C colonial legacy D education for adaptation E slave trade and slavery.
A — iron smelters
Key only; the solutions print no reason for this item.
CONTESTABLE: cave paintings at Kondoa-Irangi are usually linked to hunter-gatherer or early communities, not iron smelters; printed key A kept. CHECK.
African countries have tried to bring about real independence through A setting up new factories and political instabilities in Africa B improving communication system and military coups C expanding education and agricultural practices D establishing heavy industries and free market economy E expanding agricultural production and administering Trust Territories.
B — improving communication system and military coups
Key only; the solutions print no reason for this item.
CONTESTABLE: the stem and options are weak; no option is clearly correct. Printed key B kept. CHECK the paper wording.
Which of the following societies in West Africa were famous in using copper alloys for making various ornaments? A Ibo and Yoruba. B Venda and Mashona. C Manganja and Fulani. D Yoruba and Mandika. E Mandika and Ibo.
D — Yoruba and Mandika.
Key only; the solutions print no reason for this item.
CONTESTABLE: Ibo and Yoruba (A) are the societies known for copper-alloy work; printed key D kept. CHECK.
Most of the traders during the early commercial contacts between East Africa and the Far East came from A China and Egypt B Europe and China C Egypt and Indonesia D Indonesia and Europe E Indonesia and China.
A — China and Egypt
Key only; the solutions print no reason for this item.
CONTESTABLE: the traders were mainly from Indonesia and China (E); printed key A kept. CHECK.
In Britain, the years between 1780 and 1820 formed the period of transition from commercial capitalism to A monopoly capitalism B primitive accumulation of capital C the age of mercantilism D industrial capitalism E the period of scramble for Africa.
E — the period of scramble for Africa.
Key only; the solutions print no reason for this item.
CONTESTABLE: the transition in Britain was to industrial capitalism (D); printed key E kept. CHECK.
One of the features of monopoly capitalism is A merging bank capital and trade B formation of big African monopolies C expansion of industrial production in the capitalist countries D growth of small scale production in Europe E emergence of slave trade and slavery in Africa.
C — expansion of industrial production in the capitalist countries
Key only; the solutions print no reason for this item.
CONTESTABLE: merging of bank capital with trade (A) is a recognised feature of monopoly capital; printed key C kept. CHECK.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The founder of the Luba Empire. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
I — Kalala Ilunga
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Established the Tanzania-Zambia railway to reduce dependence on South African networks. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
G — Keneth Kaunda
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The first president of Zimbabwe. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
O — Robert Mugabe
Key only; the solutions print no reason for this item.
CONTESTABLE: Canan Banana (M) was Zimbabwe's first president (1980-1987); Mugabe was first prime minister. Printed key O kept. CHECK.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: The last leader of the Boer government. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
Q — P.W. Botha
Key only; the solutions print no reason for this item.
CONTESTABLE: F.W. de Klerk (N) was the last apartheid-era state president; printed key Q kept. CHECK.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Nigeria's first president. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
K — Nnandi Azikiwe
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: A German dictator with unlimited power and ambition to make Germany great. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
C — Adolf Hitler
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Mozambique became a sovereign state under his leadership. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
H — Samora Machel
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Prime Minister of Congo independent state in 1960. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
B — Patrice Lumumba
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Played a leading role in Pan-Africanism. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
L — Kwame Nkrumah
Key only; the solutions print no reason for this item.
Match the item in List A with the correct response in List B (write the letter). Options may be used once, more than once or not at all. List A: Led the Ngoni group which settled in Ufipa. List B: A Eduardo Mondlane; B Patrice Lumumba; C Adolf Hitler; D Joaquim Chisano; E Donald Cameron; F Carl Peters; G Keneth Kaunda; H Samora Machel; I Kalala Ilunga; J Tafawa Balewa; K Nnandi Azikiwe; L Kwame Nkrumah; M Canan Banana; N Fredrick De Klerk; O Robert Mugabe; P Rupia Banda; Q P.W. Botha; R Zwangendaba; S Lobengula; T Mobutu Sese Seko
R — Zwangendaba
Key only; the solutions print no reason for this item.
Draw a sketch map of Africa and locate: the former German colony of Togo.
Togo (West Africa)
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: the solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate: German Cameroon Protectorate.
Cameroon
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: the solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate: German East Africa.
Tanganyika (present-day mainland Tanzania)
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: the solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate: a coast city of Witu.
Witu (Kenyan coast)
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: the solutions give no map answers. CHECK against map.
Draw a sketch map of Africa and locate: South West Africa.
Namibia
Not in answer sheet; drafted from general knowledge.
NOT IN ANSWER SHEET: the solutions give no map answers. CHECK against map.
Outline five characteristics of colonial education in Africa.
Schools built where colonial projects were; a replica of the European system; segregative; basic; more theoretical than practical.
Arrange the following statements in chronological order (write 1 to 5 beside each item). (i) The district officers exercised full jurisdiction over the people. (ii) German rule was renowned for its harshness. (iii) For the same reasons, very few officers could travel without armed escort for fear of being attacked by the people. (iv) Force was the base of German rule and each European travelled with a whip. (v) They meted out to 'offenders' any punishments they chose.
(i) 2, (ii) 1, (iii) 5, (iv) 4, (v) 3
Key as printed: (i) 2, (ii) 1, (iii) 5, (iv) 4, (v) 3.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Commercial contacts between East Africa and the Middle and Far East started around 200 B.C. 2. Early commercial contacts are evidenced by archaeological excavations. 3. ______. 4. The Periplus of the Erythraean Sea written by Greek traders is another evidence. Missing sentence: A These include all the remains observed by the colonial agents. B These show records of colonial administrators. C These reveal remains of pottery, porcelain, coins and beads. D These reveal ancient pyramids along the coast of East Africa. E These reveal the remains of the greatest slave market in Zanzibar.
C — These reveal remains of pottery, porcelain, coins and beads.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The Portuguese search for the sea route to the Far East was sponsored by King Henry. 2. ______. 3. In 1498 Captain Vasco da Gama reached India. 4. Thus the vital direct link between Europe and Asia was established. Missing sentence: A Their search for a route around Africa began in the 15th century. B Their activities enabled them to make permanent settlement at the Cape. C Their search for a sea route to India started in the 19th century. D Their contacts with the natives led to the growth of a Dutch language. E Their arrival in South Africa led to the discovery of gold at Kimberley.
A — Their search for a route around Africa began in the 15th century.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The British based their administration on the indirect rule system. 2. Under this system each ethnic group was subdivided into several administrative units, each under a chief or headman. 3. Local rulers became paid servants of the colonial administration. 4. ______. Missing sentence: A They were elected in the Anglo-German legislature. B They acted as the spokesmen of the Europeans in Europe. C They lost authority they used to have in the pre-colonial period. D They signed treaties which were beneficial to the Africans. E They were deposed because of collecting taxes effectively.
C — They lost authority they used to have in the pre-colonial period.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. Migrant labour helped the planters to keep the wage of the labourers very low. 2. The labourer left his family at home, so he had no responsibility for feeding his family while at the plantation. 3. His family sustained itself at home. 4. ______. Missing sentence: A The wage the labourer got was actually meant for his own maintenance. B The labourer established capitalist companies through this wage. C The wage the labourer got enabled the family to get their basic needs. D The labourer used this wage to buy agricultural machines. E The African kings used the wages of the labourers to pay the soldiers.
A — The wage the labourer got was actually meant for his own maintenance.
Key only; the solutions print no reason for this item.
The items consist of four sentences forming a complete meaning; one sentence is missing. 1. The Security Council is responsible for maintaining peace and security. 2. It is composed of fifteen members, five of which are permanent. 3. ______. 4. The other ten are elected by the General Assembly for a term of two years. Missing sentence: A The permanent members include USA, China, Italy, Russia and Britain. B France, United Kingdom and Italy are some of the permanent members. C China, Canada, USA and Germany are examples of permanent members. D Some of the permanent members are USSR, USA, France and Canada. E The permanent members include China, France, USSR and USA.
E — The permanent members include China, France, USSR and USA.
Key only; the solutions print no reason for this item.
Analyse six causes of the Second World War.
Rise of Fascism and Nazism, effects of the Great Depression, failure of the League of Nations, the Versailles Treaty, and military alliances.
CHECK: the question asks for six causes; the answer sheet gives five. One further point NOT IN ANSWER SHEET.
"Colonial social services consolidated colonialism in Africa." Justify this statement by giving six points.
Transport and communications, health services, colonial education, financial institutions, housing, water and electricity, and religious services.
Elaborate six causes of political instability in Africa.
Influence of Western powers, mineral resources, religious differences and tribalism.
CHECK: the question asks for six causes; the answer sheet gives four. Two further points NOT IN ANSWER SHEET and not drafted.
With examples, explain six reasons for African resistance to colonial rule.
Defence of political sovereignty, defence of religion and culture, exploitative policies, and alliances between traditional enemies and the Europeans.
CHECK: the question asks for six reasons; the answer sheet gives four. Two further points NOT IN ANSWER SHEET and not drafted.
Analyse six tactics used by the colonialists to establish colonial economy in Africa.
Cash-crop farming, road and railway networks, suppression of indigenous industries, money economy, taxation, land alienation, and forced labour.
"The United Nations Organization (UNO) has some political, social and economic gains to Tanzania." Discuss this statement by giving six points.
Social gains (education policy, UNESCO), cultural gains (heritage sites, funding), political stability through membership, and peacekeeping experience.
CHECK: the answer sheet repeats the political point and gives four distinct points for the six asked. Two further points NOT IN ANSWER SHEET and not drafted. The economic gain is not covered in the answer sheet.
One of the advantages of the study of history is: A to understand why man is a living creature. B to understand the changes in relations between man and environment. C to understand the beginning and the end of the world. D to learn to be tolerant to environmental issues. E to understand how the environment struggles against man.
B — to understand the changes in relations between man and environment.
During the 1840s the East African coastal trade was dominated by: A Mazrui Arabs B Oman Arabs C British traders D German traders E Indian traders.
B — Oman Arabs
From 1948, the coordination of all matters of common interest to Tanganyika, Kenya and Uganda were placed under the: A East Africa Governors Conference. B East Africa Coordination Committee. C East Africa Common Services. D East Africa High Commission. E East Africa Common Market.
A — East Africa Governors Conference.
CONTESTABLE: key is A; the 1948 body usually cited is the East Africa High Commission (D). Key kept as printed.
Asante was one of the Forest states which resisted against the: A French B Germans C Belgians D Dutch E British.
E — British
One of the features of monopoly capitalism was: A the emergence of financial capital. B the emergence of new small capitalists. C a tremendous decline of commercial activities. D primitive accumulation of capital. E export of raw materials.
A — the emergence of financial capital.
The Hamerton treaty (1845) was about: A allowing Sultan of Zanzibar to buy slaves outside East Africa. B forbidding Sultan of Zanzibar to export slaves outside East Africa. C allowing Sultan of Zanzibar to sell slaves in Arabia. D abolishing slave trade and slavery in all British colonies. E closing all slave markets along the coast of East Africa.
B — forbidding Sultan of Zanzibar to export slaves outside East Africa.
Which of the following is the best method of fossil dating for objects which have stayed for several millions of years? A Palaeontology. B Potassium Organ method. C Archaeology. D Carbon 14 Test. E Calcium carbonate.
D — Carbon 14 Test
CONTESTABLE: key is D (Carbon 14); the method normally used for millions of years is the Potassium (-Argon) method, option B. Key kept as printed.
The Unilateral Declaration of Independence (UDI) is the term used to denote: A independence given illegally by British to settlers in Rhodesia. B the white settlers in Rhodesia declaring their independence. C British refusing to give independence to settlers in Rhodesia. D Settlers in Rhodesia acquiring independence from Britain by force. E Settlers’ rejection in Rhodesia to be given self-rule by the British.
A — independence given illegally by British to settlers in Rhodesia.
One of the major problems that hindered the attainment of unity in Uganda immediately after independence was: A religious conflicts. B dictatorship of Idd Amin. C civil wars. D racial segregation. E tribalism.
E — tribalism
In which organ of UNO is the power of Veto effective? A International Court of Justice. B Economic and Social Council. C Security Council. D Secretariat. E General Assembly.
C — Security Council
Match the stem “The famous long distance traders in Southern and Central Africa” with the correct response in List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
F — The Venda
CONTESTABLE: key is F (The Venda); Ujiji (A) or The Nyamwezi (Q) would also fit a long-distance trader stem. Key kept as printed.
Match the stem “The name given to the capital of Kongo Kingdom by the Portuguese” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
H — San Salvador
Match the stem “A title of the ruler of Lunda Empire” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
J — Mwata Yamvo
Match the stem “A founder of Ndebele Empire” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
G — Mzilikazi
Match the stem “Resolves international disputes and organizes international conferences” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
R — Secretariat
CONTESTABLE: key is R (Secretariat); the stem's first function (resolving disputes) better fits K (Security Council). Key kept as printed.
Match the stem “An ideology which emphasized the importance of man as the centre of all government activities” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
L — Humanism
Match the stem “Emphasized cooperation between the colonized and the colonizer” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
E — Association
Match the stem “The traditional legislature” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
S — Lukiko
Match the stem “Decentralized state in East Africa” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
Q — The Nyamwezi
Match the stem “An example of early iron site in East Africa” with List B. List B: A Ujiji / B General Assembly / C Servant and master law / D Direct rule / E Association / F The Venda / G Mzilikazi / H San Salvador / I Kabaka / J Mwata Yamvo / K Security Council / L Humanism / M Buganda / N Nzinga Nkuwu / O Ugweno / P Mbanza / Q The Nyamwezi / R Secretariat / S Lukiko / T Assimilation
O — Ugweno
Draw a sketch map of Africa to show colonial possessions in 1914 and use letters A, B, C, D and E to locate: (i) a country which resisted colonial rule successfully in 1896; (ii) German East Africa; (iii) a Portuguese colony of Angola; (iv) a British colony which regained her independence in 1957; (v) the biggest Belgian colony in Africa.
Sketch map of Africa, colonial possessions 1914, with letters located for items (i)-(v). The solutions give no letter key.
NOT IN ANSWER SHEET: map item; the solutions give no letters. Points drafted; CHECK all five locations against a 1914 map.
Outline five significances of the Berlin Conference.
Berlin Conference (1884-85) partitioned Africa among European powers and set the basis of colonisation.
Arrange the following statements in chronological order by writing numbers 1 to 5 beside the item number: (i) African nationalist politics in South Africa started with the formation of the SANNC in 1912; (ii) the ANC led by Nelson Mandela established its armed wing, “Umkhonto we Sizwe”; (iii) in 1949 the Youth League launched its “Programme of Action”; (iv) the imposition of capitalist relations of production in South Africa, underlined by racism, made nationalist struggles more complicated and long; (v) in 1964 Nelson Mandela was arrested and sent to jail; later in 1990 he was released and majority rule was obtained in 1994.
(i) 2; (ii) 4; (iii) 3; (iv) 1; (v) 5
CONTESTABLE: key places undated statement (iv) first and the 1912 statement second. Key kept as printed.
Four sentences form a complete historical meaning; one is incorrect. Identify the incorrect sentence. 1. Colonial education aimed at imparting capitalist ideology to the recipients. 2. Its content was designed to produce the colonial relations of production. 3. It provided only limited skills and emphasised obedience to the recipients. 4. __________________________________________. A It trained sons of chiefs so as to reproduce a royal European leadership. B It had series of examinations which were set abroad. Nobody could go to another stage without passing the examination. C It was based on racial segregations. D It had more males enrolled than females. E It aimed at serving the colonial state rather than indigenous people.
A — It trained sons of chiefs so as to reproduce a royal European leadership.
Four sentences form a complete historical meaning; one is incorrect. Identify the incorrect sentence. 1. One of the factors for the rise of African Nationalism was that USA reinforced her ‘Open Door Policy’ and supported decolonization processes in Africa. 2. Pan-Africanism in its 1945 Manchester Congress also demanded blacks’ autonomy. 3. __________________________________________. 4. The independence of Asian countries such as India and Pakistan fuelled the process of decolonization in Africa. A USSR supported decolonization processes in Africa because of ideological reasons. B UNO was against decolonization and it strived for equality and human dignity. C Some Africans learnt from the World Wars how to participate in struggles. D The African elites became politically conscious and formed political parties. E Colonial intensive exploitation motivated African hatred and negative attitude against colonialism.
B — UNO was against decolonization and it strived for equality and human dignity.
Four sentences form a complete historical meaning; one is incorrect. Identify the incorrect sentence. 1. Colonial economy in East Africa involved three systems of agriculture which were settler, peasant and plantation. 2. Peasant cash crop system was the backbone of the colonial production in Uganda. 3. The introduction of peasant economy in Uganda was due to the fear of resistance from the peasants. 4. __________________________________________. A Some areas were thought unfit for white settlement in Uganda. B Governors such as Harry Johnson preferred peasant agriculture. C Unlike other systems, peasant agriculture was cheap. D It was easy to open up larger agricultural farms in Uganda. E Kabaka disliked settlers to occupy the peasants’ land.
D — It was easy to open up larger agricultural farms in Uganda.
Four sentences form a complete historical meaning; one is incorrect. Identify the incorrect sentence. 1. Slave trade in Africa was stimulated by the external economic forces to meet the demands of West European capitalism. 2. In West and East Africa the activities of capturing and selling slaves involved African chiefs, Arab and Swahili traders. 3. __________________________________________. 4. In 19th century, the slave trade was abolished. A Development of industrial capitalism in Western Europe in the 19th century made slave trade useless. B Due to massive shipment of slaves, there was a scarcity of slaves in African continent by the 19th century. C Humanitarians argued against slave trade and slavery. D Due to American independence in 1776, European merchants could no longer transport slaves to America. E French Revolution contributed to its abolition.
B — Due to massive shipment of slaves, there was a scarcity of slaves in African continent by the 19th century.
Four sentences form a complete historical meaning; one is incorrect. Identify the incorrect sentence. 1. Tanganyika achieved her independence in 1961. 2. Since independence she has been trying to solve her social, economic and political problems by initiating various policies and strategies. 3. Establishment of education for Self Reliance was one of the ways of solving her economic problems. 4. __________________________________________. A Nationalization of land in 1962 aimed at eliminating feudal systems to enable the majority to access land. B Building of infrastructures such as the Tanzania-Zambia railway had the purpose of facilitating smooth transportation in the country. C The formation of East Africa Community in 1960s aimed at increasing economic cooperation among East African countries. D Adaptation of one Party system in 1990s was a strategy of solving political problems by promoting the national unity within a country. E Arusha Declaration in 1967 aimed at building of the socialist nation free from exploitation.
D — Adaptation of one Party system in 1990s was a strategy of solving political problems by promoting the national unity within a country.
Explain six prerequisites for state formation in pre-colonial Africa.
Fertile soil, iron technology, population, trade, natural resources, good leadership and strong armies enabled state formation.
Identify six factors which determined the variation of agricultural systems during the colonial period.
Land availability, climate, African reaction, landscape, transport infrastructure, colonial administration and population size determined the system adopted.
Elaborate six consequences of Ngoni migration into East Africa in the 19th century.
Ngoni migration caused loss of life, unrest, decline of states, economic decline, dislocation, new cultures and military change.
CHECK: 'Mwanamutata state under Rozwi rulers' and 'Hololisto' are as printed in the solutions; verify spelling and attribution. Points merged from nine printed to seven.
Analyse six problems facing African countries that originated from their colonial heritage.
Over-dependence on agriculture, lack of manufacturing, colonial education system, lack of government accountability, and segregation and racism.
Solutions list five problems; the question asks six. CHECK whether a sixth point should be added from the paper's marking scheme.
With concrete examples from various parts of Africa, assess eight factors that determined the forms of decolonization in Africa.
Status of the colony, nature of colonial government, level of investment, extent of settlement, mineral wealth, and soil fertility and climate determined whether decolonization was constitutional or armed.
CHECK: the solutions give six factors; the question asks eight. Two further factors need to be drafted or confirmed. NOT IN ANSWER SHEET for the missing two.
Analyse four causes and four effects of the Second World War on Africa.
Causes: rise of Fascism and Nazism, the Great Depression, failure of the League of Nations, the Versailles treaty and military alliances. Effects: inspired decolonization, intensified colonial production and exploitation, and import-substitution industries.
CHECK: solutions list five causes; Versailles and military alliances are merged into one point here. Question asks four causes and four effects.
Which is not true about History? A History is a study of changes in the process of material production. B History shows man’s struggle against nature. C History shows the changing relationship between human beings in the course of material production. D History is a record of human activities. E History is a study of great heroes.
C — History shows the changing relationship between human beings in the course of material production.
CONTESTABLE: key is C, which is a standard materialist statement about history; E (history as a study of great heroes) is the more usual 'not true' answer. Key kept as printed.
Which among the following describes Homo sapiens correctly? A Thinking man. B Tool-maker. C Early man. D Modern man. E Man at early Stone Age.
D — Modern man.
Which of the following was not a reason for the coming of Europeans to Africa before 1800? A To find an alternative route to India and Far East. B To abolish slave trade and introduce Christianity. C To find a new source of trade. D To look for gold, silver and spices in Africa and Asia. E To capture and control the Indian Ocean trade.
B — To abolish slave trade and introduce Christianity.
The leader of Chimurenga uprising of 1896-1897 in Rhodesia were: A Mkwati and Kinjekitile B Siginyamatish and Lobengula. C Mkwati and Siginyamatish. D Mkwati and Lobengula. E Lobengula and Rumunguru.
D — Mkwati and Lobengula.
The disintegration of Soviet Union influenced the: A demise of socialism and monopartism. B collapse of the League of Nations. C end of VETO system in the UNO. D disintegration of the Non-Alignment Movement. E fragmentation of NATO.
A — demise of socialism and monopartism.
Which of the following statements is true about the ancient Empire of Mali? A It first came into power with the defeat of Sundiata by Sumanguru. B It was overthrown by invasion from Ghana. C It extended its boundaries as far as Lake Chad. D It grew rich by controlling Trans Saharan trade. E It was formed after the collapse of Songhai Empire.
D — It grew rich by controlling Trans Saharan trade.
Menelick II became Emperor of Ethiopia in: A 1895 B 1886 C 1889 D 1893 E 1896
C — 1889
The idea of forming an organisation of Non Aligned Countries originated at: A Bandung Afro Asian Congress in 1955. B Bandung Afro Asian Congress in 1961. C Belgrade Yugoslavia in 1955. D Belgrade Yugoslavia in 1961. E United Socialist Union of Russia in 1961.
A — Bandung Afro Asian Congress in 1955.
CONTESTABLE: key is A (Bandung 1955); the Non-Aligned Movement is usually dated to the Belgrade Conference of 1961 (D). Key kept as printed.
Which of the following was not encouraged by the policies of Ujamaa in Tanzania? A The cooperative movement. B Regional development for equity. C Villagisation Camps. D People’s self projects. E People’s development through self reliance.
D — People’s self projects.
CONTESTABLE: self-help projects were a feature of Ujamaa policy, so D is doubtful as the 'not encouraged' answer. Check the marking scheme. Key kept as printed.
The Trans Atlantic slave trade had the following outcome except: A loss of African culture. B loss of African technology. C loss of manpower in Africa. D the growth of forest states of Benin, Oyo and Ife. E scramble of Africa by European nations.
E — scramble of Africa by European nations.
CONTESTABLE: D (growth of forest states of Benin, Oyo and Ife, which profited from the trade) is also arguable as the exception. Key kept as printed.
Match the stem “George Goldie” with the correct response in List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
K — Loyal Niger Company.
Match the stem “Mputa Maseko” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
R — Led a group of Ngoni which settled at Mngongoma in Tanganyika.
Match the stem “Harry Johnson” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
S — A British trader in Kilimanjaro before 1886.
Match the stem “Munyigumba” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
B — The chief of Hehe.
Match the stem “Hassan bin Omari Makunganya” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
F — Led resistance against the Germany in Tanganyika.
Match the stem “Otto Von Bismarck” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
P — Berlin Conference.
Match the stem “Joseph Merinyo” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
E — The Kilimanjaro Native Planters Association of 1925.
Match the stem “Martin Kayamba” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
D — Formed Tanganyika Territory civil service association.
Match the stem “Kalonga Muzura” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
N — Organized Malavi kingdom to highest stage of its growth and expansion.
Match the stem “Nzinga Nkuwu” with List B. List B: A A Germany trader in Kilimanjaro after 1886. / B The chief of Hehe. / C Led a group of Ngoni which settled in Ufipa. / D Formed Tanganyika Territory civil service association. / E The Kilimanjaro Native Planters Association of 1925. / F Led resistance against the Germany in Tanganyika. / G Usambara Native Growers Association of 1931. / H Baptized Don Affonso by Portuguese in Congo. / I Organized Mwenemutapa kingdom towards its growth and expansion. / J Resisted Germany colonial rule in Kenya. / K Loyal Niger Company. / L Baptized John I. / M Imperial British East African Company. / N Organized Malavi kingdom to highest stage of its growth and expansion. / O Formed Tanganyika Federation of labour. / P Berlin Conference. / Q Led resistance against British penetration in the interior of East Africa. / R Led a group of Ngoni which settled at Mngongoma in Tanganyika. / S A British trader in Kilimanjaro before 1886. / T The chief of Bena.
L — Baptized John I.
Draw a sketch map of Africa and on it show the following sites of African resistances: (i) Nama and Herero; (ii) Mandika; (iii) Abushiri-Bwana Heri revolts; (iv) Adowa; (v) Chimurenga.
Sketch map of Africa with the five resistance sites located.
NOT IN ANSWER SHEET: map item; the solutions give no map. Points drafted; CHECK locations and the spelling Mandika/Mandinka as printed.
For each resistance in 3(a), mention the European nations which were resisted by Africans.
(i) Germans; (ii) French; (iii) Germans; (iv) Italians; (v) British.
Arrange the following statements in chronological order by writing numbers 1 to 5 beside the item number: (i) The Majimaji war was unique in the way it united a number of different tribes in common rebellion; (ii) The German authorities were surprised when their headquarters and officials were attacked; (iii) The last and most serious revolt against German rule broke out in July 1905; (iv) The immediate cause of discontent was the government’s cotton scheme; (v) A prophet named Kinjekitile of Ngarambe declared that magic water would turn bullets into water.
(i) 5; (ii) 3; (iii) 1; (iv) 4; (v) 2
CONTESTABLE: key places (iii) first as the 'last' revolt and (iv) the immediate cause fourth; check the sequence against the marking scheme. Key kept as printed.
Four sentences form a complete historical meaning; one sentence is missing. Identify the missing sentence. 1. The First World War lasted from 1914 to 1918. 2. It was primarily a struggle between the major powers of Europe. 3. __________________________________________. 4. Although the First World War involved purely European issues, it was inevitable that the overseas empires of the two sides would be involved. A Britain, France and their allies were fighting against Germany, Austria and Turkey. B The killing of Franz Archduke became one of the long term causes of war. C Germans, France and Italy joined and fight against triple alliance of Britain, Russia and USA. D Tanganyika was to be under German rule after the war. E All European Nations struggled for colonies in the Balkan states.
A — Britain, France and their allies were fighting against Germany, Austria and Turkey.
Four sentences form a complete historical meaning; one sentence is missing. Identify the missing sentence. 1. Indirect rule was introduced by Lugard in northern Nigeria. 2. It became necessary for British to find collaborators to colonise Africa. 3. __________________________________________. 4. The local Africans chiefs appointed their own officials but with approval of the British colonial officials. A German and Portuguese also applied indirect rule system of administration in their colonies. B Under the indirect rule African chiefs were instruments of colonial local government. C Under indirect rule the colonialists appointed Akidas and Jumbes to assist colonial officers. D The presence of many colonial officers enabled the introduction of indirect rule. E The presence of few settlers in Africa influenced the introduction of indirect rule in order to incorporate Africans in settler plantations.
B — Under the indirect rule African chiefs were instruments of colonial local government.
Four sentences form a complete historical meaning; one sentence is missing. Identify the missing sentence. 1. Just like their neighbours of Uganda and German East Africa, the Kenyans resisted the imposition of colonial rule. 2. __________________________________________. 3. The Manzrui dynasty and their supporters led the first armed uprising against the British occupation. 4. They hoped that after the departure of the Imperial British East African Company they might regain their independence. A Some local rulers collaborated with the imperialists while others resisted. B All Africans in Kenya were against imposition of colonial rule hence they resisted the imperialists. C The imperial British East African company of William MacKinnon became very famous and enabled many Africans in Kenya to accept colonial rule. D In some places Africans resisted the imperialists because they had suffered greatly from natural calamities. E The colonialists imported soldiers from abroad in order to silence Nandi resistance.
A — Some local rulers collaborated with the imperialists while others resisted.
Four sentences form a complete historical meaning; one sentence is missing. Identify the missing sentence. 1. Man learnt how to make iron tools about 3,000 years ago. 2. In Africa the knowledge of making and using iron tools developed at different times and different places. 3. It is believed that the first people to make and use iron were the people in Egypt and Ethiopia around 600 B.C. 4. __________________________________________. A The use of iron became very important for development of hunting and gathering in most African societies. B By the beginning of the Christian era the idea of iron was already developed along River Niger basin. C African pastoralist activity was accompanied with iron technology. D Crop and animal husbandry was a crucial turning point in the history of man. E Around 200 B.C. Meroe, Axum and Nok had become important iron smelting centres.
E — Around 200 B.C. Meroe, Axum and Nok had become important iron smelting centres.
Four sentences form a complete historical meaning; one sentence is missing. Identify the missing sentence. 1. The first major area of contact between East Africa and capitalist world was trade. 2. __________________________________________. 3. Before 1850s, the major commodities sought from East Africa were slaves and ivory. 4. Slaves were destined for Gulf States to work in date plantations and others to Mauritius and Reunion islands to work in sugar plantations. A By 1845 all major capitalist powers had signed treaties of friendship with Sultan of Zanzibar in order to get slaves. B East Africa was integrated in the system of international trade through operation of merchant capital. C Like the rest of the continent, East Africa was grossly affected by the growth of monopoly capitalism. D Intensive competition and declining of home market led to drastic drop in profit. E Kilwa and Mozambique Island attracted much of trade from the southern interior of East Africa.
B — East Africa was integrated in the system of international trade through operation of merchant capital.
Account for six reasons that led to the scramble for and partition of Africa in the second half of the 19th century.
Economic (industry, capital, depression, minerals), political (balance of power, prestige, racism), strategic (Egypt and the Nile, French activity in Congo and West Africa) and social/religious reasons drove the scramble.
Analyse eight impacts of coastal based long distance trade system on social, political and economic development of East African societies during the 19th century.
Loss of manpower and wealth, acquisition of guns, colonial exploration, spread of Kiswahili and Islam, emergence of strong chiefdoms and states, and rise of towns.
Question asks eight impacts; the solutions give eight, with two merged here (Kiswahili and Islam) to keep seven points.
Elaborate six ways in which the Zanzibar Revolution brought positive changes in the living conditions of the people of the Isles.
Education, restoration of land, political participation, improved housing, transport, ports, and electricity.
CHECK: the electricity date (1980) and the 38 km cable are as printed in the solutions; verify. Points as printed, merged to seven.
Examine eight challenges of Non Aligned organisation.
Lack of funds, alignment with conflicting bodies, political instability, ideological differences, change in world politics, and suppression by capitalist organisations.
Solutions list six challenges; the question asks eight. CHECK for two further points from the marking scheme. NOT IN ANSWER SHEET for any added points.
“The independence of Ghana of 1957 strengthened the struggle for independence for other African States.” Justify by giving six relevant points.
Ghana's independence in 1957 under Nkrumah inspired and supported other African struggles through example, conferences, finance and unity initiatives.
CHECK: the Algeria/nuclear point is as printed in the solutions; verify wording and facts before use.
Discuss the three stages through which slave trade was abolished in East Africa during the 19th century.
Three stages: the Moresby Treaty (1822), the Hamerton Treaty (1845), and the Frere mission and Kirk's pressure on Sultan Barghash (1873).
CHECK: solutions spell it 'Harmerton' and give Brave/Brava on the Mogadishu coast; verify spelling and the 1873 date. Points merged from the printed account to four.
The following statement does not give the definition of history: A A record of past human activities. B A record of human mastery of environment through technology. C A record of relationships which man developed in social and political organizations against systems of exploitation in the course of struggle for living. D A record of past events in relation to present and future. E A record of great and influential people in a given society who engineered the development of nationalism and political awareness.
B — A record of human mastery of environment through technology.
Which of the following shows stages of man’s evolution in the correct order? A Homo sapiens, Homo habilis, Homo erectus. B Homo habilis, Homo erectus, Homo sapiens. C Homo erectus, Homo sapiens, Homo habilis. D Homo habilis, Homo sapiens, Homo erectus. E Homo sapiens, Homo erectus, Homo habilis.
B — Homo habilis, Homo erectus, Homo sapiens.
One of the following is not true about the Kongo state: A The Kongo state was a product of Iron Age and the revolution in agriculture. B The kingdom disintegrated once the Mani Kongo lost control over the Nzimbu trade. C The arrival of the Portuguese contributed greatly to the prosperity of Kongo. D Kongo had no standing army, instead they had a strong belief in spiritual and magical power of the Mani Kongo. E The state was very famous in Central Africa.
C — The arrival of the Portuguese contributed greatly to the prosperity of Kongo.
To what extent did the introduction of clove plantations in Zanzibar by the Oman Sultanate bring greater impact to the local masses? A Africans lost business. B There was enmity between Africans and Arabs. C Coconut production was adversely affected. D Africans were turned into serfs and tenants. E Arabs and Indians lost business.
D — Africans were turned into serfs and tenants.
CHECK: solutions file prints different wording for options A-C (A 'Africans lost their lands', B 'unity', C 'Production was advanced with few defects'). Paper wording used. Key D is the same in both.
Why did the Khoikhoi resist the settlement of the Dutch at the Cape right from 1652? A Dutch killed the Khoikhoi in the process of capturing slaves. B Khoikhoi hated the white people. C Khoikhoi got military support from the British soldiers. D Dutch alienated land and turned the Khoikhoi into squatters and slaves. E Khoikhoi obtained military support from Shaka.
D — Dutch alienated land and turned the Khoikhoi into squatters and slaves.
Which of these is not a problem facing the United Nations Organisation? A Apartheid in South Africa. B Difference between East and West. C The Veto Nations putting their interest first. D The economic division of the world into two: the North and the South. E Civil wars.
A — Apartheid in South Africa.
Which of the following was true on French policy of administration in Africa? A African colonies were to be independent. B African colonies were to remain with their local ruling institution and African culture had to be valued. C There were to be separate administrative laws for the African and Europeans. D The administration of communes was to be under African whose loyalty was to France. E African colonies were regarded as an overseas commune of France.
E — African colonies were regarded as an overseas commune of France.
CHECK: solutions file prints options C and D differently (C 'administration of communes under African chiefs loyal to France'). Paper wording used. Key E is the same in both.
The principle of effective occupation that was established during imperialist Berlin conference was intended to: A put a stop to a process of scramble for colonies in Africa. B ensure that claims of colonial occupation by colonizing powers were backed by concrete steps. C enable the drawing of boundaries for the colonies to minimize conflicts among the powers. D ensure peaceful settlement of the rivalries among the imperialist powers. E ensure that all capitalist countries had equal number of colonies.
B — ensure that claims of colonial occupation by colonizing powers were backed by concrete steps.
The use of ideology as an instrument to mobilise the oppressed economically is evident in one of the following historical events in Africa. A The Great Boer Trek. B The Maji Maji war of 1905-1907. C The Dar es Salaam Dock workers strike of 1948. D The fall of Bisandungu in Mandinka Empire in the 19th century. E Mkwawa war against the Bena and Sangu.
C — The Dar es Salaam Dock workers strike of 1948.
One of the following organs does not belong to the East African Community. A East African Development. B East African Court of Justice. C International Court of Tribunal for Rwanda. D East African Parliament. E Defence and security of East Africa.
C — International Court of Tribunal for Rwanda.
Match the date 1975 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
S — Beginning of Apartheid system in South Africa
CONTESTABLE: apartheid is usually dated from 1948; no clean 1975 match in Column II. Key kept as printed.
Match the date 1822 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
P — Establishment of Oman Sultanate in East Africa
CONTESTABLE: the Oman Sultanate's presence in East Africa is not normally dated to 1822; the Moresby Treaty of 1822 is closer. Key kept as printed.
Match the period 1830-1850 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
C — T.T.A.C.S.A. was formed
CONTESTABLE: key C (TTACSA) is doubtful for 1830-1850; the Mfecane Wars (A) fit this period better. Key kept as printed.
Match the date 1845 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
D — Boer Trek
Match the date 1888 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
E — Charles Rudd Concession
Match the date 1897 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
F — Moffat-Lobengula Treaty
CONTESTABLE: the Moffat-Lobengula Treaty is usually dated 1888; 1897 is doubtful. Key kept as printed.
Match the date 1898 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
K — Death of Mtwa Mkwawa, the Hehe chief
Match the date 1899 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
M — Zanzibar slave market was closed
CONTESTABLE: 1899 is the date of the outbreak of the Anglo-Boer War (B), which is the usual match. The Zanzibar slave market closed earlier (1873). Key kept as printed.
Match the date 1910 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
J — Union Act in South Africa
Match the date 1922 with the correct event in Column II. Column II: A Mfecane Wars / B Anglo-Boer War / C T.T.A.C.S.A. was formed / D Boer Trek / E Charles Rudd Concession / F Moffat-Lobengula Treaty / G Royal Niger Company conquered Northern Nigeria / H British arrival at the Cape / I Chimurenga war / J Union Act in South Africa / K Death of Mtwa Mkwawa, the Hehe chief / L Death of Zwangendaba in Ufipa / M Zanzibar slave market was closed / N Outbreak of Mau Mau War / O Death of David Livingstone / P Establishment of Oman Sultanate in East Africa / Q The Berlin Conference / R The League of Nations was formed / S Beginning of Apartheid system in South Africa / T Beginning of British rule in Zanzibar
R — The League of Nations was formed
CONTESTABLE: the League of Nations was formed in 1920, not 1922. Key kept as printed.
Draw a sketch map of the Interlacustrine region and locate the following kingdoms: Busoga, Bunyoro, Buzinza, Buhaya and Karagwe.
Sketch map of the Interlacustrine region with five kingdoms located around Lake Victoria.
NOT IN ANSWER SHEET: the solutions give location descriptions, not a map key. Points taken from them; CHECK locations against an atlas.
Name forms of feudal system found in East Africa before the onset of colonialism.
Nyarubanja (Karagwe, Buhaya), Busulo (Buganda), Umwinyi (coast) and corvée labour (Rwanda, Burundi).
CHECK: the solutions' description of Umwinyi and of corvée in Rwanda and Burundi is doubtful as 'feudal'; verify before use.
In each item there are four sentences which form a complete historical meaning. One sentence is missing. Identify it. 1. History is a record of human activities. 2. These activities enable man to obtain his needs from nature. 3. Man’s basic needs consist of food, clothing and shelter. 4. __________________________ A Hence the actions man takes upon nature have one major role to change natural objects into conditions where they can satisfy human needs. B Man found that there was no need to struggle against nature. C Nature was so accommodative to human beings. D Development could only be brought if man preserved nature.
A — Hence the actions man takes upon nature have one major role to change natural objects into conditions where they can satisfy human needs.
In each item there are four sentences which form a complete historical meaning. One sentence is missing. Identify it. 1. In East Africa, the forms of state organization varied from one place to another. 2. In the Interlacustrine area, there was the establishment of Kingdoms under the Mwami in Rwanda, Burundi, and Buha. 3. In Kagera region and Ankole, the supreme political authority was the Omukama who was known as the “Kabaka” in Buganda. 4. __________________________ A In Zanzibar, the state was established by the Portuguese traders. B In central Tanzania, the village rulers became known as the Mtemi. C Along the coastal society of East Africa, the ruler became known as Jumbe and Akida. D In southern part of Tanganyika, the ruler was originated from among agriculturalist society and became known as Mtwa.
C — Along the coastal society of East Africa, the ruler became known as Jumbe and Akida.
In each item there are four sentences which form a complete historical meaning. One sentence is missing. Identify it. 1. The prosperity and growth of some East African Coastal city-states depended on the trade from the Great Zimbabwe. 2. The Swahili and Arab traders in these city-states bought gold from Zimbabwe and exported it to Asia with Sofala in Mozambique serving as a transit port. 3. The traders thus accumulated a lot of wealth. 4. __________________________ A Wealth enabled the traders to build modern houses. B Wealth made Kilwa city to become prosperous. C Wealth enabled the Arabs to shift their trading activities from Oman to Sofala. D Wealth enabled people from China, Portugal, Spain, and Indonesia to arrive in East Africa and establish their military base.
B — Wealth made Kilwa city to become prosperous.
CHECK: sentence 1 says the coastal city-states depended on trade from Great Zimbabwe; verify against the marking scheme.
In each item there are four sentences which form a complete historical meaning. One sentence is missing. Identify it. 1. West African societies came into contact with European merchants during the early phase of development of capitalism. 2. This early phase of capitalism was called the phase of primitive accumulation of capital. 3. In Europe, it was known as the age of discovery and overseas expansion. 4. __________________________ A The motives which propelled European merchants and soldiers across the Atlantic were to stop slave trade. B West African societies benefited much from these early contacts. C It was this contact which brought about the Trans-Atlantic economic system based on slave trade. D The Red Indians for the first time came to trade in West Africa.
C — It was this contact which brought about the Trans-Atlantic economic system based on slave trade.
In each item there are four sentences which form a complete historical meaning. One sentence is missing. Identify it. 1. Nationalism in East Africa emerged from the contradictions of colonial production. 2. The colonial production placed people of different ethnic origins under the same oppressive conditions. 3. The soldiers returning from the first and second world wars provided a major impetus to nationalist struggle for independence. 4. _____________________________ A The colonialist exploited the African resources in order to improve infrastructure in their colonies. B The colonial subjects developed common interest and identity which culminated in the formation of national-wide political movements. C The colonial subjects collaborated with their colonial masters in order to acquire manufactured goods, guns, and security. D The nationalistic African leader managed to organize struggle against colonial rule by using ex-soldiers of Second World War.
B — The colonial subjects developed common interest and identity which culminated in the formation of national-wide political movements.
Arrange the following historical facts about the history of Namibia in chronological order by writing numbers 1 to 5 beside the item number. (i) The Germans declared a protectorate over the area in 1885 following the Berlin Conference of 1884-1885. (ii) In their wake, came fortune seekers, traders, prospectors, settlers, and later administrators. (iii) By 1900 German traders, settlers, and companies had seized by trickery and force almost all agricultural land and cattle. (iv) The first group of Europeans to visit Namibia were missionaries in the 19th century. (v) This was followed by systematic looting of the Africans’ wealth.
(iv) 1; (i) 2; (ii) 3; (iii) 4; (v) 5
The downfall of Fort Jesus in Mombasa in 1698 marked the end of the Portuguese rule in East Africa. Show the main factors which led to the end of the Portuguese rule in East Africa.
Continuous local resistance, the rise of the Omani Arabs, financial constraints, harsh policies, lack of manpower and the decline of East Africa's trade value ended Portuguese rule.
CHECK: the last point (Cape route) is the solutions' claim; the Cape route was known from 1497, so the causal link needs checking.
Discuss the impact of the external contact on East African societies before the advent of colonialism.
External contact through the Indian Ocean trade brought wealth, Islam and Swahili culture, the rise of city-states, new forms of slavery and conflicts.
Examine the effects of great depression (1929-1933) on Africa.
Falling demand and prices for African exports, job losses, poverty and discontent, austerity and higher taxes, and exposure of dependence on colonial markets.
How effective was the building of the Uganda railway in the colonisation of both Uganda and Kenya by the British?
Highly effective: it linked the interior to the coast, carried troops and settlers, exported raw materials, suppressed resistance and tied the two colonies together.
Describe the Africans' grievances in South Africa against white rule up to 1990.
Apartheid denial of rights, forced removals to homelands, pass laws, labour discrimination and an education system designed to subjugate Africans.
Why is the year 1945 regarded as an important turning point of African nationalism?
1945 marks a turning point: wartime exhaustion of colonial powers, the Manchester Pan-African Congress, returning soldiers, the UN charter principles and Cold War rivalry.
One of the effects regarding the coming of Europeans to West Africa was: A the introduction of iron technology B establishment of heavy industries C the growth of western Sudanic states D the distortion of the Trans-Saharan Trade E the decline of tribal wars.
D — the distortion of the Trans-Saharan Trade
The following are functions of the clan heads except: A allocating land for agriculture B choosing spouses for the young men C settling conflicts D presiding over religious ceremonies E ruling a number of villages.
E — ruling a number of villages
The prominent groups of people in iron working in Africa included the: A Venda people of Northern Africa and Mashona of Zimbabwe B Mashona of Zambia and Mang’anja of Malawi C Nubians of Sudan and the Venda of Northern Transvaal D Nubians of Kongo and the Mashona of Zimbabwe E Ibo and Yoruba in West Africa.
C — Nubians of Sudan and the Venda of Northern Transvaal
One of the notable United Nations failures in its objectives is its inability to: A control food shortage B eradicate colonial rule C establish tribunes for war criminals D prevent big powers from violating its principles E control poverty in Africa.
D — prevent big powers from violating its principles
The Boers who trekked away from the Cape Colony in the late 1830s were known as the: A Voortrekkers B Isandlahwana C Afrikaners Bond D Uitlanders E Khoisan
A — Voortrekkers
Written records as a source of history are more preferred to oral traditions because of the following reason: A Written records do not require space B Oral traditions can be exaggerated and it is difficult to reproduce the same contents C Oral traditions are expressed in centuries D Written records do not require language as a medium of communication E Oral traditions are controlled by leaders of a given society.
B — Oral traditions can be exaggerated and it is difficult to reproduce the same contents
Karl Peters signed a number of treaties with African chiefs on the coastal hinterland of Tanganyika because he wanted to: A please chancellor Bismark of Germany B establish the unity among African chiefdoms C accomplish colonial economic motives of the German East Africa Company D accomplish the signing of the Heligoland Treaty E recruit the chief of Msowero to become member of the German East African Company.
C — accomplish colonial economic motives of the German East Africa Company
The demise of the Portuguese in the East African coast could be explained as: A the Portuguese rivals overpowered them B the Portuguese did not have enough soldiers and administrators to control their empire C Portuguese soldiers were corrupt and brutal D the Portuguese control of the Indian Ocean trade and gold in Mwenemutapa’s empire was less profitable E Portugal had already industrialised.
B — the Portuguese did not have enough soldiers and administrators to control their empire
Which major problem faced independent Africa in political aspects after independence? A Low income to the majority B Experts without white collar job C The balance of ministers from former colonial masters D Size of independent states E Imbalance in power sharing
E — Imbalance in power sharing
Indirect Rule was predominant in the following regions: A South Africa, Namibia and Zimbabwe B Uganda, Nigeria and Tanganyika C Uganda, Kenya and Zanzibar D Zimbabwe, Kenya and Congo E Cameroon, Namibia and Tanganyika
B — Uganda, Nigeria and Tanganyika
Match the stem “Vasco da Gama” with the correct response in List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
O — Linked Africa to Portuguese mercantilism.
Match the stem “Kinjeketile Ngwale” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
T — Used ideology to organize people against Germany rule.
Match the stem “Karl Peters” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
Q — A German imperial agent in East Africa.
Match the stem “Samori Toure” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
K — Mandinka Empire.
CONTESTABLE: Samori Touré led the Wassoulou (Mandinka) empire in the late 19th century; the key is K as printed.
Match the stem “Jomo Kenyatta” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
L — The founder of KANU.
Match the stem “The Nana and Herero resistance” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
C — Alienation of land and cattle by German settlers.
CHECK: the stem is printed as 'The Nana and Herero resistance' in the paper and solutions; verify the spelling (Nama?).
Match the stem “Famous long distance traders in East Africa” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
F — Nyamwezi.
Match the stem “The Kwavi” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
G — Primarily agricultural section of the Masai.
Match the stem “The assassination of Patrice Lumumba” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
A — Imperialist plan against progressive and revolutionary leadership in independent Africa.
Match the stem “The Buganda Agreement of 1900” with List B. List B: A Imperialist plan against progressive and revolutionary leadership in independent Africa. / B Facilitated indirect rule in Uganda. / C Alienation of land and cattle by German settlers. / D Triggered by low wages. / E Led to collapse of Central African Caravan trade. / F Nyamwezi. / G Primarily agricultural section of the Masai. / H Growth of coastal city states. / I Weakness of the OAU. / J Resisted Germany colonial rule in Kenya. / K Mandinka Empire. / L The founder of KANU. / M Organized forces against Italian invasion. / N An African king traditionally known as Mari-Jata. / O Linked Africa to Portuguese mercantilism. / P Founded Oyo Empire. / Q A German imperial agent in East Africa. / R Contributed to the rise of nationalism in Zimbabwe. / S Organized Maji Maji war against the British. / T Used ideology to organize people against Germany rule.
B — Facilitated indirect rule in Uganda.
Draw a sketch of East Africa and mark the following important railway lines in the colonial economy: Kampala to Kasese, Mombasa to Kisumu, Mombasa to Kampala, Dar es Salaam to Mpanda and Tanga to Moshi.
Sketch map of East Africa with the five colonial railway routes marked.
NOT IN ANSWER SHEET: map item; the solutions show only a blank map. Points drafted; CHECK the routes against a colonial railway map.
Outline five (5) roles of the constructed means of transport during the colonial period.
Transport of colonial officials and troops, opening the interior, moving raw materials and manufactures, moving labour, and serving European settlers.
Arrange the following statements in chronological order by writing numbers 1 to 5 beside the item number: (i) The further they pushed into the interior the more the African societies were affected by this violence; (ii) They killed, enslaved and robbed Africans of their land and cattle; (iii) The African societies in the Mfecane area were already affected by two forces coming from European expansionism of the time; (iv) Their contact with Africans was constantly violent; (v) First there was the penetration of white colonialists northwards from the Cape as farmers and cattle herders.
(i) 4; (ii) 5; (iii) 2; (iv) 3; (v) 1
Five numbered sentences are given; one sentence is missing from the set. Identify the missing sentence. 1. Just like their neighbours Uganda and Tanganyika, the Kenyans resisted the imposition of colonial rule. 2. Here also some local rulers collaborated with the imperialists while others adopted armed action against the enemy. 3. __________________________________________. 4. The Mazrui Arabs had earlier disputed the sovereignty of the Sultan of Zanzibar over their territory. 5. In fact, they had hoped that after the departure of Imperial British East African Company in 1893 they might regain their independence. A The next major resistance was staged by Chagga in northern Tanganyika. B The Mazrui dynasty and their supporters along the coast of Kenya led the first armed uprising against British occupation. C The Luyia of the Kavirondo collaborated with British and Germans in South. D The people finally resolved to get rid of this oppression and exploitation in July 1905. E The Masai were not attacked by several natural disasters especially cholera, small pox and rinderpest during the time of resistance.
B — The Mazrui dynasty and their supporters along the coast of Kenya led the first armed uprising against British occupation.
Four sentences form a complete historical meaning; one sentence is missing. Identify it. 1. The art of making iron was one of the most important discoveries for man’s social and economic development. 2. The people who involved themselves in iron industry were called blacksmiths who learned how to identify rocks containing iron ore. 3. __________________________________________. 4. In many societies, for example, women were not allowed to go near furnaces while iron processing was in progress. 5. African iron smiths were found among the Venda, Mashona, Mang’anja and people around Kalambo falls. A In the early period the knowledge of iron working was known to every one in a society. B In the early period, the knowledge of iron working was known by men only. C In the early period the knowledge of iron working was kept secret in order to maintain the monopoly of black smiths. D In the early period the knowledge of iron working was confined to African chiefs and their sons. E In the early period the knowledge of iron working was also practiced by the Queens.
C — In the early period the knowledge of iron working was kept secret in order to maintain the monopoly of black smiths.
Four sentences form a complete historical meaning; one sentence is missing. Identify it. 1. Clan organization was formed by several related families which were early permanent agricultural societies. 2. __________________________________________. 3. Clan organization developed both in Matrilineal and Patrilineal societies. 4. In Matrilineal societies the clan heritage was based on the mother, e.g. the Makonde, Yao and Makua. 5. In Patrilineal societies the clan heritage was based on father, e.g. the Hehe, Bena and Haya. A The people in the clan organization were governed by grandfathers and mothers. B The people in the clan organization were governed by clan heads. C The people in clan organization were governed by chiefs. D The people in clan organization were governed by the king. E The people in clan organization were governed by all elder people in the clan.
B — The people in the clan organization were governed by clan heads.
Five numbered sentences are given about the United Nations; one sentence is missing. Identify it. 1. The UN secretariat headquarters is in New York. 2. It administers peace keeping operations in many countries which are in wars. 3. It implements the decisions of the General Assembly. 4. It mediates international disputes. 5. __________________________________________. A It fixes sanctions on the aggressive states. B It takes military actions against aggressors. C It recommends the admission of new members. D It draws annual budget of the UN. E It formulates plans for the establishment of a system to regulate armament.
D — It draws annual budget of the UN.
CONTESTABLE: key D is doubtful as a Secretariat function in this set; E (plans to regulate armaments) also fits. Key kept as printed.
Five numbered sentences are given about peasant agriculture; one sentence is missing. Identify it. 1. Peasant agriculture was cultivation of crops by Africans around their homestead. 2. __________________________________________. 3. In East Africa this form of production mainly took place in Uganda. 4. The peasants produced coffee and cotton then sold it to the colonialist at low price. 5. In Tanganyika there was a form of peasant agriculture in Buhaya, Kilimanjaro, Tukuyu and Usukuma after 1926. A In East Africa Lord Delamere started opening plantations in Uganda in 1903. B Peasants also grew tea, tobacco, pyrethrum, and rubber using machines and modern ways. C It was production of cash crops in big farms. D There were larger estates which were created through land alienation. E They depended on family labour which used traditional tools like hoes, axes and knives.
E — They depended on family labour which used traditional tools like hoes, axes and knives.
Account for the rise and fall of the Oyo Empire in the 19th century.
Rise: common religion, a monarchical administration under the Alafin, conquest of weaker states and long-distance trade. Fall: not given in the answer sheet.
NOT IN ANSWER SHEET for the fall of Oyo; points drafted. CHECK: the solutions date Oyo's creation to the second half of the 19th century, which needs checking (Oyo is older).
Examine the reasons for the development of the Trans-Saharan Trade and the effects it brought in the Western Sudanic region.
Reasons: political stability, favourable environment and surplus food, military conquest, pack animals and Berber nomads, gold in Western Sudan, and Islam. Effects: not given in the answer sheet.
NOT IN ANSWER SHEET for the effects; points drafted. CHECK: the solutions date Carthage's trade to 600 B.C.; verify before use.
With examples from East or West Africa, show how company rule helped to create European colonization in Africa.
Chartered companies opened the interior by transport, attracted settlers, suppressed resistance, monopolised resources and made treaties with chiefs.
CHECK: the solutions attribute the anti-slave-trade role to the companies; verify the example and wording. Company rule dates (1886 to early 1900s) as printed.
Briefly analyse the pattern of colonial infrastructure in mainland Tanzania and show how it facilitated exploitation of the country.
Infrastructure ran from the ports to the resource areas, was not linked across colonies, was built where production was high, used feeder lines, and served settlers.
Account for the Ethiopia's successful resistance against colonialism.
Menelik II's modernisation, the strength of Ethiopian belief and Orthodox Christianity, rivalry among imperial powers, diplomacy, and modern weapons with a strong army.
Explain the strengths and weaknesses of the United Nations Organisation in African major issues.
Strengths: peacekeeping, membership, humanitarian aid, election monitoring and development support. Weaknesses: piracy, government restrictions, failure to resolve conflicts, fund mismanagement, attacks on UN forces, misconduct of soldiers and negative views of the UN.
CHECK: the solutions' examples and dates (Côte d'Ivoire 2011, Zimbabwe 2007-10, Sudan and Somalia) should be verified. Merged from about fourteen printed points to seven.
Homo Habilis is believed to be a direct ancestor of modern man because A his body resembled that of an ape. B he had a bigger brain and was a more systematic tool-maker. C he lived in the Olduvai Gorge. D he walked on two limbs. E he lived during the last stone age.
B — he had a bigger brain and was a more systematic tool-maker.
Homo Habilis is considered a significant evolutionary ancestor due to his ability to make tools systematically, which demonstrates advanced cognitive development compared to earlier hominids.
CHECK: section letter inferred (no headings in solutions).
During the first phase of trading connections, traders who came to East Africa were from A China, Oman, Mauritius, and Comoro. B China, Indonesia, India, and the Middle East. C Sahara, India, Katanga, and Meroe. D China, Indonesia, Katanga, and Sofala. E Britain, Yemen, Sahara, and India.
B — China, Indonesia, India, and the Middle East.
Historical records indicate that traders from these regions were active in East Africa during the early trading phases, especially in the Indian Ocean trade network.
CHECK: section letter inferred (no headings in solutions).
Which of the following kingdoms had no standing army in the history of the pre-colonial African states? A Luba and Lunda. B Kongo and Mwenemutapa. C Kongo Kingdom. D Ovimbundu and Imbangala. E Zulu and Ndebele.
C — Kongo Kingdom.
The Kongo Kingdom primarily relied on alliances and spiritual authority rather than maintaining a large standing army, unlike other kingdoms that emphasized militarism.
CONTESTABLE: option B also names the Kongo; key C kept. CHECK: section letter inferred.
Where did the first European Missionaries to Africa come from? A Britain. B Germany. C Italy. D Portugal. E Holland.
D — Portugal.
Portuguese explorers and missionaries were among the earliest Europeans to interact with Africa, especially during their expeditions along the West African coast and into the interior.
CHECK: section letter inferred (no headings in solutions).
The Berlin Conference of 1884–1885 was held in order to A draw up territorial boundaries in colonial Africa. B enforce the anti-slave trade campaign. C prevent conflicts between European nations over territorial claims in Africa. D assess the form of administration which colonial regimes would follow in Africa. E support the activities of the European missionaries in Central Africa.
C — prevent conflicts between European nations over territorial claims in Africa.
The Berlin Conference aimed to regulate European colonization and prevent conflicts by setting rules for territorial claims in Africa.
CHECK: section letter inferred (no headings in solutions).
Which of the following elements were the backbones of the colonial economy? A Labour and Minerals. B Land and Industry. C Cattle and Land. D Money and Crops. E Land and Labour.
E — Land and Labour.
Colonial economies were built on exploiting African land for agriculture and minerals, while African labor was used to sustain plantations and infrastructure development.
CHECK: section letter inferred (no headings in solutions).
Land Improvement Schemes and Extension Services were applied in African colonies after the A Great Depression. B First World War. C Second World War. D Rise of Fascism and Nazism. E Maji Maji War.
C — Second World War.
After World War II, colonial governments introduced agricultural schemes to improve productivity and address food shortages in their colonies.
CHECK: section letter inferred (no headings in solutions).
The following were motives for the USA in supporting decolonization in Africa except A USA had no colonies in Africa, hence she had nothing to lose. B USA being the dominant power after the 2nd World War wanted to see more members join UNO. C The emerging independent states of Africa were expected to be vital economic satellites of USA. D The Marshall Plan was to compensate what other nations would lose from their former colonies. E The former European colonial powers were to be principal military bases in preventing Socialist expansionism.
E — The former European colonial powers were to be principal military bases in preventing Socialist expansionism.
This statement contradicts the USA's decolonization stance, which aimed to counter Soviet influence and not reinforce European colonial powers.
CHECK: section letter inferred (no headings in solutions).
Which of the following was not a strategy for promoting manpower development policies taken by newly independent states of Africa? A Using former traditional rulers. B Africanization. C Abolition of chieftainship. D Decentralization. E Villagization.
A — Using former traditional rulers.
Newly independent African states sought to modernize governance by reducing reliance on traditional rulers, emphasizing Africanization and new administrative systems.
CHECK: section letter inferred (no headings in solutions).
In 1961 the Republic of South Africa was forced to withdraw from the Commonwealth Organization due to A apartheid policy. B independence of Natal. C Sharpeville massacre. D death of Dr. D.F. Malan. E Rivonia Trial.
A — apartheid policy.
South Africa's apartheid regime was widely condemned, leading to its exclusion from the Commonwealth as part of international opposition to racial segregation policies.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A with the correct response in List B. Write the letter of the response. List A: (i) Nzinga Nkuwu List B: A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
Q — Opened up an embassy in Portugal.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (NAM) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
A — Came out as a result of conflicts between two ideologically opponent blocks.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (Abraham Lincoln) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
J — He freed all slaves in America in 1863.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (Amir Ali Bey) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
G — Turkish pirate who attacked the Portuguese ships and settlements in 1585.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (Rudd Concession) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
B — Granted to British South Africa Company monopoly rights of mining in Matabeleland.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (Mputa Maseko) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
P — Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (William Mackinnon) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
L — Formed a trading company of British East Africa Association based in Zanzibar.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (Microliths) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
M — Smaller and more refined stone tools like stone knives.
CHECK: section letter inferred (no headings in solutions).
Match the item in List A (1952) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
O — Devonshire White Paper.
UNVERIFIED: key pairs 1952 with O and 1923 with N; the two look swapped (Devonshire White Paper 1923; Uganda National Congress 1952).
Match the item in List A (1923) with the correct response in List B. Write the letter of the response. A Came out as a result of conflicts between two ideologically opponent blocks. B Granted to British South Africa Company monopoly rights of mining in Matabeleland. C Associated with the coming of Indians in East Africa. D Boer Trek leader. E The first German Governor in Tanganyika. F Estates given to loyal supporters as rewards for services provided to the king in Buganda. G Turkish pirate who attacked the Portuguese ships and settlements in 1585. H Party formed by non-whites in South Africa in 1912 to fight against colonial exploitation and racial discrimination. I Nationalist party in Nigeria. J He freed all slaves in America in 1863. K Lead the Nguni-speaking people who crossed Zambezi and went along the eastern side of Lake Nyasa. L Formed a trading company of British East Africa Association based in Zanzibar. M Smaller and more refined stone tools like stone knives. N Formation of Uganda National Congress. O Devonshire White Paper. P Lead the Nguni-speaking people who came to settle in Ufipa between Lake Nyasa and Tanganyika. Q Opened up an embassy in Portugal. R Important iron smelting centers around 200 B.C. S Emergence of Nationalistic struggle in Nigeria and Burundi. T Establishment of a Railway line from Tabora to Kigoma.
N — Formation of Uganda National Congress.
UNVERIFIED: key pairs 1923 with N; the Devonshire White Paper (O) is the 1923 item. See 2(a)(ix).
Draw a sketch map of Kongo Kingdom and locate the following chiefdoms: Mpemba, Nsundi, Mbamba, Soyo, Mpangu, and Mbata.
Sketch map of the Kongo Kingdom with the six chiefdoms located (key gives location notes)
CHECK: section letter inferred; chiefdom locations as printed in the key, check against an atlas.
Explain why Kongo kingdom crumbled.
Portuguese interference, the slave trade, internal rivalry, dependence on European goods and firearms, and depletion of resources and trade routes.
CHECK: section letter inferred; key is one explanatory paragraph with no marking scheme.
The items (i–iv) consist of four sentences which form a complete historical meaning. One of the sentences is missing. Identify the missing sentence from the sentences given after each set of items and write its letter beside the item number. (i) 1. Germany need for colonies came later after Britain and France. 2. The entering of Germany in the scramble strengthened and heightened the scramble. 3. Carl Peters became champion for Germany colonization of Africa through GEACO. 4. __________________________________________ A Carl Peters decided to call the Berlin Conference to solve the competition problem. B Finally, Namibia, Cameroon, and Togo became Germany colonies. C Carl Peters presented the already signed treaties at the Berlin Conference in 1884/1885. D Carl Peter was part of the early explorers who pretended to be the mechanics. E After the Heligoland Treaty of 1890, Carl Peters became the first German Governor in East Africa.
C — Carl Peters presented the already signed treaties at the Berlin Conference in 1884/1885.
CONTESTABLE: B (Namibia, Cameroon and Togo became German colonies) completes the sequence better; C is not supported by the key. CHECK: section letter inferred.
Transport and communication was essential during the colonial period. (i) Railways and roads were established running perpendicularly to the coast. (ii) In some places feeder roads were constructed to facilitate transportation of raw materials and goods. (iii) _____________________ (iv) Such roads include: A Dar es Salaam–Dodoma road, Lushoto–Mombo, and Kondoa–Arusha road. B Nairobi–Arusha and Tanga–Muheza roads. C Dar es Salaam–Dodoma–Singida–Mwanza road. D Moshi–Arusha–Tanga–Mombasa road. E Dar es Salaam–Morogoro–Iringa–Songea road.
E — Dar es Salaam–Morogoro–Iringa–Songea road.
CHECK: sentence (iii) is blank in both the paper and the key; key gives the answer for (iv) only. Section letter inferred.
Reaction towards the imposition of colonialism in Africa took different forms. (i) Treaty making was one of the methods used by some African societies to maintain their freedom. (ii) Other societies collaborated as a way to avoid war with Europeans. (iii) _____________________ (iv) ________________________ A Those who collaborated were able to maintain their independence. B Regardless of which method opted no single African society accepted colonization. C The treaties were bogus because African societies were not the contents through their interpreters. D In most cases, societies were used in the signing of treaties, African interest was considered. E In East Africa most societies in Southern Tanganyika collaborated with Germany.
C — The treaties were bogus because African societies were not the contents through their interpreters.
CHECK: option C is garbled as printed in the key; sentences (iii) and (iv) not given. Section letter inferred.
Establishment of colonial economy in Africa went through stages. (i) Bee wax, wild rubber, pigeon peas were among the commodities. (ii) The next export crops like cotton, sisal, coffee, and rubber were introduced. (iii) ____________________ (iv) _______________________ A The first stage was creation, destruction, and preservation. B The first stage was extraction of traditional commodities. C These commodities such as cloth, spirits, mirror, and guns came from the North. D Slaves, salt, dates, and indigo were highly demanded in exchange. E Establishment of strong colonial economy was halted by slave trade activities.
B — The first stage was extraction of traditional commodities.
CHECK: sentences (iii) and (iv) not given in the key; section letter inferred.
One of the drawbacks of African nationalism in East Africa was religious conflicts. (i) The problem was more noted in Uganda than in German East Africa. (ii) In British East Africa, the conflicts were more tribal than religious. (iii) The conflict was between Buganda against Toro, Ankole, and Nyoro. (iv) _______________________________ A The Moslems, Protestants, Catholics, and the traditionalists each wanted to influence Kabaka. B The conflict led to the signing of the Buganda Agreement of 1900 as a solution to the problem. C To avoid more conflicts both the East African territories were put under the British through the 1890 Heligoland Treaty. D To avoid more conflicts, Kabaka Mwanga of Buganda was deported to Mauritius.
B — The conflict led to the signing of the Buganda Agreement of 1900 as a solution to the problem.
CHECK: section letter inferred (no headings in solutions).
Arrange the following statements in chronological order by writing numbers 1 to 5 beside the item number. (i) Violence, intimidation, and diplomacy were used by colonial powers in occupying different parts of Africa. (ii) Colonial economy was then established so as to meet the requirements of colonialism such as the demand for raw materials and markets. (iii) Missionaries, explorers, and traders came to Africa for the purpose of getting different information about the African continent. (iv) Colonial political control was established over African territories through the use of different principles such as military, administrative, and ideological principles. (v) Chancellor Bismarck of Germany convened the Berlin Conference so as to partition Africa among the imperialist powers peacefully.
(iii) 1, (v) 2, (i) 3, (iv) 4, (ii) 5
CHECK: section letter inferred (no headings in solutions).
Explain the obstacles that faced the abolitionists of the slave trade along the coast of West Africa.
Resistance from profiteers, weak enforcement along the long coast, social acceptance of slavery, economic dependence on the trade, and evasion by traders.
CHECK: section letter inferred; key gives no dates or named examples.
“The Berlin Conference had nothing beneficial to Africans.” Justify this statement by showing clearly the significance of the Berlin Conference in regard to the partition of Africa.
The Berlin Conference (1884–1885) divided Africa arbitrarily among European powers, legitimised colonial domination and gave Africans no benefit.
CHECK: section letter inferred (no headings in solutions).
“Decolonization process in Africa gained momentum after the Second World War.” Verify the statement.
Verified: the Second World War weakened colonial powers, fuelled African demands for independence and exposed colonial hypocrisy.
CHECK: section letter inferred (no headings in solutions).
Give an account of Sharpeville massacre in South Africa in 1960 and its aftermath.
Police killed 69 protesters at Sharpeville on 21 March 1960; the aftermath brought bans, underground armed struggle and international isolation of apartheid.
CHECK: section letter inferred; dates and casualty figures are from the key and not checked against a second source.
Describe the achievements and problems of Economic Community of West African States (ECOWAS).
Achievements: free trade, peace-keeping and democracy promotion. Problems: political instability, economic disparities, funding shortfalls and corruption.
CHECK: section letter inferred; the list of interventions is as printed in the key.
Examine the impacts of First World War (1914–1918) on Africa.
The war disrupted African economies, redistributed German colonies, conscripted Africans and fuelled nationalism.
CHECK: section letter inferred (no headings in solutions).
Which one among the following statements is not true about the discoveries made by man during the middle stone age? A Development of sharper, smaller and portable tools B Introduction of stone picks, spears, arrows, knives and needles C Use of wooden and bone materials to facilitate production D Discovery of fire E Emergence of social cultural groups or ethnic groups.
B — Introduction of stone picks, spears, arrows, knives and needles
The Portuguese conquest of the East African Coast was led by A King Emmanuel B Ahmed Ibn Majid C Henry the Navigator D Vasco Salgado E Francisco D’Almeida.
E — Francisco D’Almeida
Which one of the following best describes the Stone Age Era? A When man used stone artifacts widely in his daily life B When stones were formed on earth C When man used stones widely as ornaments D When Africans used stones to fight against invaders E When stone became a major commodity in a long distance trade.
A — When man used stone artifacts widely in his daily life
Why are missionaries important in African history? A Treated Africans very well B Brought in trade goods with them C Accounts of their expeditions and experiences attracted more Europeans D Established medical services E Introduced civilization in Africa.
C — Accounts of their expeditions and experiences attracted more Europeans
Who among the following supported greatly the idea to have a British Empire from Cape to Cairo? A Sir George Goldie B Cecil John Rhodes C Captain Frederick Lugard D Sir Harry Johnston E Karl Peters.
B — Cecil John Rhodes
The first British Governor in Kenya Sir Charles Eliot stressed on the A construction of the Uganda railway B establishment of settler economy C creation of Kenya as the industrial centre for East Africa D introduction of steamers in Lake Victoria E integration of Kikuyu into plantation economy.
B — establishment of settler economy
Which among the following statements was a problem towards independence in Nigeria? A Elitism, tribalism and ignorance B Regionalism, tribalism and religion C Poverty, tribalism and ignorance D Religion, tribalism and poverty E Elitism, tribalism and poverty.
B — Regionalism, tribalism and religion
One of the major objectives of SADC is to A help member states to secure genuine and equitable regional integration B establish a common defence among the member states C promote the use of Kiswahili language among the member states D help Southern African countries to be self-reliant instead of depending on South Africa E help member states to combat HIV/AIDS pandemic.
A — help member states to secure genuine and equitable regional integration
One of the important features of feudal relations of production as prevailed in the interlacustrine region during the pre-colonial period was A commercial ownership of land B communal ownership of land C private ownership of land and cattle D private ownership of labour force E private ownership of capital.
C — private ownership of land and cattle
One of the notable United Nations failure in its objectives is its inability to A control food shortage B eradicate colonial rule C establish tribunes for war criminals D prevent big powers from violating its principles E control poverty in Africa.
B — eradicate colonial rule
Match the date 1487 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
B — Independence of Liberia
UNVERIFIED: key B (Liberia, 1847) does not match 1487; the Diaz landing (D) appears to fit.
Match the date 1815 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
No key answer (key reads 'No ans')
NOT IN ANSWER SHEET: key gives no answer for 1815 and no List B event matches it.
Match the date 1869 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
E — Suez Canal was opened.
Match the date 1890 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
G — Beginning of British rule in Zanzibar.
Match the date 1929 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
Z — no option Z in List B (key as printed)
UNVERIFIED: key letter Z is not in List B (A to T); 1929 matches A (Great Economic Crisis).
Match the date 1954 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
M — Birth of the Tanganyika African National Union.
Match the date 1967 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
N — The policy of Socialism and Self Reliance was introduced in Tanzania.
Match the date 1982 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
H — Nelson Mandela was released from Roben Island.
UNVERIFIED: key H (Mandela released 1990) does not match 1982; J (National Economic Survival Programme) appears to fit.
Match the date 1994 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
L — Genocide in Rwanda.
Match the date 2001 (List A) with the correct event in List B. Write the letter of the event. A Great Economic Crisis started. B Independence of Liberia. C The Tanzania Peoples Defence Force was formed. D Bartholomew Diaz landed in South Africa. E Suez Canal was opened. F The Organization of African Unity gave birth to African Union. G Beginning of British rule in Zanzibar. H Nelson Mandela was released from Roben Island. I Britain annexed Cape Colony. J Tanzania adopted National Economic Survival Programm. K Kenya entered into the first multiparty election. L Genocide in Rwanda. M Birth of the Tanganyika African National Union. N The policy of Socialism and Self Reliance was introduced in Tanzania. O Samora Machel was assassinated. P Kwame Nkruma became the president of Ghana. Q Vasco Da Gama reached India. R German colonial administration came to an end. S Jan Van Riebeeck landed at the cape of South Africa. T First World War came to an end.
F — The Organization of African Unity gave birth to African Union.
Draw a sketch map of East Africa and mark the following historical sites: Olduvai gorge, Fort Ternan, Rusinga Island, Kondoa and Nsongezi.
Sketch map of East Africa with the five sites marked (key shows a map image only)
NOT IN ANSWER SHEET: key is a map image only; points drafted. CHECK site locations.
State the historical significance of the sites mentioned in (a) above.
Historical sites preserve the past and the culture of earlier people.
CHECK: key gives two points only.
Arrange the following statements in chronological order by using number 1 to 5 to write beside the item number. (i) Furthermore the trade increased in size when in the 1770s the French opened up plantations of sugar in Mauritius and Reunion. (ii) However, the indigenous chiefs in the hinterland of East Africa participated fully in the trade because it was their source of political and economic power. (iii) At the beginning Slave Trade was small in size because slaves were taken to work as domestic slaves. (iv) The coming of Portuguese increased the demand for slaves because many people were enslaved for the big plantations of coffee in Brazil. (v) The coming of Seyyid Said to Zanzibar intensified the trade. The clove and coconut economy in Zanzibar mainly depended on the Slave Trade.
(i) 3, (ii) 5, (iii) 1, (iv) 2, (v) 4
Identify the incorrect historical statement in the following items and write its letter beside the item number. A Selling war prisoners was one of the methods used to obtain slaves in East Africa. B Slave traders raided villages during nights to capture slaves. C Some members of the family were convinced to join slavery D Dangerous criminals and other law-breakers were sold as slaves in some societies. E Frequent burning of villages added number of slaves to slave traders.
D — Dangerous criminals and other law-breakers were sold as slaves in some societies.
CONTESTABLE: all five options read as methods of slave acquisition; key D kept.
Identify the incorrect historical statement in the following items and write its letter beside the item number. A History is a record of human activities. B Human activities enabled man to obtain his needs from nature. C Man enters into definite social relations with other people D History accounts for Queens and Kings. E Man's basic needs constitute food, clothing and shelter.
D — History accounts for Queens and Kings.
CONTESTABLE: D is a partial rather than plainly false definition; key kept.
Identify the incorrect historical statement in the following items and write its letter beside the item number. A State organisation as a pre-colonial African political system was purely based on pastoral economy practised by the Nandi, Turkana and Maasai people. B Age-set-system depended on keeping herds of cattle and the leadership was age-based. C The Baganda practised state organisation which had permanent farming economy. D Mixed farming was principally exercised by the Ntemiship organisational systems mainly among the Sukuma, Kikuyu and Kamba people. E Clan organisation was among political systems practised through shifting agriculture.
A — State organisation as a pre-colonial African political system was purely based on pastoral economy practised by the Nandi, Turkana and Maasai people.
Identify the incorrect historical statement in the following items and write its letter beside the item number. A The Berlin Conference of 1884/1885 was an imperialist conference which brought together Europeans and African chiefs to divide Africa. B The Berlin conference legalised the division of African countries among European capitalists. C The Berlin conference solved the conflicts among the European powers over African land D The Berlin conference declared the basins of Nile, Niger and Congo Rivers as free zones. E The Berlin conference resolved to abolish slave trade in all European occupied territories.
A — The Berlin Conference of 1884/1885 was an imperialist conference which brought together Europeans and African chiefs to divide Africa.
Identify the incorrect historical statement in the following items and write its letter beside the item number. A The plantation agriculture was a very distinctive form of cultivation in which specialized crops were grown. B The plantation agriculture used a large number of closely unskilled labourers who were supervised by foremen. C In Central Africa rubber plantations were owned by the Germans and the French settlers. D Plantations were scientifically managed and involved the use of machines. E There was a maximum of profit making through super exploitation of labourers during colonial period.
C — In Central Africa rubber plantations were owned by the Germans and the French settlers.
CONTESTABLE: Central African rubber was largely concession-based; key C kept.
Explain the factors for the rise of the Bunyoro - Kitara kingdom.
Invasion from the north, good leadership, long distance trade, a strong armed force, geography and iron.
CHECK: key spells the ruler 'Kabalaga'; the kingdom expanded under priest-kings until about 1800.
Account for the Nandi resistance against their land occupation by British.
The Nandi resisted to defend independence, pride and land and to protect their trade and leaders.
Compare and contrast the British and French systems of administration as practised in Africa during colonial period.
French rule was centralised and assimilationist; British rule was decentralised and based on indirect rule through chiefs.
CHECK: key refers to 'native Americans' in the trade point; the context is Africa.
Examine the factors for nationalism in Africa after the Second World War.
Wartime changes in colonial rule and social change in Africa itself produced mass nationalism, shaped by education, media and organisations.
CHECK: key's factor list is mainly individual background factors; the wartime points come from its opening statement.
“Political changes which have been taking place in African states since the second half of the 1980s were a result of inevitable internal and external circumstances”. Discuss.
Donor pressure, corruption, IMF and World Bank pressure, failed military rule, the 1980s economic crisis and the end of the Cold War.
CONTESTABLE: key lists factors but does not argue the 'inevitable' thesis; its opening paragraph on the USA is off-topic.
Explain the objectives of the newly re-established East African Community and how Tanzania is likely to benefit from it.
EAC aims at prosperity, competitiveness, security, stability and political unification; Tanzania gains from port efficiency, cheaper transit trade and exports.
CHECK: key's final sentence is cut off in the solutions.
The two types of oral traditions are A cultural practices and historical sites B museums and historical sites C cultural practices and archives D cultural practices and narration of past events E historical sites, museums and archives.
C — cultural practices and archives
UNVERIFIED: archives are written records, not oral tradition; D (cultural practices and narration of past events) appears to fit.
The advantages of using better tools during the new stone age were the following except A family life became more stable B communities were able to produce more food C division of labour emerged D men became responsible for hunting and defence E settled life discouraged communal life.
C — division of labour emerged
UNVERIFIED: C is an advantage, so it cannot be the 'except' answer; E (settled life discouraged communal life) fits.
Which of the following functions was performed by chiefs under indirect rule in Africa? A Collection of taxes B Loading cash crops into ships C Advising the governor D Promoting international capital export E Organizing election of the colonial officials.
B — Loading cash crops into ships
UNVERIFIED: key B is not a chiefs' function under indirect rule; A (collection of taxes) fits.
Early commercial contacts between Africa and Asian World is evidenced by the Periplus of the Erythrean sea written around A 200 years BC B 15th century C 7th century D first century E 13th century.
D — first century
The agents of industrial capitalism had great contribution to the colonization of Africa because A they reported about the richness of the interior of Africa B they preached the word of God and wanted Africans to be civilized C they discovered new places where europeans would shift and make settlements D Africa would benefit by trading with European companies E Europe could solve her internal problems by exploiting African resources.
D — Africa would benefit by trading with European companies
UNVERIFIED: D gives a benefit to Africa, which is not a reason for colonisation; E (Europe solving internal problems) appears to fit.
A successful resistance against colonialism in Africa occurred in A Ethiopia B Liberia C Egypt D Sierra Leone E Ghana.
B — Liberia
UNVERIFIED: Liberia was not a colonial resistance; A (Ethiopia, defeat of Italy) appears to fit.
The main objectives of the construction of the railway networks during colonial rule in Africa were the following except transportation of A raw materials from the interior of Africa B the tourists to the interior of Africa C the colonial officials and troops to the interior of Africa D European manufactured goods to the interior of Africa E missionaries, settlers and labourers from and to the interior of Africa.
E — missionaries, settlers and labourers from and to the interior of Africa
UNVERIFIED: E is a valid railway objective, so it cannot be the 'except' answer; B (tourists) appears to fit.
One of the political effects of the First World War on Africa was A intensive exploitation of African resources B death among the African soldiers C spread of communicable diseases D putting all German colonies under the League of Nations E returning of Alsace and Lorraine to France from Germany domination.
A — intensive exploitation of African resources
UNVERIFIED: A is economic, not political; D (German colonies under the League of Nations) appears to fit.
The term “decolonization” as applied to African struggle for independence means A a process of liberating children and women from forced labour B a process of strengthening colonial ties C to welcome the colonialists for the second time D process and activities leading to independence E to deny taxation.
D — process and activities leading to independence
It was necessary for independent African states to opt for socialism policy of production because of the need to A have assistance from the USSR B achieve development and unity C contain the European world D have new African thoughts E have Africans in European economy.
A — have assistance from the USSR
UNVERIFIED: key A is not the stated purpose of African socialism; B (achieve development and unity) appears to fit.
Match the item in List A (Zanzibar) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
N — Was fought for by the Arabs
Match the item in List A (The Anglo-German Agreement of 1886) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
M — Made Germany posses East Africa
CONTESTABLE: G (defined the Sultan's domain) also fits the 1886 agreement; M kept.
Match the item in List A (Emin Pahsa) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
A — The Egyptian Governor of the equatorial provinces in Sudan
Match the item in List A (Mwanga) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
I — The Kabaka who was deported by the European religious factions
Match the item in List A (France, Britain and Germany) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
E — Great European nations which scrambled for Africa
Match the item in List A (Ethiopia) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
L — Was not colonized
CONTESTABLE: P (responsible for the defeat of the Italians) also fits Ethiopia; L kept.
Match the item in List A (Congo) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
K — Given to Belgium in the 1884/1885 conference
Match the item in List A (USA) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
J — Did not enter into the race of dividing Africa
Match the item in List A (Chancellor Bismarck) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
H — Chaired the Berlin conference
Match the item in List A (Karl Peters) with the correct response in List B. Write the letter of the response. A The Egyptian Governor of the equatorial provinces in Sudan B The King of present day Mwanga District C Put Africa under colonial rule D The centre of foreigners in East Africa during the scramble E Great European nations which scrambled for Africa F An area which had modern heavy clove processing industries G Defined most of the North coastal areas to be under the Sultan’s domain H Chaired the Berlin conference I The Kabaka who was deported by the European religious factions J Did not enter into the race of dividing Africa K Given to Belgium in the 1884/1885 conference L Was not colonized M Made Germany posses East Africa N Was fought for by the Arabs O A leader of Nyamwezi P Was responsible for defeat of the Italians in Ethiopia Q Encouraged the British to colonize Zambia and Malawi R Introduced by the French S Signed bogus treaties with the Arabs in Zanzibar T Was given Reunion and Mauritius as her colonies
S — Signed bogus treaties with the Arabs in Zanzibar
Draw a sketch map showing the Trans-saharan trade routes of Western Sudanic states and indicate the trading centres of Sijilmasa, Taghaza, Timbuktu, Tripoli and Ghat.
Sketch map of the trans-Saharan routes with the five trading centres marked (key gives an image link only)
NOT IN ANSWER SHEET: key gives an image link only; points drafted. CHECK site locations.
Mention five (5) trade items that were involved in the trans-saharan trade.
Salt, swords, food stuff, ostrich feathers and guns.
CONTESTABLE: guns are doubtful for the early trans-Saharan trade; key kept.
Arrange sentences in chronological order. (i) Slaves taken from different parts of the interior of Africa to the coast passed through special caravan routes. (ii) From the interior the caravans took mostly slaves and ivory to the coast and from the coast the caravans brought cloth, salt, iron and other imported consumer goods. (iii) The caravan owners employed experienced slave drivers who knew the routes and areas of slave trading activities. (iv) These caravan routes had been traditional trade routes before the slave trade. (v) Along these caravan routes calling stations for slaves were established e.g. Kotakota, Karonga, Chikola, Tabora, Ujiji and Mpwapwa.
(i) 3, (ii) 2, (iii) 1, (iv) 5, (v) 4
CONTESTABLE: (iv) describes routes that pre-dated the slave trade and would normally come first; key kept.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences listed below each paragraph (A to E). 1. At independence, all African countries inherited backward agrarian economies. 2. __________________________________________. 3. The economies were also externally oriented. 4. They were based on the export of raw materials and import of consumer goods and machinery. 5. The industrial sector was based on semi-processing of raw materials. A They were characterized by large number of manpower. B They were characterized by the use of simple hand tools such as the hoes and the matchets. C They were characterized by advanced technology such as huge and sophiscated machines for cultivation and carrying goods. D They were characterized by the well developed infrastructures such as Railways and Roads which facilitated the growth and expansion of agrarian sector. E They were characterized by the presence of modern peasants.
D — They were characterized by the well developed infrastructures such as Railways and Roads which facilitated the growth and expansion of agrarian sector.
CONTESTABLE: B (simple hand tools) fits 'backward agrarian economies' better; key D kept.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences listed below each paragraph (A to E). 1. German encroachment in East Africa began with the treaty making activities of Karl Peters. 2. The latter was a member of a group of Germany capitalist desperately looking for colonies in Africa. 3. In fact, he was a president of the societies formed in Germany to undertake the search for colonies. 4. __________________________________________. 5. By the time of Berlin conference of 1884/1885, Karl Peter’s was already in East Africa trying to carve a sphere of influence for German imperialism. A His society was called the society for German colonization. B His society was called Germany East African Company. C His society was called Royal society for Germany. D His society was called Germany system. E His society was called the Germany Association Society.
D — His society was called Germany system.
UNVERIFIED: key D is not a society name; A (the society for German colonization) appears to fit.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences listed below each paragraph (A to E). 1. The sudden rise of the Zulu kingdom led to many people being driven from their original homes. 2. Zwangendaba group of Ngoni travelled Westward through Mwenemutapa empire. 3. Ndwandwe army fled northwards into Southern Mozambique. 4. __________________________________________. 5. Where Zwangendaba died about 1848. A Zwangendaba group moved northwards and reached Ufipa near Southern end of Lake Tanganyika. B Zwangendaba group went northward to Malawi. C Zwangendaba group traveled to Northern part of Tanganyika. D This was the Ngoni diaspora in South West and Central Africa. E The Ngoni crossed River Zambezi around 1847.
C — Zwangendaba group traveled to Northern part of Tanganyika.
CONTESTABLE: A (reached Ufipa, the place of death in sentence 5) appears to fit better; key C kept.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences listed below each paragraph (A to E). 1. Explorers came to find more about East Africa for capitalist interest in Europe and America. 2. Like the missionaries, they were being financed by individuals and capitalist companies. 3. Rebman reached Mt. Kilimanjaro in 1848. Richard Burton and John Speke went as far as Lake Tanganyika between 1857 and 1859. 4. Speke and Grant went as far as Lake Victoria and Buganda between 1860 and 1863. 5. __________________________________________. A Karl Peters travelled between 1853 and 1873 to central and East African coast. B William Macknon travelled between 1853 and 1873 to central and East African coast. C David Livingstone travelled between 1853 and 1873 to central and East African Coast. D Henry Stanley travelled between 1853 and 1873 to central and East African Coast. E Dr. Mungo Park travelled between 1853 and 1873 to East African coast.
A — Karl Peters travelled between 1853 and 1873 to central and East African coast.
UNVERIFIED: key A (Karl Peters, 1853-1873) is not a fit; C (David Livingstone) matches the dates.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences listed below each paragraph (A to E). 1. Before Arab colonization around 1840 the coastal societies were feudal. 2. At the top of social hierarchy was the great Lord called Mwinyi Mkuu. 3. __________________________________________. 4. The Mwinyi Mkuu lived off surplus product of peasantry. 5. He appointed tax collectors called shakua. A He ruled with the consent of the next officials called Jumbe or Mwinyi. B He ruled with the consent of the next officials called Sheik or Jumbe. C He ruled with the consent of the next officials called Sharif or Sheha. D He ruled with the consent of the next officials called Sheha or Diwani. E He ruled with the conet of the next officials called ministers.
D — He ruled with the consent of the next officials called Sheha or Diwani.
CHECK: office titles in the options could not be confirmed from the solutions.
Appraise the advantages of iron technology in pre-colonial Africa.
Iron raised food production and settlement, strengthened defence and conquest, and stimulated trade, towns and a smith class.
Explain why some areas in Africa experienced more intensive scramble than others.
Areas with agricultural, transport, mineral, population and strategic value attracted the most competition.
CHECK: key says Britain and France built the Suez Canal; it was built by a French-led company.
Explain the problems that faced the nationalist struggle in Nigeria during 1950s.
Nationalists were killed and arrested, lacked unity, and faced fear and insecurity, which reduced their numbers.
CHECK: key's problems are general and not specific to the 1950s; key dates Nigerian nationalism to the 1920s (Herbert Macaulay).
Distinguish settler economy from peasant economy in Africa during colonial period.
Settler economies used alienated land, large units, monocrops and advanced technology; peasant economies used African-held small plots, intercropping and local technology.
Analyse the causes of Zanzibar Revolution.
Ethnic tension and African grievances against the Arab-dominated government, worsened by falling clove prices, land alienation and Shamte's dictatorship.
CHECK: key says the Arab elite faced 'a strong majority' (as printed); the African majority is meant.
What measures were taken by Tanzania after independence to enable every citizen to have access to education?
Public and private provision, free and accessible education, a standard curriculum, funding priority, teacher standards and community involvement.
CONTESTABLE: key mixes Tanzanian measures with generic points (school-to-prison pipeline, community control) not specific to Tanzania; kept as printed.
The following are limitations of archaeology as a source of historical knowledge except one A time factor is very relative B humid climate cause decay of artefacts C it is more employed in Engaruka Valley than Egypt D difficulty to know the culture, language and beliefs of the artefacts E it takes time and it is very expensive.
C — it is more employed in Engaruka Valley than Egypt
Trading caravans going into the interior of East Africa in the 19th century carried the Red flag because A they were travelling along dangerous trade routes B they needed the protection of the Sultan of Zanzibar C they were afraid of the British who were trying to stop slave trade D slaves suffered during their journey from the interior to the coast E they were carrying slaves as the main trade article.
E — they were carrying slaves as the main trade article
In most parts of pre-colonial Africa, the ruling classes appropriated surpluses through A wars of conquest B looting and plundering C tribute and labour services D taxation E agriculture and domestication of animals.
C — tribute and labour services
Dr. Robert Moffat worked as a missionary in one of the following stations A Salisbury B Kuruman C Blantyre D Maposeni E Rabai.
E — Rabai
UNVERIFIED: Rabai (E) was not Robert Moffat's station; Kuruman (B) is the station associated with him.
In which of the following countries was colonization accompanied by mass European settlement? A Algeria B Nigeria C Gabon D Mauritania E Sierra leone.
E — Sierra leone
UNVERIFIED: key E (Sierra Leone) is doubtful; A (Algeria) is the standard case of mass European settlement.
Which of the following cash crops were the most important in the early German colonial rule in Mainland Tanzania? A Rubber, cotton and cloves B Coffee, wheat and sugar cane C Rubber, coffee and sugar cane D Wheat, sisal and maize E Rubber, cotton and sisal.
A — Rubber, cotton and cloves
UNVERIFIED: cloves were not an early German mainland crop; E (rubber, cotton and sisal) appears to fit.
The British took over Tanganyika after 1918 because A it was the end of the First World War B they were asked by the League of Nations C they defeated the Germans D they wanted to merge Kenya, Uganda and Tanganyika E the Germans were not able to reparate the war.
B — they were asked by the League of Nations
The event which marked the end of peaceful protests by African nationalists in South Africa was the A Rivonial trial B Soweto massacre C institution of the apartheid policy D formation of the Unkhonto we Sizwe E Sharpeville massacre.
B — Soweto massacre
UNVERIFIED: the Sharpeville massacre (E, 1960) is the usual marker of the end of peaceful protest; Soweto (1976) came later.
A political and economic programme which aims at promoting democracy, stability good governance and economic development in Africa is known as A Pan Africanism B NEPAD C African Nationalism D African Initiative E Global Vision 2025.
B — NEPAD
The first president who was assassinated in post-colonial Africa was A Patrice Lumumba of Congo-Kinshasa B Sylvanus Olympio of Togo C Anwar Sadat of Egypt D Abeid Aman Karume of Zanzibar E Samora Machel of Mozambique.
A — Patrice Lumumba of Congo-Kinshasa
CONTESTABLE: Lumumba was prime minister; Olympio (B) is often given as the first president assassinated (1963); key A kept.
Match the item in List A (Kayamaghan) with the correct response in List B. Write the letter of the response. A Sailed from Portugal to the Cape, on to Malindi in East Africa and to Calcutta in India, a centre of the spice trade. B Capital of Ghana Empire. C Cow horn military technique introduced by the Ngoni in East Africa. D Prime Minister of Buganda. E Title given to the King of Ghana meaning “Master of gold”. F Afrikaner’s movement from Vaal river to Pretoria. G The Kabaka’s council and court of appeal in Buganda Kingdom. H Ngoni short stabing spears adopted by East African Societies. I The Boer’s exodus from the Cape. J Rounded the Cape of Good Hope and entered the Indian Ocean in 1487.
E — Title given to the King of Ghana meaning “Master of gold”.
Match the item in List A (Assegai) with the correct response in List B. Write the letter of the response. A Sailed from Portugal to the Cape, on to Malindi in East Africa and to Calcutta in India, a centre of the spice trade. B Capital of Ghana Empire. C Cow horn military technique introduced by the Ngoni in East Africa. D Prime Minister of Buganda. E Title given to the King of Ghana meaning “Master of gold”. F Afrikaner’s movement from Vaal river to Pretoria. G The Kabaka’s council and court of appeal in Buganda Kingdom. H Ngoni short stabing spears adopted by East African Societies. I The Boer’s exodus from the Cape. J Rounded the Cape of Good Hope and entered the Indian Ocean in 1487.
H — Ngoni short stabing spears adopted by East African Societies.
Match the item in List A (Voortekker) with the correct response in List B. Write the letter of the response. A Sailed from Portugal to the Cape, on to Malindi in East Africa and to Calcutta in India, a centre of the spice trade. B Capital of Ghana Empire. C Cow horn military technique introduced by the Ngoni in East Africa. D Prime Minister of Buganda. E Title given to the King of Ghana meaning “Master of gold”. F Afrikaner’s movement from Vaal river to Pretoria. G The Kabaka’s council and court of appeal in Buganda Kingdom. H Ngoni short stabing spears adopted by East African Societies. I The Boer’s exodus from the Cape. J Rounded the Cape of Good Hope and entered the Indian Ocean in 1487.
I — The Boer’s exodus from the Cape.
Match the item in List A (Lukiko) with the correct response in List B. Write the letter of the response. A Sailed from Portugal to the Cape, on to Malindi in East Africa and to Calcutta in India, a centre of the spice trade. B Capital of Ghana Empire. C Cow horn military technique introduced by the Ngoni in East Africa. D Prime Minister of Buganda. E Title given to the King of Ghana meaning “Master of gold”. F Afrikaner’s movement from Vaal river to Pretoria. G The Kabaka’s council and court of appeal in Buganda Kingdom. H Ngoni short stabing spears adopted by East African Societies. I The Boer’s exodus from the Cape. J Rounded the Cape of Good Hope and entered the Indian Ocean in 1487.
G — The Kabaka’s council and court of appeal in Buganda Kingdom.
Match the item in List A (Vasco Da Gama) with the correct response in List B. Write the letter of the response. A Sailed from Portugal to the Cape, on to Malindi in East Africa and to Calcutta in India, a centre of the spice trade. B Capital of Ghana Empire. C Cow horn military technique introduced by the Ngoni in East Africa. D Prime Minister of Buganda. E Title given to the King of Ghana meaning “Master of gold”. F Afrikaner’s movement from Vaal river to Pretoria. G The Kabaka’s council and court of appeal in Buganda Kingdom. H Ngoni short stabing spears adopted by East African Societies. I The Boer’s exodus from the Cape. J Rounded the Cape of Good Hope and entered the Indian Ocean in 1487.
J — Rounded the Cape of Good Hope and entered the Indian Ocean in 1487.
CHECK: List B item J prints 1487, which is Diaz's date; da Gama rounded the Cape in 1497-98 (key letter J kept).
Arrange the following statements in a chronological order. (i) There the Boers established the Republic of South Africa and Orange Free State. (ii) Boers developed anti-British sentiments. (iii) South Africa was firstly inhabited by Boers in 1652 under Jan Van Riebeck. (iv) The Boers came into clash with the British government in 1795. (v) The Boers moved northwards.
(i) 5, (ii) 3, (iii) 1, (iv) 2, (v) 4
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. Mirambo was a Nyamwezi Prince. 2. __________________________________________. 3. He inherited the chiefdoms of Uyowa and Ulyankuru. 4. He used Ngoni battle tactics and formed a rugaruga army. 5. He played a vital role to the establishment of Nyamwezi kingdom through trade. A His relations with Germans ended when the Germans were defeated in the First World War. B He spent part of his early life as a Tuta captive. C He was captured by German soldiers and spent sometime in a German Boma. D He spent part of his early life as a Kimbu captive. E He married a Kimbu princess.
D — He spent part of his early life as a Kimbu captive.
CHECK: key gives Kimbu captivity (D); the Tuta captivity in option B is the usual account. Key kept.
Time chart (Section B, Q3): match block A with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
ii — The outbreak of the Majimaji War in Umatumbi.
Time chart (Section B, Q3): match block B with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
x — The Portuguese were eventually driven out of East Africa north of the Ruvuma coast.
Time chart (Section B, Q3): match block C with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
vii — British colonial rule.
Time chart (Section B, Q3): match block D with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xix — Luba-Lunda kingdom was founded.
Time chart (Section B, Q3): match block E with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xvi — Introduction of Structural Adjustment Programmes in Tanzania.
Time chart (Section B, Q3): match block F with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xx — German East Africa became Tanganyika.
Time chart (Section B, Q3): match block G with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xvii — Death of Mzilikazi, king of the Ndebele.
CONTESTABLE: blocks G and I are both keyed to (xvii); the chart is not readable to confirm.
Time chart (Section B, Q3): match block H with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xv — The period of the Great Depression.
Time chart (Section B, Q3): match block I with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xvii — Death of Mzilikazi, king of the Ndebele.
CONTESTABLE: block I repeats the event keyed to block G; the chart is not readable to confirm.
Time chart (Section B, Q3): match block J with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
vi — Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa.
Time chart (Section B, Q3): match block K with the event number (i)-(xx). Write the event number. (i) Early spread of Islam and the rise of coastal city states. (ii) The outbreak of the Majimaji War in Umatumbi. (iii) Societies in many parts of Tanzania mainland had political organization bigger than clans. (iv) The Chwezi Empire was founded. (v) The period of the Second World War. (vi) Collapse of the socialist bloc and its consequent introduction of liberalization policies in East Africa. (vii) British colonial rule. (viii) Period of Oman Arab Slave trade which led to destruction of properties, depopulation and state of fear to Africans. (ix) East Africa eventually came under alien colonial rule. (x) The Portuguese were eventually driven out of East Africa north of the Ruvuma coast. (xi) The period of German colonial rule. (xii) Triumph of mass nationalism in East Africa. (xiii) Destruction of many coastal city states and the decline of Swahili civilization and coastal trade. (xiv) Ngoni migration into East Africa. (xv) The period of the Great Depression. (xvi) Introduction of Structural Adjustment Programmes in Tanzania. (xvii) Death of Mzilikazi, king of the Ndebele. (xviii) Peak of British Industrial Revolution. (xix) Luba-Lunda kingdom was founded. (xx) German East Africa became Tanganyika.
xii — Triumph of mass nationalism in East Africa.
CHECK: the paper's worked example gives K - (ii); key gives K - (xii). Chart not readable to confirm.
Each of the following paragraphs is supposed to have four (4) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. Naturally, near to each great slave-raiding tribe was another group that suffered. 2. The raids of the Mande and Fulani meant that the Kissi tribe was hard hit. 3. On the Gold Coast (Ghana) the Akan speakers made life so difficult for the Ga people that until today they still remember the Atlantic slave trade. 4. __________________________________________. 5. The raiding tribes however, ripped good profit out of this trade. A The Northern Mbundu people of Zimbabwe were wiped out of the attacks of Ndebele and Portuguese armies. B The Southern Mbundu people of Guinea were wiped out by Mande and British armies. C The Northern Mbundu people of Angola were nearly wiped out by the attacks of the African neighbours and by Portugues armies. D The Northern Mbundu people of Northern Rhodesia were wiped out by slave traders from East Africa. E The Northern Mbundu people of Southern Rhodesia were wiped out by the Yao and Ngoni armies.
E — The Northern Mbundu people of Southern Rhodesia were wiped out by the Yao and Ngoni armies.
UNVERIFIED: key E; C (Northern Mbundu of Angola, attacked by neighbours and Portuguese armies) fits the paragraph better.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. The first major area of contact between East Africa and the capitalist world was trade. 2. East Africa was integrated into the system of international trade through the operation of merchants capital. 3. __________________________________________. 4. Before the 1850’s the major commodities sought from East Africa were slaves and ivory. 5. In 1873, Zanzibar slave market was closed and so was slave trade. A The major agents were Arab and African businessmen. B The major agents were people from Zanzibar. C The major agents were African and Shiraz merchants. D The major agents were Arab and Indian merchants. E The major agents were Asian traders.
D — The major agents were Arab and Indian merchants.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. Oyo came into rise in the 14th century under the outstanding leadership of Alafin. 2. By the middle of 19th century the opulent and well organised empire of Oyo had completely collapsed. 3. __________________________________________. 4. The southern part had broken up into a series of independent states competing among themselves for supremacy. 5. The old capital Oyoile itself had been reduced to ashes and the king had been forced to flee to New Oyo town. A The Northern part had been captured and converted into Hausa emirates of Sokoto. B The Northern part had been captured by fulani emirate of Ghana. C The Almoravids of the North were responsible for the collapse of Oyo empire. D The Northern part had been annexed and converted into the Fulani emirate of Ilorin. E The Trans-Saharan trade contributed to the disintegration of Oyo empire.
A — The Northern part had been captured and converted into Hausa emirates of Sokoto.
CONTESTABLE: D (annexed and converted into the Fulani emirate of Ilorin) is the usual account; key A kept.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. Kilwa remained for many years the principle centre of the East African slave trade. 2. __________________________________________. 3. The end of the 18th century saw the beginning of this process of internal slave raiding, in which within 50 years large areas were empty. 4. Slavery by this time was vitally important in the Islands especially that of Pemba where plantation of agriculture was more pronounced. 5. Slave and ivory trade contributed much to the rise of Kilwa coastal city-state. A The Hehe played a vital role in bringing slaves to Kilwa in exchange for guns and cowrie shells much needed in Hehe society. B It was mainly the Yao who kept the merchants there were well supplied with men, women and children who either came from their own people or had been captured from slave raids. C It was mainly the Ngoni during their wondering wars and invasion who captured men, women and children and took them to the merchants to Kilwa. D The Kimbu played an important role in bringing slaves to Kilwa in exchange for guns and other coastal goods much needed in Kimbu empire. E Both Yao and Kimbu kept merchants and supplied them with food and arms.
B — It was mainly the Yao who kept the merchants there were well supplied with men, women and children who either came from their own people or had been captured from slave raids.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. Trans-Saharan Trade greatly promoted the economy of Western Sudanic societies. 2. The use of camels as a means of desert transport, availability of fresh water in the oases, availability of trading goods and security provided by native traders made this trade more attractive to Arab and European traders. 3. The Western Sudan would not have became so famous throughout Europe and the Muslim world as a gold producing area without this trade. 4. Above all, the caravan trade greatly stimulated the textile industry for which Timbuktu and Kano became so famous from the fifteenth and sixteenth centuries onwards. 5. __________________________________________. A The technique of weaving cloth brought into Sudan from either India or the Arabic world by Muslim traders who came in from the North. B The technique of weaving cloth brought into Sudan from either Egypt or Berber states by the Muslim traders who came in from the North. C The technique of weaving cloth brought into Sudan from either Egypt or China by the Muslim traders who came in from the North. D The technique of weaving cloth brought into the Sudan from either Egypt or Tunisia by the Muslim traders who came in from the North. E The technique of weaving cloth brought into the Sudan from Europe.
B — The technique of weaving cloth brought into Sudan from either Egypt or Berber states by the Muslim traders who came in from the North.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. In Tanganyika and Kenya there were massive peasant resistance. 2. __________________________________________. 3. These were to a large extent class struggles opposed to colonialism. 4. These resistances were caused by crude colonial exploitation and oppression. 5. These resistances were important background for independence of the two nations. A These were tribal wars of Machemba of the Yao. B These were Nandi resistance of 1890’s and Mkwawa resistance of 1890’s. C These were Maji Maji war and Nana war of 1904-1907. D These involved Maji Maji war of 1905-1907 and Mau Mau war of 1952. E These were Kikuyu and Abushiri resistances.
D — These involved Maji Maji war of 1905-1907 and Mau Mau war of 1952.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. The Nyamwezi people became famous traders in the 19th century. 2. __________________________________________. 3. When Slave Trade started the Nyamwezi became agents of the Arabs slave traders. 4. The Nyamwezi conducted Long Distance Trade caravans from the interior to the coast. 5. The Nyamwezi kingdom became very rich out of this trade. A The Nyamwezi rulers specialized in trade activities. B The Nyamwezi trade influence extended as far south as Northern Rhodesia. C Wagogo were forced to pay “hongo” to the Nyamwezi. D The people who specialized as traders among the Nyamwezi were known as Wandewa. E The Nyamwezi rulers were forced to pay tribute to Arab traders.
A — The Nyamwezi rulers specialized in trade activities.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. The history of Ancient Egypt has been reconstructed mainly through archaeology. 2. Archaelogical evidences suggest that the history of ancient Egypt goes as far back as between 1500 and 500 BC. 3. Tombs along the Nile valley show that there were village communities of self-sufficient food producers. 4. __________________________________________. 5. Well organized political leadership under pharaohs made Egypt the famous state in the world. A The basis of the achievements of man in Egypt was the dryness of the soil in the Nile Valley. B These communities’ ability to utilize the floods of the Nile enabled them to grow perennial crops like cassava, palm-trees and yams. C The basis of the prosperity of man in Egypt was the dryness of the soil in the Nile Valley which favoured more pastoralism than crop cultivation. D These communities’ ability to utilize the floods of the Nile enabled them to grow wheat and barley apart from keeping livestock. E These communities’ ability to exploit and control River Nile made them successful in all spheres of life.
D — These communities’ ability to utilize the floods of the Nile enabled them to grow wheat and barley apart from keeping livestock.
Each of the following paragraphs is supposed to have five (5) sentences which form a complete historical meaning. One sentence is missing. Identify the missing sentence from the sentences below each paragraph (A to E). 1. The Dutch established settlements at the Cape in South Africa in 1652. 2. __________________________________________. 3. With the very attractive climatic conditions, South Africa attracted European colonization and settlements. 4. The Dutch East Indian company established a centre at the Cape to supply fresh green vegetables, fresh water, meats and fruits. 5. After the coming of the British in the 18th century, the Dutch moved north and settled in Transvaal province. A The region was very fertile with both sub-tropical and equatorial climates. B The region was very fertile characterized by both savannah and tropical climates. C The region was very fertile with both sub-tropical and mediterranean climates. D The region was fertile characterized by both sub-tropical and sub-mediterranean climates. E The region was very fertile with both mediterrenean and tropical climates.
A — The region was very fertile with both sub-tropical and equatorial climates.
UNVERIFIED: key A (sub-tropical and equatorial) does not fit the Cape; C (sub-tropical and mediterranean) appears to fit.
Examine the impact of Portuguese intrusion in East Africa in the 16th century.
The Portuguese redirected trade, destroyed Arab city-states, threatened Arab culture, caused destruction and introduced new crops.
Through their activities the missionaries became forerunners of colonialism. Justify this statement.
Missionaries acted as interpreters, advisers and recruiters, softened resistance and prepared Africans for colonial rule.
CHECK: key names IBEACO in the Lobengula treaty point; kept as printed. Examples: John Rebmann, David Livingstone.
With concrete examples show why the conflict between Africans and the Whites during the colonial period was inevitable.
Conflicts arose from alliances against Africans, defence of land and sovereignty, trade monopolies, oppressive rule and harsh exploitation.
CHECK: key spellings 'Kabalaya' and 'Samora Toure' kept as printed (Kabalega; Samori Ture).
Explain the roles of Welfare Associations, Religions Movements and Cooperative Societies in the struggle for independence in East Africa.
Welfare associations, religious movements and co-operative societies united people across ethnic lines, trained leaders, raised awareness and founded later parties.
CHECK: key's first point ('Orthodox Church') and the 1920-1922 dates (TTCSA, Bataka, Young Baganda, Young Kikuyu) kept as printed.
Discuss the benefits gained by the members of the Commonwealth.
Trade and economic links, help for less developed members, commitments to peace and democracy (Singapore Declaration 1971, CMAG 1995), and sports links.
Why has the dream of a United Africa not been achieved?
Lack of unity, political instability, selfish leaders, economic differences, environmental and health problems, and fear of domination by bigger states.
CHECK: the first point's claim about Tanzania and the sixth point (cut off in the solutions) are kept as printed.
The appearance of both Zinjanthropus and Homohabilis marked the beginning of a period in man's history known as A neolithic age B modernisation age C early stone age D middle stone age E pre-colonial period.
C — early stone age
The abolition of slave Trade had the following immediate impact on African societies A increased penetration of Europeans whose activities led to colonisation of Africa B expansion of clove and coconut plantations in Zanzibar by Oman Arabs C rise of indigenous African merchant and ruling classes D emergence of Arab settlements along the East African coast and islands E decline of the Trans-Saharan Trade and eventually fall of the Sudanic states.
A — increased penetration of Europeans whose activities led to colonisation of Africa
The colonial imperial chartered companies failed in their mission to rule African colonies because A other European companies were against them B african chiefs refused to work with the company administrators C imperialists states were too far to support them during resistances D the colonies were producing less and therefore were not profitable E they had little capital and skilled manpower to run colonial administration.
E — they had little capital and skilled manpower to run colonial administration.
The term 'Apartheid' as was applied to south African societies meant A colour bar between whites and blacks B separate development among South African races C no voting right for the Africans D the best land to be reserved for whites E creation of settlements for Africans termed Bantustans.
A — colour bar between whites and blacks
One of the following wars demonstrated unity and self determination among Africans in the desire to liberate themselves from foreign rule in the early 20th century. A Mau Mau B Chimurenga C Mfecane D Maji Maji E Afro-Boer.
D — Maji Maji
The title given to the king of the Oyo Empire in West Africa was A Alafin B Oba C Asantehane D Nzinga E Emir.
A — Alafin
Which of the following is not a factor for Arab-Jews conflict in the Middle East? A Camp David Accord of 1978 between Egypt and Israel B Creation of Israel out of Palestine in 1948 against Arab wishes C Jordan valley occupied by Israel D Holy city of Jerusalem, which both Arabs and Jews want to control E Occupied Arab lands by Israel following the 1967 war between the Arabs and the Jews.
A — Camp David Accord of 1978 between Egypt and Israel
In promoting colonial plantation agriculture in Tanganyika, the British A encouraged settlers to pay high wages to migrant labourers B encouraged the peasants to grow sisal C encouraged large scale production of all major cash crops D created means of ensuring constant supply of migrant labourers E increased prices for African plantation farmers.
C — encouraged large scale production of all major cash crops
CONTESTABLE: key is C as printed, but D (ensuring a supply of migrant labour) is also defensible. Solutions give the letter only.
The United Nations specialised agency responsible for human settlement is the A UNHCR B UNEP C HABITAT D UNDP E WHO.
C — HABITAT
The Lusaka Accord of 1980 established the following organisation A COMESA B Frontline states C PTA D Mulungushi club E SADC.
A — COMESA
CONTESTABLE: key printed as A (COMESA). The PTA (C) treaty was signed at Lusaka in 1981, so C may be the intended key. Kept as printed.
Match the item in List A with the correct item in List B. List A (i): Late Stone Age. List B: A An African comprador class which opposed the abolition of the slave trade. B Smaller, refined stone tools made by man during the Middle Stone Age. C Early traders in Angola and Congo. D Beginning of crop husbandry and domestication of animals. E 1880 - 1900 F The Italians and Emperor Manelik II. G One of the factors for the rise of the Mali Empire. H A term used to explain the French Indirect rule system. I The stone tools used by man during the Early Stone Age. J A policy aimed at promoting French language, attitude to work and culture on the colonial subjects.
D — Beginning of crop husbandry and domestication of animals.
Match the item in List A with the correct item in List B. List A (ii): Assimilation. List B: A An African comprador class which opposed the abolition of the slave trade. B Smaller, refined stone tools made by man during the Middle Stone Age. C Early traders in Angola and Congo. D Beginning of crop husbandry and domestication of animals. E 1880 - 1900 F The Italians and Emperor Manelik II. G One of the factors for the rise of the Mali Empire. H A term used to explain the French Indirect rule system. I The stone tools used by man during the Early Stone Age. J A policy aimed at promoting French language, attitude to work and culture on the colonial subjects.
J — A policy aimed at promoting French language, attitude to work and culture on the colonial subjects.
Match the item in List A with the correct item in List B. List A (iii): The Treaty of Ucciali. List B: A An African comprador class which opposed the abolition of the slave trade. B Smaller, refined stone tools made by man during the Middle Stone Age. C Early traders in Angola and Congo. D Beginning of crop husbandry and domestication of animals. E 1880 - 1900 F The Italians and Emperor Manelik II. G One of the factors for the rise of the Mali Empire. H A term used to explain the French Indirect rule system. I The stone tools used by man during the Early Stone Age. J A policy aimed at promoting French language, attitude to work and culture on the colonial subjects.
F — The Italians and Emperor Manelik II.
Match the item in List A with the correct item in List B. List A (iv): Microliths. List B: A An African comprador class which opposed the abolition of the slave trade. B Smaller, refined stone tools made by man during the Middle Stone Age. C Early traders in Angola and Congo. D Beginning of crop husbandry and domestication of animals. E 1880 - 1900 F The Italians and Emperor Manelik II. G One of the factors for the rise of the Mali Empire. H A term used to explain the French Indirect rule system. I The stone tools used by man during the Early Stone Age. J A policy aimed at promoting French language, attitude to work and culture on the colonial subjects.
B — Smaller, refined stone tools made by man during the Middle Stone Age.
Match the item in List A with the correct item in List B. List A (v): Pombeiros. List B: A An African comprador class which opposed the abolition of the slave trade. B Smaller, refined stone tools made by man during the Middle Stone Age. C Early traders in Angola and Congo. D Beginning of crop husbandry and domestication of animals. E 1880 - 1900 F The Italians and Emperor Manelik II. G One of the factors for the rise of the Mali Empire. H A term used to explain the French Indirect rule system. I The stone tools used by man during the Early Stone Age. J A policy aimed at promoting French language, attitude to work and culture on the colonial subjects.
C — Early traders in Angola and Congo.
Arrange the following statements in a chronological order. (i) Out of The Accra Conference two rival groups emerged, namely the Casablanca and Brazzaville groups. (ii) The Organization of African Unity (O.A.U) was a direct result of Pan Africanism. (iii) The Monrovia group was formed to reconcile the two groups. (iv) It was the fulfilment of the dream of African unity, cherished by nationalists like Kwame Nkurumah who organised the first Accra Conference for all independent African States in 1958. (v) The reconciliation led to the formation of the Organisation of African Unity (O.A.U).
2 5 3 1 4 — key as printed: (i)=2, (ii)=5, (iii)=3, (iv)=1, (v)=4 (earliest first: iv, i, iii, v, ii)
CONTESTABLE: solutions print the position numbers only; the order iv, i, iii, v, ii is consistent with the dates.
Column I: 1498. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
D — Vasco da Gama successfully reached India after going around the Southern Cape of Africa.
Column I: 1698. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
A — Capture of Fort Jesus by Arabs
Column I: 1846. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
I — Johann Krapf opened the first mission station at Rabai in Mombasa.
Column I: 1879. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
K — Anglo-Zulu war in South Africa.
Column I: 1888. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
P — Robert Moffat signed a treaty with King Lbengula.
Column I: 1895. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
R — The British government assumed responsibility for the East African protectorate.
Column I: 1917. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
B — The first socialist revolution took place in Russia.
Column I: 1954. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
M — The East African High Commission changed its name to the East African Common Services Organisation.
CONTESTABLE: key printed as M (1954) and J (1961), but the events are historically the reverse: Mkwawa's head was returned in 1954 (J) and the East African High Commission became EACSO in 1961 (M). Key kept as printed; check.
Column I: 1961. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
J — Mkwawa's head was returned from Germany.
CONTESTABLE: key printed as M (1954) and J (1961), but the events are historically the reverse: Mkwawa's head was returned in 1954 (J) and the East African High Commission became EACSO in 1961 (M). Key kept as printed; check.
Column I: 1969. Match this date with the corresponding event in Column II (letters A–T) by writing the letter of the event. Column II: A Capture of Fort Jesus by Arabs B The first socialist revolution took place in Russia. C Kilwa was attacked by the Zimba. D Vasco da Gama successfully reached India after going around the Southern Cape of Africa. E The closure of the slave market in Zanzibar. F British occupation of the Cape of South Africa. G Legitimate trade replaced the slave trade. H Shift of Seyyid Said's capital from Muscat to Zanzibar. I Johann Krapf opened the first mission station at Rabai in Mombasa. J Mkwawa's head was returned from Germany. K Anglo-Zulu war in South Africa. L President Obote announced the first effective steps of nationalization of private property in Uganda. M The East African High Commission changed its name to the East African Common Services Organisation. N Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO. O Pronunciation of Education for Self-Reliance. P Robert Moffat signed a treaty with King Lbengula. Q Introduction of the Burns Constitution in the Gold Coast. R The British government assumed responsibility for the East African protectorate. S The Nyasaland African Congress (NAC) was formed. T Discovery of a sea route to America by Christopher Columbus.
N — Assassination of Eduardo Mondlane who was the first presdient of Mozambique under FRELIMO.
The following paragraph has five sentences. One is missing (item 3). Choose the missing sentence. 1. The art of making iron was one of the great discoveries, which shaped man's social and economic development. 2. Those who involved themselves in that industry were called blacksmiths. 3. ________________________________________________ 4. The knowledge of iron working was kept secret in all societies in order to maintain monopoly over it. 5. After sometime it was made a religious thing, i.e. it was ritualized. A Iron was used in making luxury articles. B Iron weapons enabled Africans to defeat Europeans during colonization. C Africans used their iron in making railway lines. D Blacksmiths learned how to identify rocks containing iron ore. E This discovery resulted in the establishment of large iron and steel industries in East Africa in the 18th C.
E — This discovery resulted in the establishment of large iron and steel industries in East Africa in the 18th C.
The following paragraph has five sentences. One is missing (item 4). Choose the missing sentence. 1. The Berlin Conference was convened in November 1884 by Chancellor Bismark of Germany. 2. It was attended by all major European powers. 3. The aim of the conference was to avoid war over colonial possessions. 4. ________________________________________________ 5. That means that each claimed area has to be put under the control of the claiming power. A It also established the principle of effective occupation. B Nigeria represented African countries. C King Leopold was given Uganda and Congo. D It brought slave trade to an end. E Company rule in the colonies was discouraged.
A — It also established the principle of effective occupation.
The following paragraph has five sentences. One is missing (item 3). Choose the missing sentence. 1. Archaeology is a science that deals with the excavation of fossils, ancient tools and other artefacts. 2. It is a branch of science which studies pre-historic events, often using laboratory testing of evidence. 3. ________________________________________________ 4. It is thus a highly specialised way of studying the past. 5. Major archaeological sites in East Africa include Olduvai Gorge, Rusinga Island, Olorgesailie and Nsongezi. A It is also used in studying and analysing language. B Archaeological information is sometimes obtained through the word of mouth. C It can also be defined as the study of modern cultural institutions. D It is the only reliable source of historical information. E It is most useful where written sources are lacking or not decisive.
E — It is most useful where written sources are lacking or not decisive.
The following paragraph has five sentences. One is missing (item 2). Choose the missing sentence. 1. The Maji Maji war began in July 1905 at Matumbi in south-eastern Tanganyika. 2. ________________________________________________ 3. African warriors faced the Germans with the belief that magic water would make them bullet proof. 4. Attacks were made on European missions, plantations and government offices. 5. By 1906 all the area south of River Rufiji was engaged in the war. A In 1907 African warriors managed to liberate the area south of River Rufiji. B People were encouraged by some magic water given by Kinjekitile. C The rebellion was caused by the confiscation of Mbunga cattle by the Germans. D Africans used this war to test their newly discovered weapons. E German bullets killed Africans who did not have enough belief in that magic water.
B — People were encouraged by some magic water given by Kinjekitile.
The following paragraph has five sentences. One is missing (item 5). Choose the missing sentence. 1. According to the Anglo-German Agreement of 1890, Germany recognized Uganda to be under British Control. 2. Germany gave up Witu to the British. 3. Germany accepted British protectorate over Zanzibar. 4. Germany took over the 16 km coastal strip from the Sultan of Zanzibar. 5. ________________________________________________ A Sultan of Zanzibar was given the monopoly of slave trade in East Africa. B The British took Rwanda and Burundi. C Tsavo game reserve came under the control of the Germans. D Britain gave to Germany Alsace and Loraine. E Britain gave to Germany an Island known as Heligoland in the North sea in Europe.
E — Britain gave to Germany an Island known as Heligoland in the North sea in Europe.
The following paragraph has five sentences. One is missing (item 2). Choose the missing sentence. 1. The French used the policy of assimilation in their colonies. 2. ________________________________________________ 3. Thus, every aspect of African life, namely social, cultural, political and economic had to be changed. 4. The most powerful tools of assimilation were education and training. 5. The policy was based on the doctrine of equality of men as advocated by the French revolutionaries of the 18th century. A The policy involved the transfer of loyal Africans to France. B The assimilated Africans became Regional Commissioners in French colonies. C After fulfilling some conditions, an African was turned into a Senegalese citizen. D The policy aimed to transform Africans into French citizens. E An assimilated African was protected by French laws but was not allowed to contest for elections to the French parliament.
D — The policy aimed to transform Africans into French citizens.
The following paragraph has five sentences. One is missing (item 1). Choose the missing sentence. 1. ________________________________________________ 2. The major goal of the trusteeship system was to prepare these territories for independence. 3. All trusteeship territories in Africa were areas formally controlled by Germany before her defeat in the First World War. 4. After the war, these territories, which were called Mandate Territories under the League of Nations, came to be known as Trusteeship Territories under the U.N.O. 5. By the early 1980s all Trusteeship Territories had gained their independence, except Namibia, which became independent in 1990. A Togo and Chad were trusteeship territories in West Africa. B The U.N.O. opened a training college in New York for politicians from trusteeship territories. C Jomo Kenyatta used the trusteeship status of Kenya to demand independence of his country. D The Trusteeship Council of the U.N.O was formed to supervise the administration of trusteeship territories. E Tanganyika refused to be a trusteeship territory, that is why she attained her independence earlier than Kenya and Uganda.
D — The Trusteeship Council of the U.N.O was formed to supervise the administration of trusteeship territories.
The following paragraph has five sentences. One is missing (item 4). Choose the missing sentence. 1. The Chimurenga war was a Ndebele-Shona uprising against the British South Africa Company in Southern Rhodesia. 2. The rebellion first broke out in Matebeleland, and in less than four months, the Shona had joined the Ndebele. 3. The rebellion had great effect on both Africans and the British. 4. ________________________________________________ 5. Many Africans died from the whiteman's bullets, and others from hunger and famine. A This war resulted into Shona and Ndebele independence. B The British South Africa Company decided to leave Southern Rhodesia. C The Africans lost more in the war than the British. D The British lost 200 company officials. E The Ndebele and Shona people were led by King Lobengula.
C — The Africans lost more in the war than the British.
The following paragraph has five sentences. One is missing (item 4). Choose the missing sentence. 1. The colonial economy in East Africa was externally oriented. 2. It was based on the export of raw materials and import of cheap consumer goods. 3. Many peasants were forced into wage labour in mines and plantations. 4. ________________________________________________ 5. The commercial sector was firmly controlled by Asians. A The industrial sector in the colonies was not adequately developed. B It greatly helped the African peasants. C Peasant producers received satisfactory returns. D Traditional African industries were developed, even though slowly. E Peasants immediately responded to cash economy.
A — The industrial sector in the colonies was not adequately developed.
The following paragraph has five sentences. One is missing (item 2). Choose the missing sentence. 1. On 7th July 1954 T.A.A which had semi-political objectives was transformed into full fledged political party called T.A.N.U. 2. ________________________________________________ 3. It educated the people on unity and do away with divisive obstacles such as tribalism, racialism and religious differences. 4. It got support from different popular associations. 5. It also mobilized people to fight for national independence. A T.A.N.U aimed at attainment of national independence. B T.A.N.U was made the sole political party in Tanganyika before 1960. C It was supported by rich Indian merchants. D Most T.A.A members refused to join T.A.N.U. E Its leaders wanted Tanganyika to have association with Britain as an overseas territory.
A — T.A.N.U aimed at attainment of national independence.
Discuss the factors for the rise of the ancient Egyptian states.
Agriculture and pastoralism, specialisation of labour, productive forces, conquest through wars, industry and towns.
CHECK: points (v) and (vi) in the solutions cite the Fatimid dynasty (969-1170 AD), Cairo and 'Achar University' (Al-Azhar), which are medieval rather than ancient Egyptian. Kept as printed; check before use.
How did the colonial state uphold the interests of white settlers in Kenya?
By land alienation, long leases, forced labour, infrastructure, state credit and services, and reserved areas for settlers.
CHECK: the solutions name 'Governor Charles Elliot' as the official who encouraged settler migration; confirm the name and office.
Show the contribution made by independent churches and early welfare associations towards the development of modern nationalism in Africa.
They drew attention to grievances, stimulated courage, spread the message of freedom, promoted unity, and provided social services.
Why was the struggle to eliminate apartheid in South Africa difficult and prolonged?
Repression of movements, lack of money, foreign support for the regime, settler investment, and violence.
Assess the achievement of the Organisation of African Unity (O.A.U.) in the light of its original objectives.
The OAU achieved much in refugee help, disease control, development finance, mediation and UN diplomacy.
Identify and explain the main source of the Middle East crisis and show the position of the O.A.U. on the conflict.
Land confiscation, the Jerusalem question, the creation of Israel in 1948 and UN passivity; the OAU condemned Zionism and gave moral support to Palestinians.
Students of History should understand the fact that A Africa had no development at all before the coming of the missionaries B The coming of the traders in Africa by the 19th century was a blessing to African handicraft industries C Africa had its own economic and technological achievements before the 15th century D changes in African societies were independent of the contact with Asia and Europe by the 20th century E the present development problems are a result of colonialism only.
C — Africa had its own economic and technological achievements before the 15th century
The feudal lords and traders in the East African coast reacted against the Portuguese invasion because they A wanted to expand clove plantations B wanted to protect their economic and political interests C wanted to safeguard their serfs D were racists E feared to lose their slaves.
B — wanted to protect their economic and political interests
Which of the following is the best description of Homo Habilis? A The early man B The modern man C The thinking man D The erect man E Man the tool-maker.
E — Man the tool-maker.
The United Nations' agency responsible for literacy is A UNESCO B UNDP C UNEP D IFAD E UNICEF.
A — UNESCO
The British colonial rule in East Africa constructed the Uganda railway in order to A attract more European settlers to Kenya B compete with the Imperial German East African rule C provide cheap means of transport for East African peoples D gain easy access to resources surrounding the interlacustrine area E facilitate transportation of suppressive soldiers against the rebel Buganda Empire.
D — gain easy access to resources surrounding the interlacustrine area
What did the emergence of Mau Mau in Kenya indicate? A the settlers were in full control of the country B Kenyans were prepared to sacrifice their lives for the liberation of their land C Jomo Kenyatta was the likely person to lead independent Kenya D there was disunity among the Africans in their opposition to British rule E the indirect rule system as applied in Kenya did not function.
B — Kenyans were prepared to sacrifice their lives for the liberation of their land
The Moresby Treaty was not successful in regard to the abolition of slave trade because it A was not against slave trade B was anti-slavery but not anti slave trade C faced strong opposition from the Americans D confined itself to slave trade within East Africa E did not consider economic well being of African chiefs.
D — confined itself to slave trade within East Africa
CONTESTABLE: key is D. B (anti-slavery but not anti slave trade) is also defensible. Kept as printed.
One of the problems facing the African unity is colonial legacy. This is because A colonialism preserved and emphasized the separation of each colony. B indirect rule introduced by the British facilitated interstate hatred C the Portuguese policy of assimilation discouraged unity D colonialism encouraged growth of apartheid in all settler colonies E territorial size of African states as created by colonialists is not even.
A — colonialism preserved and emphasized the separation of each colony.
In many colonies peasant agriculture was preferred by the colonial state because A it was cheap and peasants produced for both the metropole and themselves B settlers were arrogant and conformists C peasants were able to acquire capital loans from colonial banks and pay on time. D it was easy to inject new production techniques among peasants E it enabled the colonial states to bring about development among the rural peasants.
A — it was cheap and peasants produced for both the metropole and themselves
The former East African Community was formed primarily to A bring about East African Federation B put to an end hostility between Kenya, Tanzania and Uganda C share the resource of the three member states D promote Kiswahili in the three East African countries E strengthen economic cooperation between Kenya, Tanzania and Uganda.
E — strengthen economic cooperation between Kenya, Tanzania and Uganda.
Match the phrase in List A with the correct response in List B. List A (i): Hehe chiefdom. List B: A Former West African French Colonies B Launched by King Leopold to spearhead the colonisation of the Congo C An example of militarised centralised state in South-central Tanzania by the 19th century D Title of the Tutsi leader in Burundi and Rwanda E Afro-Boer confrontation in South Africa. F African resistance against the colonisation of Zulu empire G An exploitative relation between the cattle owning Tutsi and Hutu agriculturalists H Settlements of freed slaves I The former OAU human rights agency J A monument of African resistance against British colonialism
C — An example of militarised centralised state in South-central Tanzania by the 19th century
Match the phrase in List A with the correct response in List B. List A (ii): The Battle of Islandhahwana. List B: A Former West African French Colonies B Launched by King Leopold to spearhead the colonisation of the Congo C An example of militarised centralised state in South-central Tanzania by the 19th century D Title of the Tutsi leader in Burundi and Rwanda E Afro-Boer confrontation in South Africa. F African resistance against the colonisation of Zulu empire G An exploitative relation between the cattle owning Tutsi and Hutu agriculturalists H Settlements of freed slaves I The former OAU human rights agency J A monument of African resistance against British colonialism
F — African resistance against the colonisation of Zulu empire
Match the phrase in List A with the correct response in List B. List A (iii): Ubugabire. List B: A Former West African French Colonies B Launched by King Leopold to spearhead the colonisation of the Congo C An example of militarised centralised state in South-central Tanzania by the 19th century D Title of the Tutsi leader in Burundi and Rwanda E Afro-Boer confrontation in South Africa. F African resistance against the colonisation of Zulu empire G An exploitative relation between the cattle owning Tutsi and Hutu agriculturalists H Settlements of freed slaves I The former OAU human rights agency J A monument of African resistance against British colonialism
G — An exploitative relation between the cattle owning Tutsi and Hutu agriculturalists
Match the phrase in List A with the correct response in List B. List A (iv): The International African Association. List B: A Former West African French Colonies B Launched by King Leopold to spearhead the colonisation of the Congo C An example of militarised centralised state in South-central Tanzania by the 19th century D Title of the Tutsi leader in Burundi and Rwanda E Afro-Boer confrontation in South Africa. F African resistance against the colonisation of Zulu empire G An exploitative relation between the cattle owning Tutsi and Hutu agriculturalists H Settlements of freed slaves I The former OAU human rights agency J A monument of African resistance against British colonialism
B — Launched by King Leopold to spearhead the colonisation of the Congo
Match the phrase in List A with the correct response in List B. List A (v): Liberia and Sierra Leone. List B: A Former West African French Colonies B Launched by King Leopold to spearhead the colonisation of the Congo C An example of militarised centralised state in South-central Tanzania by the 19th century D Title of the Tutsi leader in Burundi and Rwanda E Afro-Boer confrontation in South Africa. F African resistance against the colonisation of Zulu empire G An exploitative relation between the cattle owning Tutsi and Hutu agriculturalists H Settlements of freed slaves I The former OAU human rights agency J A monument of African resistance against British colonialism
H — Settlements of freed slaves
Arrange the following statements in a chronological order. (i) Thus, between Egypt and her neighbours, wars over scarce resources became common. (ii) The production of surplus needed additional labour in order to assist families to cope with the increased amount of work. (iii) The collapse of communalism in Egypt did not only lead to the formation of the state but also to production of surplus products. (iv) The most reliable source of the additional labour force was war which provided captives who could be made to work for the captors. (v) At first the war captives were either adopted or killed, but with the demand for additional labour, they started being used as slaves.
5 2 1 3 4 — key as printed: (i)=5, (ii)=2, (iii)=1, (iv)=3, (v)=4 (earliest first: iii, ii, iv, v, i)
CONTESTABLE: solutions print the position numbers only; the order iii, ii, iv, v, i is consistent with the sequence of the statements.
Column I: 1919. Match this date with the corresponding historical event in Column II (letters A–J) by writing the letter of the correct event. Column II: A The actual armed struggle began in Mozambique when FRELIMO guerrillas crossed into Niasa and Carbo Delgado Provinces. B Tanganyika got her independence. C The Berlin Conference. D The Independence of Ghana under Kwame Nkrumah. E End of German colonial rule in East Africa. F End of British colonial rule in Zanzibar. G Civil war erupted in Angola. H The Portuguese colonised Mozambique. I Tanganyika became a German Mandate colony. J Maji Maji resistance against German colonial economy ended.
E — End of German colonial rule in East Africa.
Column I: 1957. Match this date with the corresponding historical event in Column II (letters A–J) by writing the letter of the correct event. Column II: A The actual armed struggle began in Mozambique when FRELIMO guerrillas crossed into Niasa and Carbo Delgado Provinces. B Tanganyika got her independence. C The Berlin Conference. D The Independence of Ghana under Kwame Nkrumah. E End of German colonial rule in East Africa. F End of British colonial rule in Zanzibar. G Civil war erupted in Angola. H The Portuguese colonised Mozambique. I Tanganyika became a German Mandate colony. J Maji Maji resistance against German colonial economy ended.
D — The Independence of Ghana under Kwame Nkrumah.
Column I: 1963. Match this date with the corresponding historical event in Column II (letters A–J) by writing the letter of the correct event. Column II: A The actual armed struggle began in Mozambique when FRELIMO guerrillas crossed into Niasa and Carbo Delgado Provinces. B Tanganyika got her independence. C The Berlin Conference. D The Independence of Ghana under Kwame Nkrumah. E End of German colonial rule in East Africa. F End of British colonial rule in Zanzibar. G Civil war erupted in Angola. H The Portuguese colonised Mozambique. I Tanganyika became a German Mandate colony. J Maji Maji resistance against German colonial economy ended.
F — End of British colonial rule in Zanzibar.
Column I: 1964. Match this date with the corresponding historical event in Column II (letters A–J) by writing the letter of the correct event. Column II: A The actual armed struggle began in Mozambique when FRELIMO guerrillas crossed into Niasa and Carbo Delgado Provinces. B Tanganyika got her independence. C The Berlin Conference. D The Independence of Ghana under Kwame Nkrumah. E End of German colonial rule in East Africa. F End of British colonial rule in Zanzibar. G Civil war erupted in Angola. H The Portuguese colonised Mozambique. I Tanganyika became a German Mandate colony. J Maji Maji resistance against German colonial economy ended.
A — The actual armed struggle began in Mozambique when FRELIMO guerrillas crossed into Niasa and Carbo Delgado Provinces.
Column I: 1975. Match this date with the corresponding historical event in Column II (letters A–J) by writing the letter of the correct event. Column II: A The actual armed struggle began in Mozambique when FRELIMO guerrillas crossed into Niasa and Carbo Delgado Provinces. B Tanganyika got her independence. C The Berlin Conference. D The Independence of Ghana under Kwame Nkrumah. E End of German colonial rule in East Africa. F End of British colonial rule in Zanzibar. G Civil war erupted in Angola. H The Portuguese colonised Mozambique. I Tanganyika became a German Mandate colony. J Maji Maji resistance against German colonial economy ended.
G — Civil war erupted in Angola.
The map below locates the most famous historical sites in Tanzania, labelled A, B, C, D, E, F, G and H. Name five (5) of them.
A Nsongezi; B Lake Natron; C Olduvai Gorge; D Kondoa Irangi; E Mikindani; F Kilwa; G Isimila; H Kalambo (any five).
UNVERIFIED: the map is not in the text. The site names are taken from the solutions key; check the labels against the map.
Under the sentence 'Africa and the Middle East are related both geographically and historically', one of the statements wrongly explains the sentence. Identify it. A Out of the twenty two members of the Arab league, nine are in Africa. B Slaves from Africa worked in big plantations established by the Berbers. C The Arab states have had commercial, religious, cultural and economic ties, with the African continent from ancient times. D Trans-Saharan trade served as a major link between the two regions. E In East Africa pre-colonial trade links with the Middle East evolved prosperous coastal city states.
C — The Arab states have had commercial, religious, cultural and economic ties, with the African continent from ancient times.
CONTESTABLE: key is C, which reads as a correct explanation. B (Berber-owned plantations using African slaves) looks like the wrong statement. Key kept; check.
Under the sentence 'The major European activities in Africa between the 15th and the 19th centuries were', one of the statements wrongly explains the sentence. Identify it. A Colonisation. B Trade. C Evangelisation. D Exploration. E Tourism.
D — Exploration.
CONTESTABLE: key is D, but exploration did take place in this period. E (Tourism) is the odd one out. Key kept; check.
Under the sentence 'After independence African countries were confronted by various political, economic and social challenges including how to', one of the statements wrongly explains the sentence. Identify it. A contain political strife and coup d'etats. B conform with the OAU and UNO Charters. C exploit and redistribute resources and land. D maintain national sovereignty and integrity. E correct international boundaries set by the colonial powers.
C — exploit and redistribute resources and land.
CONTESTABLE: key is C, but 'exploit and redistribute' is a plausible post-independence challenge. B (conform with OAU and UNO Charters) is an alternative. Key kept; check.
Under the sentence 'The following statements explain about the coming of the Whites in South Africa', one of the statements wrongly explains the sentence. Identify it. A The first Whites to settle at the Cape of South Africa came from Holland in 1652. B The coming of Whites in South Africa should be seen in the light of the economic development in Europe in the 16th and 17th centuries. C The period between the 16th and 17th centuries was marked by the rise of monopoly capitalism in Europe. D In the 16th and 17th centuries trade within and outside Europe was crucial in the development of European economies. E In this period the principal concern of the European nations was to accumulate wealth in the form of gold, silver and spices.
C — The period between the 16th and 17th centuries was marked by the rise of monopoly capitalism in Europe.
Under the sentence 'The Independence of Ghana strengthened African confidence', one of the statements wrongly explains the sentence. Identify it. A Kwame Nkrumah played a leading role in the continent-wide struggle for independence B In April 1958, Nkrumah called the first conference of Independent African States. C In the first Conference of Independent African States the heads of state of independent Africa took a common stand against colonialism. D South African regime under W.P. Botha walked out of the first Conference of Independent African States. E The first Conference of Independent African States laid the foundation for the formation of the Organization of African Unity.
A — Kwame Nkrumah played a leading role in the continent-wide struggle for independence
CONTESTABLE: key is A, which reads as an accurate statement. D (South African regime under W.P. Botha walked out of the 1958 conference) looks like the wrong statement. Key kept; check.
Under the sentence 'Colonialism created the conditions of neo-colonialism', one of the statements wrongly explains the sentence. Identify it. A Economically, the structures set emphasized on primary sector. B The industrial sector was the smallest of all. C Rich Africans were not accommodated. D Revolutionary nationalist leaders were eliminated. E The African petty-bourgeoisie as a class was created to serve the big capitalists.
A — Economically, the structures set emphasized on primary sector.
CONTESTABLE: key is A, which reads as accurate. C (Rich Africans were not accommodated) looks like the wrong statement. Key kept; check.
Under the sentence 'The following statements explain about the slave owning societies in East Africa by 1850', one of the statements wrongly explains the sentence. Identify it. A Usually slaves could not marry or acquire wealth. B Slaves were people who had become attached to chiefs' courts. C Slaves were men so controversial that their kinsmen disowned them. D Slaves were prisoners of war. E Example of societies which owned slaves where Kerewe and Sambaa.
E — Example of societies which owned slaves where Kerewe and Sambaa.
CONTESTABLE: key is E, but naming Kerewe and Sambaa as slave-owning societies appears accurate. C (kinsmen disowned them) looks more doubtful. Key kept; check.
Under the sentence 'The Berlin Conference was an imperialist conference which', one of the statements wrongly explains the sentence. Identify it. A legalised the partition of African countries among European imperialist powers. B influenced penetration of European missionaries and explorers in the interior of Africa. C resolved inter-imperialist conflicts over Africa. D declared the Nile, Niger and Congo river basins as free zones. E declared abolition of slave trade in the European territories.
C — resolved inter-imperialist conflicts over Africa.
CONTESTABLE: key is C, which reads as an accepted account of the conference. D (Nile, Niger and Congo basins declared free zones) is the more doubtful statement. Key kept; check.
Under the sentence 'The Indirect rule system', one of the statements wrongly explains the sentence. Identify it. A was introduced and enforced by Lord Fredrick Lugard. B made most of African chiefs main colonial administrative instruments. C helped the colonial officials to collect taxes easily from the local people. D was more effective in German colonies than in the French West African colonies. E was introduced first in Northern Nigeria among the Islamic emirates.
C — helped the colonial officials to collect taxes easily from the local people.
CONTESTABLE: key is C, which reads as accurate. D (more effective in German than in French West African colonies) looks like the wrong statement. Key kept; check.
Under the sentence 'The following are the main functions of the Moran in the Masai society', one of the statements wrongly explains the sentence. Identify it. A Protect the whole society. B Protect livestock against enemies and wild animals. C Trade with neighbouring societies in order to accumulate more livestock. D Raid neighbouring communities for the purpose of increasing the number of their herds. E Travel far with the herds in search for water and pasture.
D — Raid neighbouring communities for the purpose of increasing the number of their herds.
CONTESTABLE: key is D, but raiding for livestock was a recognised Moran function. C (trade to accumulate livestock) looks like the wrong statement. Key kept; check.
Account for the rapid expansion of slave trade in East Africa during the 19th century.
Demand from Brazil, the Mascarene plantations, Zanzibar cloves, local rulers' involvement, and Asian and Brazilian demand.
CHECK: point (v) in the solutions dates Asian demand to the 2nd century AD and the Iraq slave revolts to 863-883; these are background, not 19th-century causes. Kept as printed; check dates.
What brought about the Chimurenga war in Southern Rhodesia in 1896 - 1897?
Land alienation, loss of cattle, forced labour, harsh treatment, taxation and interference with trade.
Show the role played by Islam in the formation and transformation of states in pre-colonial West Africa.
Islam preached equality, waged holy wars, united believers, shaped administration, and created strong caliphates.
CONTESTABLE: point (iv) credits Islam with 'democratic administration', which is an unusual claim. Kept as printed; check. 'Samore Toure' is spelt as printed in the solutions (Samori Ture).
Describe briefly the common characteristics of settler and plantation agriculture in colonial Africa.
Both were export-oriented, labour-hungry, capital-intensive, cash-crop based, based on land alienation and colonial supervision.
Why did the Portuguese colonies in Africa engage in armed struggle to liberate themselves?
Portugal treated its colonies as overseas provinces, banned parties, was poor and fascist, and its settlers would not leave.
Discuss the role played by the Organisation of Africa Unity (OAU) in the decolonisation of Africa.
The OAU coordinated opposition to colonialism, protected leaders, gave a platform for grievances, and funded freedom fighters.
The well known matrilineal societies in East Africa by the nineteenth century were the A Mwera, Makonde, Kurya and Maasai B Kikuyu, Kamba, Hehe and Gogo C Haya, Sambaa, Ha and Zigua D Mwera, Kamba, Kikuyu and Makonde E Ndali, Iraqw, Barbaig and Mbugu.
D — Mwera, Kamba, Kikuyu and Makonde
CONTESTABLE: key is D, but Kamba and Kikuyu are generally described as patrilineal. A, C and E also contain non-matrilineal groups. Key kept; check.
Effective Oman control in East Africa was established during the A late 16th century B Islamic Jihads C second half of the 19th Century D early 18th century E middle of the 18th Century.
D — early 18th century
The main factor for the decline of the Trans-Saharan trade in the 16th century was the A spread of the Islamic Jihads in West Africa B rise of Savanna states C European conquest D rise of Coastal trade or Trans-Atlantic trade E scarcity of commodities in Northern Africa.
D — rise of Coastal trade or Trans-Atlantic trade
Karl Peters' early success in promoting German interests in East Africa was A in Zanzibar B between the Pangani and Rufiji rivers C in Buganda D in the Northern Zone Tanganyika E in Witu area of Kenya.
B — between the Pangani and Rufiji rivers
One of the features of monopoly capitalism was A emergence of finance capital B the emergence of new small capitalists C a tremendous decline of commercial activities D end of industrial activities E primitive accumulation of capital.
A — emergence of finance capital
Which of the following was not a strategy of ensuring constant supply of labour in colonial agricultural and mining investments in Africa? A Land alienation B Taxation C Creation of labour reserves D Consolidation of peasantry E Changing the pattern of consumption of people.
E — Changing the pattern of consumption of people.
CONTESTABLE: key is E, but changing consumption patterns was used to create wage labour. D (consolidation of peasantry) may be the intended 'not' strategy. Key kept; check.
Which of the statements below is not true about the introduction of colonial economy in East Africa? A Uneven distribution of social and physical infrastructures B Absence of sectoral link C The establishment of heavy mining industry in Tanganyika D The introduction of new crops such as sisal, cotton and pyrethrum E Utilization of African cheap labour.
C — The establishment of heavy mining industry in Tanganyika
In Africa, neo-colonialism operates politically through A provision of loans and aid with some conditions B establishing military bases of neo-colonial powers in African countries C provisions of grants to strong African governments and leaders D impositioning of puppet governments E provision of Western oriental education.
D — impositioning of puppet governments
Members of the Economic Community of West African States include A Nigeria, Liberia, Zambia, Ghana, Mali and Chad B Nigeria, Liberia, Mali, Niger, Mauritania and Senegal C Nigeria, Senegal, Cameroon, Liberia, Morocco and Eritrea D Togo, Nigeria, Algeria, Sierra Leone, Mali and Gambia E Cameroon, Mali, Nigeria, Equatorial Guinea, Western Sahara and Gabon
B — Nigeria, Liberia, Mali, Niger, Mauritania and Senegal
The following is not a function of the African Union A To ensure peace and security in the African continent B Elimination of Apartheid regime in South Africa C To promote international cooperation in line with the Charter of the United Nations Organization D To promote unity and solidarity of the African States E To settle inter-territorial conflicts in the continent.
B — Elimination of Apartheid regime in South Africa
Match the word or phrase in List A with the correct response in List B. List A (i): Mode of production. List B: A The US peace plan for Middle East crisis B A dialogue of the poor countries to pressurize the developed countries to transfer their technologies to the poor countries C The company that spearheaded the Boer Trek in South Africa D A combination of the forces of production and the relations of production E A dialogue among the poor countries for solving their problems without relying on the developed countries F The company which established British rule in Zimbabwe G Is formed by the combination of labour, objects of labour and means of labour H The title given to the Prime Minister of Buganda Kingdom I The non-interference accord between US and Egypt signed in 1978 at camp David J The legislative body in the Kingdom of Buganda
D — A combination of the forces of production and the relations of production
Match the word or phrase in List A with the correct response in List B. List A (ii): British South African Company. List B: A The US peace plan for Middle East crisis B A dialogue of the poor countries to pressurize the developed countries to transfer their technologies to the poor countries C The company that spearheaded the Boer Trek in South Africa D A combination of the forces of production and the relations of production E A dialogue among the poor countries for solving their problems without relying on the developed countries F The company which established British rule in Zimbabwe G Is formed by the combination of labour, objects of labour and means of labour H The title given to the Prime Minister of Buganda Kingdom I The non-interference accord between US and Egypt signed in 1978 at camp David J The legislative body in the Kingdom of Buganda
F — The company which established British rule in Zimbabwe
Match the word or phrase in List A with the correct response in List B. List A (iii): South South Dialogue. List B: A The US peace plan for Middle East crisis B A dialogue of the poor countries to pressurize the developed countries to transfer their technologies to the poor countries C The company that spearheaded the Boer Trek in South Africa D A combination of the forces of production and the relations of production E A dialogue among the poor countries for solving their problems without relying on the developed countries F The company which established British rule in Zimbabwe G Is formed by the combination of labour, objects of labour and means of labour H The title given to the Prime Minister of Buganda Kingdom I The non-interference accord between US and Egypt signed in 1978 at camp David J The legislative body in the Kingdom of Buganda
E — A dialogue among the poor countries for solving their problems without relying on the developed countries
Match the word or phrase in List A with the correct response in List B. List A (iv): Road map. List B: A The US peace plan for Middle East crisis B A dialogue of the poor countries to pressurize the developed countries to transfer their technologies to the poor countries C The company that spearheaded the Boer Trek in South Africa D A combination of the forces of production and the relations of production E A dialogue among the poor countries for solving their problems without relying on the developed countries F The company which established British rule in Zimbabwe G Is formed by the combination of labour, objects of labour and means of labour H The title given to the Prime Minister of Buganda Kingdom I The non-interference accord between US and Egypt signed in 1978 at camp David J The legislative body in the Kingdom of Buganda
A — The US peace plan for Middle East crisis
Match the word or phrase in List A with the correct response in List B. List A (v): Lukiko. List B: A The US peace plan for Middle East crisis B A dialogue of the poor countries to pressurize the developed countries to transfer their technologies to the poor countries C The company that spearheaded the Boer Trek in South Africa D A combination of the forces of production and the relations of production E A dialogue among the poor countries for solving their problems without relying on the developed countries F The company which established British rule in Zimbabwe G Is formed by the combination of labour, objects of labour and means of labour H The title given to the Prime Minister of Buganda Kingdom I The non-interference accord between US and Egypt signed in 1978 at camp David J The legislative body in the Kingdom of Buganda
I — The non-interference accord between US and Egypt signed in 1978 at camp David
CONTESTABLE: key is I (Camp David accord), but the Lukiko is the Buganda legislative body, which is J in List B. Key kept; check.
Arrange the following statements in a chronological order. (i) This allowed him to devote some of his time on other activities such as craft and trade. (ii) This was marked by the spread of agricultural communities in areas where there was fertile, arable land and reliable rainfall. (iii) By then the Iron Age in East Africa had reached an advanced stage. (iv) With better and more durable iron tools, man's capacity to produce beyond his immediate subsistence requirements increased. (v) By about the 15th century, village communities had emerged in various parts of East Africa.
5 3 2 4 1 — key as printed: (i)=5, (ii)=3, (iii)=2, (iv)=4, (v)=1 (earliest first: v, iii, ii, iv, i)
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
C — Olduvai
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
F — Lochard
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
K — Victoria Falls
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
J — Sterkfontein
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
I — Kalambo Falls
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
H — Vereeniging
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
G — Taungs
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
A — Mufo
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
E — Hopefield
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Early and middle stone age sites on a sketch map of part of Africa are represented by numbers (i)-(x). Write the letter of the site beside the number representing it. Site list: A Mufo B Broken Hills C Olduvai D Olorgesailie E Hopefield F Lochard G Taungs H Vereeniging I Kalambo Falls J Sterkfontein K Victoria Falls
B — Broken Hills
UNVERIFIED: the sketch map is not in the text, so the key cannot be checked against the map. Key taken from solutions.
Item 4(i): one of the statements is WRONG. Identify it. A Oral tradition is the study of the past as handed down by words of mouth from one generation to another. B Oral tradition is mainly useful to illiterate societies. C Oral tradition can be obtained through the use of cultural practices such as music, poems, songs, proverbs and riddles. D Oral traditions are not biased. E Oral tradition keeps on changing as time passes.
D — Oral traditions are not biased.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(ii): one of the statements is WRONG. Identify it. A The fall of Bunyoro-Kitara was contributed by the external attacks. B Due to the big size of Bunyoro-Kitara, the King was not able to hold and rule it effectively. C The good climate that favoured production of food crops and keeping of livestock contributed to the fall of Bunyoro-Kitara. D All of the borders of Bunyoro-Kitara were open to attack from enemies. E Some parts of Bunyoro-Kitara pulled themselves out of the entire systems so as to become independent.
C — The good climate that favoured production of food crops and keeping of livestock contributed to the fall of Bunyoro-Kitara.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(iii): one of the statements is WRONG. Identify it. A The East African Long Distance Trade involved the Arabs and Nyamwezi. B One of the principal exports during Long Distance trade was ivory from the interior. C The Yao dominated the Southern route of the Long Distance trade. D Due to Long Distance Trade, Zanzibar under Sultan Seyyid Said became well known to Arab countries. E The Arabs were not interested in slaves during Long Distance Trade.
E — The Arabs were not interested in slaves during Long Distance Trade.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(iv): one of the statements is WRONG. Identify it. A The Berlin Conference of 1884/1885 was an imperialist conference which brought together European and African Chiefs to divide Africa. B The Berlin Conference of 1884/1885 legalized the division of African countries among European capitalists. C The Berlin Conference of 1884/1885 also solved the conflicts among the European powers over African land. D The Berlin Conference of 1884/1885 declared the basins of Nile, Niger and Congo rivers as free zones. E The Berlin Conference of 1884/1885 resolved to abolish slave trade in all European occupied territories.
A — The Berlin Conference of 1884/1885 was an imperialist conference which brought together European and African Chiefs to divide Africa.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(v): one of the statements is WRONG. Identify it. A The presence of routes which had already been established by Long Distance Traders, facilitated colonial penetration into the interior of East Africa. B The work of early missionaries, traders and explorers contributed significantly to create condition for colonial penetration. C The presence of translators such as missionaries who had already studied local languages enhanced penetration in the interior. D Possession of superior weapons such as firearms enabled the colonialists to defend themselves in their struggle to penetrate the interior. E The colonialists provided bribery to local rulers which made the colonists to be accepted by all Africans as they were penetrating to the interior.
E — The colonialists provided bribery to local rulers which made the colonists to be accepted by all Africans as they were penetrating to the interior.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(vi): one of the statements is WRONG. Identify it. A The French administered their colonies through direct rule system. B Under this system the French endeavoured to incorporate the colonised people constitutionally and administratively as French subjects. C At the top was the Minister for the colonies based in Paris. D Under the Minister was the Governor, one in each of the ten French colonies. E Under the Minister was the Governor General stationed at Dakar.
A — The French administered their colonies through direct rule system.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. CONTESTABLE: key is A, but direct rule was the French system, so A reads as accurate. D (one Governor in each of ten colonies) may be the intended wrong statement. Key kept; check.
Item 4(vii): one of the statements is WRONG. Identify it. A The South African Boers introduced the Bantustan policy in South Africa as one of strategies to control liberation struggles. B In addition, they encouraged the formation of Patriotic Front. C Besides, they passed the law prohibiting the Whites to marry the Blacks. D Moreover, they established the constructive engagement policy in the neighbouring Namibia. E The Nkomati Accord between South Africa and Mozambique was another technique.
B — In addition, they encouraged the formation of Patriotic Front.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(viii): one of the statements is WRONG. Identify it. A The Second World War was an imperialist war. B Britain, France, Russia and Germany were decisively defeated in this war. C The war caused intensive destruction of the resources and people. D Land use and rehabilitation schemes were introduced to revamp the devastated economy. E The war, however, accelerated the struggle for independence in the colonies.
B — Britain, France, Russia and Germany were decisively defeated in this war.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(ix): one of the statements is WRONG. Identify it. A One of the United Nations' agencies is the UNDP. B The African Unity is to ascertain the extent influenced by the European Union foreign policy on the nature of its economic strategies. C The East African Community has got no Secretariat. D Edem Kodjo was once the OAU Secretary. E Uganda is not a member of SADC.
C — The East African Community has got no Secretariat.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
Item 4(x): one of the statements is WRONG. Identify it. A The first Prime Minister of Tanganyika was the late Mwalimu J.K. Nyerere. B Mwalimu J.K. Nyerere continued to be the Prime Minister until 1964 when Tanganyika and Zanzibar merged. C Other Tanzanians who had served as Prime Ministers include Rashid Mfaume Kawawa and the late Edward Moringe Sokoine. D The first President of Zanzibar was the late Abeid Aman Karume. E Following his assassination in 1972, Karume was succeeded by Aboud Jumbe Mwinyi as the second President of Zanzibar and First Vice-President of the Union Government.
B — Mwalimu J.K. Nyerere continued to be the Prime Minister until 1964 when Tanganyika and Zanzibar merged.
UNVERIFIED: the lead sentence for this item is not legible in the paper text. The statements are as printed.
What were the effects of the discovery of iron technology in African societies?
Iron technology improved production, population and security, specialisation and trade, classes, and settled political life.
Using specific examples, explain how the expansion of the Ngoni people during the nineteenth century affected the people of East and Central Africa.
Ngoni expansion brought wars, cultural change, new military methods, displacement, insecurity and centralised states.
CHECK: the solutions spell the Hehe leader 'Mwinyigumba' in point (iii) and 'Munyigumba' in point (vi). Kept as printed; check.
How did colonial economy differ from the pre-colonial economy?
Colonial economy was coercive, export-oriented, dominated by Europeans and mono-cultural; pre-colonial economy served local needs.
Explain the main causes of the First World War.
Imperialist rivalry, nationalism, militarism, alliances and the Moroccan crises led to war in 1914.
CHECK: point (iv) lists Italy among the Central Powers, but Italy was in the Triple Alliance and joined the Allies in 1915. Kept as printed; check.
Explain the methods that were employed by the Black society in South Africa in the struggle for their liberation.
Protests and strikes, political parties, churches, exile bases in Frontline states and underground sabotage.
CHECK: the solutions say the Black society 'got their independence in 1994'. This is majority rule, not independence; check the wording.
Colonial and neo-colonialism were both exploitative systems being experienced in Africa. To what extent did colonialism pave the way to neo-colonialism?
Colonial administration, education, dependence on imports, crop pricing, aid dependence and suppressed technology prepared neo-colonialism.
Which of the following is not a normal function of museums? A Keeping both objects and writings about certain historical facts B Symbol of small towns as well as large cities C Source of amusement D Preserving written information E Educational dissemination centres.
C — Source of amusement
The decline of the East African city states was brought about by the following factors except A decline in state prosperity resulting from gold trade B looting and plundering of accumulated wealth by the Portuguese C the Ngoni invasion D conflicts within the states E frequent wars against the invading Portuguese.
A — decline in state prosperity resulting from gold trade
CONTESTABLE: key is A. The Ngoni invasion (C) is a 19th-century event that post-dates the city states' decline, so C may be the intended 'except'. Key kept; check.
Which of the following was not the effect of the 19th century Jihad of Usman dan Fodio in Western Sudan? A It speeded up the spread of Islam B It inspired the creation of large political units C It stimulated studies in Islam D It strengthened the influence of Islamic ideology on state affairs E For a while it reduced non-Islamic practices in state administration.
C — It stimulated studies in Islam
CONTESTABLE: key is C, but Islamic scholarship did grow under the jihad, and E also reads as an effect. Key kept; check.
Which of the following statements is not true of pre-colonial African societies in general? A They were more or less at the same level of social and political development B Segmentary political organisations were common in most of them C Long and short distance trade had developed in many parts of the continent D Most people lived in rural areas E Some societies developed state structures, others lacked such structures.
E — Some societies developed state structures, others lacked such structures.
CONTESTABLE: key is E, but E is a true statement. A ('same level of social and political development') is the one that is not true. Key kept; check.
The Berlin Conference of 1884 – 5 had the following resolutions except A participants agreed that major river basins would be free for all to trade in B agreement was reached that all European powers would stop the slave trade in their spheres of influence in Africa C all colonising powers were required to establish effective control over their claimed territories D the participating powers agreed to settle any subsequent conflicts through bilateral agreements between the respective powers E the map of colonial Africa was completed, never to be touched again before independence.
E — the map of colonial Africa was completed, never to be touched again before independence.
The Unilateral Declaration of Independence (UDI) is the term used to denote A independence given illegally by Britain to settlers in Rhodesia B the White settlers in Rhodesia declaring themselves independent from authority of Britain C Britain refusing to give independence to settlers in Rhodesia D settlers in Rhodesia acquiring independence from Britain by force E Rhodesian white settlers objecting to the British intention to hand over the country to the majority blacks.
B — the White settlers in Rhodesia declaring themselves independent from authority of Britain
German and British companies failed to rule East Africa because A they had little capital and personnel for administering the area B other European companies were against them C African Chiefs refused to cooperate with the company directors D their home governments were not willing to help them E they were all defeated in the local wars of resistance.
A — they had little capital and personnel for administering the area
The main objective of the colonial powers in acquiring colonies in Africa was to A secure naval bases B control African human and natural resources C civilise the backward African people D establish white settlements in foreign lands E transfer modern technology to Africa.
B — control African human and natural resources
In 1967, the three East African countries formed the East African Community in order to A bring about East African Federation B end hostility between them C develop economic cooperation between them D promote Kiswahili in the three East African countries E share the resources available in the regions equally.
C — develop economic cooperation between them
The outbreak of Mau Mau in Kenya in the 1950s indicated that A the settlers were in full control of Kenyan economy B Africans in Kenya were not united against the white settlers C Jomo Kenyatta was the likely person to lead Kenya to independence D Kenyans were ready to sacrifice their lives for the liberation of their land E Africans could only be liberated from colonial control through armed struggle.
D — Kenyans were ready to sacrifice their lives for the liberation of their land
Match the stem in List A with the correct response in List B. List A (i): Pan Africanism. List B: A Political coalition between ZANU and ZAPU in Zimbabwe. B An important area used by the Sandawe people to conduct divine services. C Stimulate formulation of the Non Alignment Movement. D A unifying movement between African intellectuals and people of African origin in America and Carribean. E A branch of Ngoni immigrants who settled North of modern Tabora. F Collection of public and private documents. G An organisation of five frontline states for the liberation of Southern Africa. H Opposed French colonial advance in the Upper Niger. I A place where the British army suffered a humiliating defeat against the Zulu forces. J Places created for preserving historical information. K A political unity composed of a heterogeneous population centrally governed.
D — A unifying movement between African intellectuals and people of African origin in America and Carribean.
Match the stem in List A with the correct response in List B. List A (ii): The Tuta. List B: A Political coalition between ZANU and ZAPU in Zimbabwe. B An important area used by the Sandawe people to conduct divine services. C Stimulate formulation of the Non Alignment Movement. D A unifying movement between African intellectuals and people of African origin in America and Carribean. E A branch of Ngoni immigrants who settled North of modern Tabora. F Collection of public and private documents. G An organisation of five frontline states for the liberation of Southern Africa. H Opposed French colonial advance in the Upper Niger. I A place where the British army suffered a humiliating defeat against the Zulu forces. J Places created for preserving historical information. K A political unity composed of a heterogeneous population centrally governed.
E — A branch of Ngoni immigrants who settled North of modern Tabora.
Match the stem in List A with the correct response in List B. List A (iii): Archives. List B: A Political coalition between ZANU and ZAPU in Zimbabwe. B An important area used by the Sandawe people to conduct divine services. C Stimulate formulation of the Non Alignment Movement. D A unifying movement between African intellectuals and people of African origin in America and Carribean. E A branch of Ngoni immigrants who settled North of modern Tabora. F Collection of public and private documents. G An organisation of five frontline states for the liberation of Southern Africa. H Opposed French colonial advance in the Upper Niger. I A place where the British army suffered a humiliating defeat against the Zulu forces. J Places created for preserving historical information. K A political unity composed of a heterogeneous population centrally governed.
F — Collection of public and private documents.
Match the stem in List A with the correct response in List B. List A (iv): Patriotic Front. List B: A Political coalition between ZANU and ZAPU in Zimbabwe. B An important area used by the Sandawe people to conduct divine services. C Stimulate formulation of the Non Alignment Movement. D A unifying movement between African intellectuals and people of African origin in America and Carribean. E A branch of Ngoni immigrants who settled North of modern Tabora. F Collection of public and private documents. G An organisation of five frontline states for the liberation of Southern Africa. H Opposed French colonial advance in the Upper Niger. I A place where the British army suffered a humiliating defeat against the Zulu forces. J Places created for preserving historical information. K A political unity composed of a heterogeneous population centrally governed.
A — Political coalition between ZANU and ZAPU in Zimbabwe.
Match the stem in List A with the correct response in List B. List A (v): Isandhlwana. List B: A Political coalition between ZANU and ZAPU in Zimbabwe. B An important area used by the Sandawe people to conduct divine services. C Stimulate formulation of the Non Alignment Movement. D A unifying movement between African intellectuals and people of African origin in America and Carribean. E A branch of Ngoni immigrants who settled North of modern Tabora. F Collection of public and private documents. G An organisation of five frontline states for the liberation of Southern Africa. H Opposed French colonial advance in the Upper Niger. I A place where the British army suffered a humiliating defeat against the Zulu forces. J Places created for preserving historical information. K A political unity composed of a heterogeneous population centrally governed.
I — A place where the British army suffered a humiliating defeat against the Zulu forces.
Arrange the following statements in a chronological order. (i) The Oman Sultanate greatly stimulated the expansion of trade in East Africa. (ii) It introduced clove plantations in Zanzibar. The major impact of this was that the local African masses – Wahadimu and Watumbatu were virtually robbed of the best arable land and turned into serfs and tenants. (iii) This was after Seyyid Said had shifted his capital from Muscat to Zanzibar in 1840. (iv) Effective Oman control in East Africa was established during the second half of the 19th century. (v) In this period he was able to establish a more uniform political control along the coast by appointing Liwalis to govern the city states on his behalf.
5 4 2 1 3 — key as printed: (i)=5, (ii)=4, (iii)=2, (iv)=1, (v)=3 (earliest first: iv, iii, v, ii, i)
Match the date in Column I (1587) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
N — The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions
Match the date in Column I (1650) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
F — Muscat captured by the Oman Sultanate
Match the date in Column I (1698) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
K — End of Portuguese rule in East Africa
Match the date in Column I (1700) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
C — Emergence of the Ntemi system of organisation
Match the date in Column I (1741) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
L — Mombasa established an independent Sheikhdom
Match the date in Column I (1800) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
A — Coming of the Ngoni to East Africa
CONTESTABLE: key is A (Ngoni coming to East Africa) for 1800, but the Ngoni arrived in the 19th century. Key kept; check.
Match the date in Column I (1948) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
M — The National Party won and took over complete political power for Afrikaners in South Africa
Match the date in Column I (1980) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
J — Robert Mugabe became Prime Minister of Zimbabwe
Match the date in Column I (1984) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
H — Peter Onu of Nigeria was chosen Secretary General of the O.A.U.
CONTESTABLE: key is H (Peter Onu) for 1984, but E (Nkomati Accord, 1984) also fits and E is unused in the key. Key kept; check.
Match the date in Column I (1986) with the corresponding historical event in Column II by writing the letter of the event. Column II: A Coming of the Ngoni to East Africa B Edem Kodjo of Togo assumes the post of Secretary General of the O.A.U. C Emergence of the Ntemi system of organisation D The South-South Commission was formally established E The Afrikaner regime signed the Nkomati Accord of Non-Aggression and Good Neighbourhood with Mozambique F Muscat captured by the Oman Sultanate G Formation of A.N.C. party by Nelson Mandela in South Africa H Peter Onu of Nigeria was chosen Secretary General of the O.A.U. I The South Commission was proposed by the NAM summit in Harare, Zimbabwe J Robert Mugabe became Prime Minister of Zimbabwe K End of Portuguese rule in East Africa L Mombasa established an independent Sheikhdom M The National Party won and took over complete political power for Afrikaners in South Africa N The Portuguese garrison of Kilwa was attacked by the Zimba from Zambezi regions O Portuguese totally evicted from the coast north of Ruvuma River.
I — The South Commission was proposed by the NAM summit in Harare, Zimbabwe
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (a): (i) The prosperity and growth of some East African City States depended on the trade from the Great Zimbabwe. (ii) The Swahili and Arab traders in these city states brought gold from Zimbabwe and exported it to Asia with Sofala in Mozambique serving as a transit port. (iii) The traders thus accumulated a lot of wealth. (iv) ________________________________________________ A The wealth enabled the traders to build modern houses. B This wealth made Kilwa one of the coastal city state very prosperous between 11th and 15th centuries. C The Arabs decided to shift their trading activities from Oman to Sofala. D There were some rich African merchants in Mombasa who benefited much from slave trade.
B — This wealth made Kilwa one of the coastal city state very prosperous between 11th and 15th centuries.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (b): (i) Slave trade in Africa was stimulated by the development of mercantilism in Europe. (ii) In both West and East Africa the activities of capturing and selling of slaves involved African ruling class, Arab and Swahili merchants. (iii) However in the 19th century this obnoxious trade was abolished. (iv) ________________________________________________ A Both the advanced Christians and Muslims found that slave trade was ungodly. B Slavery by this time had increased much to the extent of stopping it. C Due to massive shipment of slaves Africa was completely depopulated. D The development of industrial capitalism in 19th century made slave labour unuseful.
D — The development of industrial capitalism in 19th century made slave labour unuseful.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (c): (i) In Both Tanganyika and Kenya there were massive peasant resistances (ii) ________________________________________________ (iii) These mainly were class struggles opposed to colonialism. (iv) The causes of these strong resistances were crude colonial exploitation and oppression. A These were the Maji Maji peasant uprising of 1905 - 1907 and the Mau Mau war of 1952. B Mirambo against the German and Abushiri in coastal area. C The Yao and Nyamwezi in Tanganyika and Mau Mau war in Kenya. D The Wahehe under Mkwawa and Nandi in Kenya.
D — The Wahehe under Mkwawa and Nandi in Kenya.
CONTESTABLE: key is D (Hehe and Nandi), but A (Maji Maji and Mau Mau) names the resistances that 'these' most directly refers to. Key kept; check.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (d): (i) Colonial economy in East Africa involved three systems of agriculture which were settler, plantation and peasantry. (ii) Peasantry was dominant in Uganda and some parts in Tanganyika. (iii) There was a reason for the introduction of peasant agriculture in Uganda. (iv) ________________________________________________ A The colonial government wanted to help the peasants eradicate poverty. B The Baganda were hard workers so they were allowed to grow cash crops. C Uganda is a land locked country and unfit for white settlement. D Peasants produced their own subsistence needs as much they produced cash crops more cheaply.
D — Peasants produced their own subsistence needs as much they produced cash crops more cheaply.
CONTESTABLE: key is D, but C (landlocked and unfit for white settlement) is the usual reason for peasant farming in Uganda. Key kept; check.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (e): (i) One important contribution made by Seyyid Said in Zanzibar was the introduction and development of clove plantations. (ii) This made Zanzibar rich and a commercial centre of Sultan Seyyid's commercial empire. (iii) The clove plantation economy involved land alienation and the use of massive slave labour. (iv) ________________________________________________ A As a result majority of Zanzibaris lost land and were to flee to the mainland. B Clove plantation necessitated the expansion of slave trade in East Africa. C The introduction of clove plantation accelerated the process of abolishing slave trade. D Cloves in Zanzibar made the Yao, Nyamwezi and the Kamba shareholders in the slave trading.
B — Clove plantation necessitated the expansion of slave trade in East Africa.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (f): (i) History is a record of human activities. (ii) These activities enabled man to obtain his needs from nature. (iii) Man's basic needs include food, clothing and shelter. (iv) ________________________________________________ A Hence the actions man takes upon nature have one major aim i.e. change natural objects into a condition where they can satisfy human needs. B Man found that there was no need to struggle against nature. C Nature was so accommodative and sympathetic to the human race. D Development could only be brought if only man preserved nature.
A — Hence the actions man takes upon nature have one major aim i.e. change natural objects into a condition where they can satisfy human needs.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (g): (i) In East Africa forms of state organisation varied from place to place. (ii) In the interlacustrine areas there was the establishment of Kingdoms under the 'Mwami' in Rwanda, Burundi and Buha. (iii) In Kagera region and Ankole the supreme political authority was the 'Omukama' who was known as the 'Kabaka' in Buganda. (iv) ________________________________________________ A In Zanzibar the state was established by the Portuguese. B Throughout much of central Tanzania the village rulers became known as the 'Ntemi'. C In Egypt the rulers were known as 'Farouks'. D The societies in central Africa called their chief Mwanamutapa.
B — Throughout much of central Tanzania the village rulers became known as the 'Ntemi'.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (h): (i) West African societies came into contact with European merchants during the early phase of the development of capitalism. (ii) This early phase was known as the phase of primitive accumulation of capital. (iii) In Europe it has also been known as the age of discovery and overseas expansion. (iv) ________________________________________________ A The motive was to stop slave trade. B West African societies benefited a lot from this contact. C It was this contact which led to the development of Trans-Atlantic trade connection. D The Red-Indian visited West Africa.
C — It was this contact which led to the development of Trans-Atlantic trade connection.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (i): (i) Colonial agriculture was mainly based on the production of cash crops for export. (ii) The production of food crops was neglected. (iii) ________________________________________________ (iv) The main commodities demanded by the colonialists from Africa included coffee, cotton, rubber, sisal, cocoa, tea and tobacco. A The production of food crops almost throughout Africa was confined to the traditional subsistence sector. B The production of food crops was conducted by the settlers. C Plantation owners who never visited their farms bought food for their workers and for peasants in the colonies. D Peasants had to import food from other colonies.
D — Peasants had to import food from other colonies.
Each paragraph has four sentences. One is missing. Identify the missing sentence from the options A–D. Paragraph (j): (i) Africa and the Middle East are related both geographically and historically. (ii) Out of the twenty two members of the Arab League, nine are in Africa and are members of the AU. (iii) The two regions have had long historical links. (iv) ________________________________________________ A The Arabs and Africans both belong to poor and underdeveloped world with similar economic backgrounds. B The Arab States have commercial, religious, cultural and economic ties with the African continent from ancient times. C The Afro-Arab relations deteriorated during the anti-colonial struggles. D The Afro-Arab relation was consolidated when the Israel nation was born in 1948.
B — The Arab States have commercial, religious, cultural and economic ties with the African continent from ancient times.
Account for the rise of state organisation in pre-colonial Africa.
Conquest, trade, fertile land, leadership, iron technology, state size and migration led to state formation.
CHECK: the solutions date the growth of states to 'the 1st century (AD/CE or BC?)', which is unresolved. Kept as printed; check. Point (vi) also cites Ghana as a small state.
What factors gave rise to the Trans-Saharan trade?
Demand for salt, gold and other goods, political stability, West African surplus, military conquest and pack animals.
CHECK: solutions say 'Barber pastoralists' in one place; read as Berber.
When and why did apartheid policies emerge in South Africa?
Apartheid emerged among Afrikaner intellectuals in the late 1930s and became official in 1948 under the National Party to protect white dominance.
'African resistances against the imposition of colonial rule failed due to Africans' technological backwardness.' Discuss.
Inferior weapons were a major cause of failure, along with disunity, slave-trade depopulation, European determination, mercenaries and small states.
CONTESTABLE: several points (disunity, mercenaries, small states) go beyond technology. The marking scheme may expect a judgement on the claim. Kept as printed.
Outline the similarities and differences between the aims and functioning of the Commonwealth Nations and those of the French Community.
Both aimed at trade and raw-material economies. The Commonwealth co-operated more widely and promoted peace, while the French Community centred on economic ties with France.
With relevant examples, show the challenges most likely to face the new East African Community.
Challenges include political will, common policy, imbalances, involving citizens, peace and skilled manpower.
CHECK: the solutions give the EAC relaunch as 15 January 2001, the treaty as signed 30 November 1999 and in force 7 July 2000. Kept as printed.
What does anthropology as one of the principal sources of historical facts deal with? It deals with A analysis of languages i.e. sound, structure and formation B the relationship between various language groups C the study of society as far as cultural system, beliefs and ideas are concerned D the remains of fossils excavated from different historical sites E very famous historical sites in the world.
C — the study of society as far as cultural system, beliefs and ideas are concerned
In which stage of the evolution of man did agriculture and domestication of animals evolve? A Iron Age B Middle Stone Age C Early Stone Age D Late Stone Age E Industrial Age
D — Late Stone Age
The downfall of Maravi Kingdom was attributed to two main factors which include A the Mangaja revolts led by Lunda and the intensification of slave trade in the Zambezi valley B loss of control of long distance trade and the change of trade pattern C Portuguese invasion and loss of the grip over the vassal kingdoms D poor leadership and loss of the grip over the trans-atlantic slave trade E loss of control of the east african slave trade and colonialism.
B — loss of control of long distance trade and the change of trade pattern
To what extent was the coming of the whites in South Africa a result of the economic development in Europe in the 16th and 17th centuries? This was the period of A industrial revolution in Western Europe B merchant capital in Europe C transition from competitive capitalism to monopoly capitalism D industrial revolution in Europe E scramble and partition of Africa.
B — merchant capital in Europe
Mfecane was inevitable in the history of South Africa societies because of A population pressure and the struggle for control of land B pressure of apartheid policy C Anglo-Boer war D the discovery of diamond and gold E the impact of the Boer Trek.
A — population pressure and the struggle for control of land
What made the African continent a focus of most capitalists in Western Europe during the 19th Century? A Commercial capitalism B The growth of Industrial revolution C The opening of the Suez Canal D Improvement in maritime technology E The problem of unemployment in Europe.
B — The growth of Industrial revolution
Which of the following was not among the techniques employed by Germans during the process of conquest and colonization? A Forced labour and taxation B Divide and conquer technique C Divide and rule technique D Use of African mercenaries in the process of conquest E Administrative principles
E — Administrative principles
Before the outbreak of the World War I the following African countries were German colonies: A Rwanda, Tanganyika, South West Africa and Angola B Angola, Burundi, Tanganyika and South West Africa C South West Africa, Tanganyika, Burundi and Rwanda D Tanganyika, Angola, Burundi, Rwanda and South West Africa E Angola, Rwanda, Burundi and Mozambique.
C — South West Africa, Tanganyika, Burundi and Rwanda
The birth of the United Nations Organization (UNO) took place in A Munich B San Francisco C New York D Washington E Paris.
B — San Francisco
________ was the O.A.U. longest serving Secretary General. A Chief Emeka Anyouko B Nzo Ekangaki C Salim Ahmed Salim D Edem Kodjo E Dr. Amara Essy.
C — Salim Ahmed Salim
Match the stem in List A with the correct response in List B. List A (i): International Court of Justice. List B: A Is an organization for economic cooperation between France, Germany, Luxembourg, Italy, Britain, Denmark, the Netherlands, the Irish Republic, Greece and Belgium B European Social, Political and Economic Organization established to encourage trade and friendly relations between its member countries C Technological development reached by a society at a given time D The judicial body of the United Nations E Marked the beginning of Arab and Swahili economic domination of the interior of East Africa F Disrupted all the trading activities along East African Coast hence the decline of the Coastal City States G Humanitarian Court of Justice dealing with the mass killing of Rwanda and Burundi based in Arusha H Include the producers, their skills, experience and the level of technology attained by society at a given time I An Arab king from Oman who ruled Zanzibar J Portuguese ruled Mozambique for five centuries K Built fort-Jesus at Mombasa and a Church near Malindi
D — The judicial body of the United Nations
Match the stem in List A with the correct response in List B. List A (ii): EEC. List B: A Is an organization for economic cooperation between France, Germany, Luxembourg, Italy, Britain, Denmark, the Netherlands, the Irish Republic, Greece and Belgium B European Social, Political and Economic Organization established to encourage trade and friendly relations between its member countries C Technological development reached by a society at a given time D The judicial body of the United Nations E Marked the beginning of Arab and Swahili economic domination of the interior of East Africa F Disrupted all the trading activities along East African Coast hence the decline of the Coastal City States G Humanitarian Court of Justice dealing with the mass killing of Rwanda and Burundi based in Arusha H Include the producers, their skills, experience and the level of technology attained by society at a given time I An Arab king from Oman who ruled Zanzibar J Portuguese ruled Mozambique for five centuries K Built fort-Jesus at Mombasa and a Church near Malindi
A — Is an organization for economic cooperation between France, Germany, Luxembourg, Italy, Britain, Denmark, the Netherlands, the Irish Republic, Greece and Belgium
Match the stem in List A with the correct response in List B. List A (iii): Sultan Seyyid Said Commercial Empire. List B: A Is an organization for economic cooperation between France, Germany, Luxembourg, Italy, Britain, Denmark, the Netherlands, the Irish Republic, Greece and Belgium B European Social, Political and Economic Organization established to encourage trade and friendly relations between its member countries C Technological development reached by a society at a given time D The judicial body of the United Nations E Marked the beginning of Arab and Swahili economic domination of the interior of East Africa F Disrupted all the trading activities along East African Coast hence the decline of the Coastal City States G Humanitarian Court of Justice dealing with the mass killing of Rwanda and Burundi based in Arusha H Include the producers, their skills, experience and the level of technology attained by society at a given time I An Arab king from Oman who ruled Zanzibar J Portuguese ruled Mozambique for five centuries K Built fort-Jesus at Mombasa and a Church near Malindi
I — An Arab king from Oman who ruled Zanzibar
Match the stem in List A with the correct response in List B. List A (iv): Productive forces. List B: A Is an organization for economic cooperation between France, Germany, Luxembourg, Italy, Britain, Denmark, the Netherlands, the Irish Republic, Greece and Belgium B European Social, Political and Economic Organization established to encourage trade and friendly relations between its member countries C Technological development reached by a society at a given time D The judicial body of the United Nations E Marked the beginning of Arab and Swahili economic domination of the interior of East Africa F Disrupted all the trading activities along East African Coast hence the decline of the Coastal City States G Humanitarian Court of Justice dealing with the mass killing of Rwanda and Burundi based in Arusha H Include the producers, their skills, experience and the level of technology attained by society at a given time I An Arab king from Oman who ruled Zanzibar J Portuguese ruled Mozambique for five centuries K Built fort-Jesus at Mombasa and a Church near Malindi
H — Include the producers, their skills, experience and the level of technology attained by society at a given time
Match the stem in List A with the correct response in List B. List A (v): Portuguese intrusion in East African Coast. List B: A Is an organization for economic cooperation between France, Germany, Luxembourg, Italy, Britain, Denmark, the Netherlands, the Irish Republic, Greece and Belgium B European Social, Political and Economic Organization established to encourage trade and friendly relations between its member countries C Technological development reached by a society at a given time D The judicial body of the United Nations E Marked the beginning of Arab and Swahili economic domination of the interior of East Africa F Disrupted all the trading activities along East African Coast hence the decline of the Coastal City States G Humanitarian Court of Justice dealing with the mass killing of Rwanda and Burundi based in Arusha H Include the producers, their skills, experience and the level of technology attained by society at a given time I An Arab king from Oman who ruled Zanzibar J Portuguese ruled Mozambique for five centuries K Built fort-Jesus at Mombasa and a Church near Malindi
F — Disrupted all the trading activities along East African Coast hence the decline of the Coastal City States
Arrange the following statements in a chronological order. (i) Through the Heligoland Treaty Uganda and Witu were incorporated in the British sphere of influence and Germany bought part of the Sultan's coastal strip. (ii) The Berlin Conference divided Africa into 'spheres of influence'. (iii) The Anglo-German Agreement defined the territories of the Sultan of Zanzibar and the European spheres of influence in East Africa. (iv) The German government took over the affairs of the Company. (v) The German East African Company attempted, unsuccessfully, to develop the German sphere.
(i) → (ii) → (iii) → (iv) → (v) — key as printed
CONTESTABLE: the printed key starts with the 1890 Heligoland Treaty, but the Berlin Conference (ii, 1884-5) is the earliest event. Order by date is likely ii, v, iv, iii, i. Key kept as printed; check.
Match the period in Column I (1888) with the corresponding event in Column II by writing the letter of the event. Column II: A The Ndebele war B The founding of A.N.C. C The second Anglo-Boer war D Rudd concession E The establishment of East African community F Italians were defeated by Ethiopians under Emperor Menelik II G The end of state of emergency in Kenya H Delimitation treaty I The dock-workers strikes in Tanga, Dar es Salaam and Mombasa J The opening of Suez Canal
D — Rudd concession
CONTESTABLE: the solutions key matches events by their text. 1960 = founding of ANC (ANC was founded in 1912) and 1939 = second Anglo-Boer war (1899-1902) look wrong. Key kept; check dates.
Match the period in Column I (1896) with the corresponding event in Column II by writing the letter of the event. Column II: A The Ndebele war B The founding of A.N.C. C The second Anglo-Boer war D Rudd concession E The establishment of East African community F Italians were defeated by Ethiopians under Emperor Menelik II G The end of state of emergency in Kenya H Delimitation treaty I The dock-workers strikes in Tanga, Dar es Salaam and Mombasa J The opening of Suez Canal
F — Italians were defeated by Ethiopians under Emperor Menelik II
CONTESTABLE: the solutions key matches events by their text. 1960 = founding of ANC (ANC was founded in 1912) and 1939 = second Anglo-Boer war (1899-1902) look wrong. Key kept; check dates.
Match the period in Column I (1921) with the corresponding event in Column II by writing the letter of the event. Column II: A The Ndebele war B The founding of A.N.C. C The second Anglo-Boer war D Rudd concession E The establishment of East African community F Italians were defeated by Ethiopians under Emperor Menelik II G The end of state of emergency in Kenya H Delimitation treaty I The dock-workers strikes in Tanga, Dar es Salaam and Mombasa J The opening of Suez Canal
I — The dock-workers strikes in Tanga, Dar es Salaam and Mombasa
CONTESTABLE: the solutions key matches events by their text. 1960 = founding of ANC (ANC was founded in 1912) and 1939 = second Anglo-Boer war (1899-1902) look wrong. Key kept; check dates.
Match the period in Column I (1960) with the corresponding event in Column II by writing the letter of the event. Column II: A The Ndebele war B The founding of A.N.C. C The second Anglo-Boer war D Rudd concession E The establishment of East African community F Italians were defeated by Ethiopians under Emperor Menelik II G The end of state of emergency in Kenya H Delimitation treaty I The dock-workers strikes in Tanga, Dar es Salaam and Mombasa J The opening of Suez Canal
B — The founding of A.N.C.
CONTESTABLE: the solutions key matches events by their text. 1960 = founding of ANC (ANC was founded in 1912) and 1939 = second Anglo-Boer war (1899-1902) look wrong. Key kept; check dates.
Match the period in Column I (1939) with the corresponding event in Column II by writing the letter of the event. Column II: A The Ndebele war B The founding of A.N.C. C The second Anglo-Boer war D Rudd concession E The establishment of East African community F Italians were defeated by Ethiopians under Emperor Menelik II G The end of state of emergency in Kenya H Delimitation treaty I The dock-workers strikes in Tanga, Dar es Salaam and Mombasa J The opening of Suez Canal
C — The second Anglo-Boer war
CONTESTABLE: the solutions key matches events by their text. 1960 = founding of ANC (ANC was founded in 1912) and 1939 = second Anglo-Boer war (1899-1902) look wrong. Key kept; check dates.
The three coastal city states marked A, B and C on the map are?
A Kilwa; B Mombasa; C Zanzibar.
UNVERIFIED: the map is blank in the paper text. Labels taken from the solutions key.
Name the major trade commodities brought to the city states marked D and E from the interior.
Ivory and gold.
UNVERIFIED: the map is blank in the paper text. The solutions give ivory and gold for D and E together and do not split them.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A The Portuguese tried to conquer East African Coast between 1500 and 1520. B Turkish Corsairs came to help the coastal cities in raids between 1547 and 1588. C Ali Bey, the Corsairs' leader was defeated in 1570. D Later, the Persians, Omanis, Dutch and British all arrived to try and conquer and control the East Coast trade. E The Portuguese were finally forced out of East African coast in 1698.
A — The Portuguese tried to conquer East African Coast between 1500 and 1520.
CONTESTABLE: key is A, but B (they succeeded in 1502 when they defeated the Arabs) also looks doubtful. Key kept; check.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A The Atlantic slave trade was begun by the Portuguese early in the 16th century. B At the time only few Africans were shipped across the Atlantic Ocean to the Spanish and Portuguese colonies in South America. C By the end of the 17th century the slave trade had increased in number. D The trade increased due to the rise of competitive capitalism in Europe. E Trans Atlantic trade contributed to emergence of large port cities in both Europe and America.
A — The Atlantic slave trade was begun by the Portuguese early in the 16th century.
CONTESTABLE: key is A. The Portuguese Atlantic slave trade began in the mid-15th century, so 'early in the 16th century' is arguable. Key kept; check.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A The abolition of slave trade was necessitated by the development of merchant capital in Europe. B This capital required a constant expansion of trade. C It also needed regular supply of raw materials. D Areas for investment of their surplus for more profits made the abolition of slave inevitable. E Need for markets was another reason for the abolition of slave trade.
A — The abolition of slave trade was necessitated by the development of merchant capital in Europe.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A Some African traditional rulers controlled major trade routes. B They also monopolized essential items of trade. C Most of them spent their profits luxuriously. D The chiefs used their wealth to strengthen their powers. E Loss of control over trade led to the demise of their states.
C — Most of them spent their profits luxuriously.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A Between 1000 and 1500 A.D. gold and ivory were sent from the East African coast to Egypt. B From China ivory, silk and clothes came to East Africa. C Hardware, clothes and beads were imported from India at the same time. D East African coast also exported rhinoceros horns, skins, bees wax, tortoise shells and coconut oil to the Far and Middle East. E This trade was interrupted by the Portuguese who invaded the region in the late 15th century.
B — From China ivory, silk and clothes came to East Africa.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A Federation of Central Africa was aimed at serving as a means of combining the White minority's strength against the African masses. B It would serve as a means of achieving more independence from London. C The merging of the three territories would help the resources found in one country to complement those in others. D It was also meant to improve the social economic life of the Africans. E The Federation collapsed due to increased resistance from the Africans.
D — It was also meant to improve the social economic life of the Africans.
CONTESTABLE: key is D, but the League's mandate system did aim at the welfare of colonial peoples, so D is arguable. Key kept; check.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A The use of armed struggle in Mozambique and Angola was a result of tribal differences and civil wars. B Since Portugal was financially weak and industrially backward exploitation of African labour was inevitable to generate profits in colonies. C The anti-colonial opposition gained strength in Mozambique after the outbreak of the second world war. D Intensified exploitation and repression contributed immensely towards the awakening of African consciousness in Mozambique and Angola. E In spite of the repression both Mozambique and Angola attained their independence in 1975.
A — The use of armed struggle in Mozambique and Angola was a result of tribal differences and civil wars.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A Colonization of Namibia by the British was engineered by Cecil Rhodes under the influence of British South Africa company. B The company highly encouraged White settlers especially the British to find colonies in Africa. C The colonialists faced stiff resistance but by the year 1907 the Namibians were completely defeated. D The colonialists then started a campaign for exterminating the Herero Nama and Berg-Damara all whom had put stiff resistances. E After the First World War Namibia became a mandate territory under the League of Nations.
A — Colonization of Namibia by the British was engineered by Cecil Rhodes under the influence of British South Africa company.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A The arrival of the Portuguese in Kongo, their introduction of Catholicism and involvement in slave trade eroded the foundation upon which the Kingdom had been established. B The Portuguese indirect rule in Kongo allowed traditional authority to exercise some of their traditional power, using their traditional laws. C About 1485, the Mani Kongo, Nzinga Nkuwu opened up embassy in Portugal and sent young Bakongo for training in Lisbon. D In the 1620s Queen Ninga Mbandi was opposed to the policy of cooperating with the Portuguese and fled away to the East where she established the Kingdom of Matamba. E The Kingdom disintegrated once the Mani Kongo lost control over the Nzimbu trade.
B — The Portuguese indirect rule in Kongo allowed traditional authority to exercise some of their traditional power, using their traditional laws.
In each passage one sentence is historically incorrect. Identify the incorrect statement. A Long distance trade played a very important role in the growth of many pre-colonial African states. B Three ethnic groups namely Yao, Nyamwezi and taita dominated the major routes of long distance trade in East Africa. C In central Africa long distance trade took the form of Trans-continental trade. D Trans-Saharan trade was a very famous form of long distance trade in West Africa. E Intrusion of the Europeans both in West and East Africa is what culminated to the decline of long distance trade.
B — Three ethnic groups namely Yao, Nyamwezi and taita dominated the major routes of long distance trade in East Africa.
With relevant examples show the reasons for the emergence and downfall of the Kongo-Zambezian states in Central Africa.
Emergence through centralised kingdoms and long-distance trade; downfall through Portuguese intrusion, slave trade, succession disputes and rival powers.
NOT IN ANSWER SHEET: the solutions answer a different Section C question. Points drafted. CHECK the names and dates before use.
The independence of Tanganyika in 1961 was an inevitable development given the nature of the colonial state and the global situation that existed after 1945. How far is this true? (Substantiate).
Independence was largely inevitable given post-1945 global change and TANU's mass mobilisation, though Britain's choices also shaped the timing.
NOT IN ANSWER SHEET: the solutions answer a different Section C question. Points drafted. CHECK the dates and wording before use.
Examine the reasons for the changing nature of the French colonial policy of assimilation in controlling African colonies.
Assimilation gave way to association and then to the French Union and Community under pressure from war, African demands and cost.
NOT IN ANSWER SHEET: the solutions answer a different Section C question. Points drafted. CHECK the dates before use.
How has the International community involved itself in maintaining peace in East and Central African regions since 1960?
The UN, the OAU, the Commonwealth and regional bodies have intervened through peacekeeping, mediation and negotiated settlements.
NOT IN ANSWER SHEET: the solutions answer a different Section C question. Points drafted. CHECK the dates and names before use.
Show the extent to which the people of Zanzibar have benefited from the 1964 Zanzibar Revolution.
The revolution brought land, education and health gains and an end to Arab minority rule, but also repression and economic loss.
NOT IN ANSWER SHEET: the solutions answer a different Section C question. Points drafted. CHECK the claims and dates before use.
Why was settler economy a success in Kenya but a failure in Uganda?
Kenya's highlands and state support for settlers made the settler economy work, while Uganda's conditions and Buganda's land system did not.
NOT IN ANSWER SHEET: the solutions answer a different Section C question. Points drafted. CHECK the claims before use.
Though the Italians were late in joining in the scramble for colonies in 1882, they gained a strong hold in A. Somaliland B. Eritrea C. Abyssinia D. Tunis E. Libya
B — Eritrea
One of the main aims of today's Non-Alignment movement is to A. accelerate liberation of colonial societies B. balance the influence of the two super powers C. propagate nuclear armament among its members D. promote economic development in world's poor countries E. settle the Middle East crisis
B — balance the influence of the two super powers
What made Bismarck show more interest in the question of colonies in 1880s? A. Germany was being left behind in the colonial scramble B. The financial situation was sound enough to afford the costly expense of colonialism C. Bismarck having completed his system of alliances was free to advance his colonial policy D. Bismarck was ordered by Kaiser to take part in the colonial scramble E. The treaties made by Karl Peters in East Africa
A — Germany was being left behind in the colonial scramble
Which of the following is not among the principal organs of the United Nations Organization? A. The General Assembly B. The Trusteeship Council C. International Labour Organisation D. The Security Council E. The Secretariat
C — International Labour Organisation
The Kingdom of Axum declined between the 8th and 9th centuries because A. it was subjected to constant attacks by the Egyptian Christians B. its rulers became corrupt and inefficient C. many of its warriors died in wars against Muslim invaders D. it lost its importance during the rise of Islam E. of migration of most of its people towards East Africa
D — it lost its importance during the rise of Islam
Scholars whose work is to study historical remains are called A. Archeologists B. Anthropologists C. Geologists D. Ethnographers E. Herbalists
A — Archeologists
The scramble, partition and colonisation of African continent in the last quarter of the 19th century was due to the A. advancement of feudalism B. development of industrial capitalism C. emergency of monopoly capitalism D. development of neo-colonialism E. development of mercantilism
C — emergency of monopoly capitalism
Option C is printed as 'emergency' in the solutions; kept as printed.
Which one of the following is not a factor for military intervention in political systems and coups d'etat in Africa? A. Corruption B. Politicisation of the military C. Abuse of power D. Tribalism E. Weak leadership
B — Politicisation of the military
The feudal lords and traders reacted against the Portuguese along the East African coast because they wanted to A. safeguard their serfs B. protect gold mines in Mwenemutapa empire C. protect their economic and political interests D. protect their religions and cultural freedom E. expand trade in slaves
C — protect their economic and political interests
Unilateral Declaration of Independence (UDI) is a term used to explain one of the following: A. Independence given illegally by Britain to the settlers in Rhodesia B. The settlers in Rhodesia declared themselves independent against the authority of Britain C. Britain refused to give independence to settlers in Rhodesia D. Settlers acquired independence from Britain by force in Rhodesia E. The internal settlement between the settlers minority regime and puppet African nationalists in Rhodesia
B — The settlers in Rhodesia declared themselves independent against the authority of Britain
Match the items in List A with the correct responses in List B by writing the letter of the response beside the item number. LIST A: (i) Patriotic Front; (ii) The Vimbundu; (iii) Nkomati Accord of 1984; (iv) Merchant Capital; (v) Kingship Organization LIST B: A. Stopped ANC freedom fighters from using Mozambique as a spring board into South Africa; B. Motivated overseas discovery journeys in the 15th and 16th centuries; C. Ruling party in Rwanda; D. A loose alliance between ZANU and ZAPU in the liberation struggle in Zimbabwe; E. Social organization among the nomadic societies; F. The famous long distance traders in Central Africa in the pre-colonial era; G. Practised by feudal societies; H. The peace agreement between FRELIMO and RENAMO; I. Supported agents of colonialism in Africa; J. Confronted with the Boers during the Boer Trek
(i) D; (ii) F; (iii) A; (iv) B; (v) G
(i) D — A loose alliance between ZANU and ZAPU in the liberation struggle in Zimbabwe; (ii) F — The famous long distance traders in Central Africa in the pre-colonial era; (iii) A — Stopped ANC freedom fighters from using Mozambique as a spring board into South Africa; (iv) B — Motivated overseas discovery journeys in the 15th and 16th centuries; (v) G — Practised by feudal societies
Solutions list 'Vimbundu' (sic) and give no reason beyond the pairing; kept as printed.
Arrange the following statements in a chronological order: (i) The transition from white forms of unfree labour to African slave labour from the beginning of the 17th century was prompted by two related factors. (ii) These had been obtained or recruited in Europe for different reasons including some convicts who were sent to the West Indies to serve their sentences. (iii) First was the development of industrial production in Europe especially Britain and second was the booming of capitalist agriculture in the Caribbean Islands and America which called for massive supply of cheap labour. (iv) Up to the 17th century the mines and plantations, the major pillar of European mercantilism had relied on white European slaves and indentured labour. (v) Others were running away from unhealthy political and economic conditions. Some were banished as vagrants while others went to West Indies as religious non-conformists.
(ii) → (v) → (iv) → (i) → (iii)
Order given in the solutions; no reasons printed for the sequence.
Match the dates in Column I with the corresponding events in Column II by writing the letter of the event beside the number of the date. Column I: (i) 1886; (ii) 1945; (iii) 1958; (iv) 1960; (v) 1962; (vi) 1965; (vii) 1976; (viii) 1986; (ix) 1993; (x) 1995. Column II: A to T as listed in the solutions (A The British monarch gave Tanganyika republican status ...; B Introduction of one-party political system in Tanzania; C Formation of COMESA; D Harare NAM summit formed the South-South commission; E Sharpeville Massacre; F Berlin conference; G TANU NEC meeting in Tabora; H Tanganyika got its independence; I Union of Tanganyika and Zanzibar; J First multiparty elections in Tanzania after independence; K Anglo-German Agreement; L Former Mandate colonies became Trusteeship territories; M Soweto Massacre; N Rivonia Trial; O Beginning of German rule along the East African coast; P Zanzibar Resolution; Q Independence of Mozambique; R Pan Africanist movement formed in the Caribbean; S Nyerere stepped down; T Kofi Annan elected UNO Secretary General)
(i) K; (ii) R; (iii) G; (iv) L; (v) A; (vi) B; (vii) M; (viii) J; (ix) C; (x) T
(i) 1886 K — Anglo-German Agreement; (ii) 1945 R — Pan Africanist movement formed in the Caribbean; (iii) 1958 G — TANU NEC meeting in Tabora; (iv) 1960 L — Mandate colonies became Trusteeship territories; (v) 1962 A — republican status with elected executive president; (vi) 1965 B — one-party system; (vii) 1976 M — Soweto Massacre; (viii) 1986 J — first multiparty elections after independence; (ix) 1993 C — COMESA replaced PTA; (x) 1995 T — Kofi Annan elected UNO Secretary General
CHECK: the solutions give no letter-to-number key for items other than the printed answers; 1986 and 1995 pairings are as printed. Column II items B and J may be intended as 1965 and 1986 respectively; kept as printed.
The following were the basic reasons for the out-break of Mau Mau. A. Land grievances by the Kikuyu B. Africans were not allowed to grow cash crops C. Struggle to regain political, economic and cultural independence D. The execution of Dedan Kimathi E. Forceful taxation (Identify the wrong statement.)
D — The execution of Dedan Kimathi
Reason: Kimathi's execution came after the uprising had started, so it was not a cause.
During the trading connections of the 8th century traders who came to East Africa were from: A. The Middle East B. Portugal C. China D. Indonesia E. India (Identify the wrong statement.)
B — Portugal
Reason: Portuguese traders only arrived on the East African coast in the late 15th century.
The Indirect rule system A. Formed the basis of local government in the British colonies in East Africa B. Made African chiefs their main instrument in the local government C. Enabled the British officials to collect taxes from the local people D. Made the chief and his officials remain responsible to British officials E. Was introduced in Uganda by Lord Lugard (Identify the wrong statement.)
C — Enabled the British officials to collect taxes from the local people
Reason: under indirect rule Africans, especially chiefs, collected taxes, not British officials directly.
Some East African societies formed strong centralised states in 1800 because: A. The states had strong armies B. Good climate helped the formation of some of them C. The interlacustrine region had similar states D. Ntemi-ship and Age-set systems were some of the forms of centralised states E. In such states there were paid officials e.g. Katikiro (Identify the wrong statement.)
B — Good climate helped the formation of some of them
Reason: good climate alone did not lead to centralisation; leadership, armies and administration did.
The following were reasons for the abolition of slave trade: A. The rise of industrial capitalism B. Humanitarian activities C. The rise of legitimate trade D. Discovery of iron and copper in Europe E. The influence of Christian missionaries (Identify the wrong statement.)
D — Discovery of iron and copper in Europe
Reason: discovery of iron and copper was not connected to the abolition of slave trade.
At its formation the Organisation of African Unity adopted the following principles: A. Recognition of territorial borders as set during the colonial period B. Non-interference of internal affairs of member states C. Total eradication of colonial domination of member states D. Respect of human rights in accordance with the United Nations Charter E. Equality of member states irrespective of their geo-political differences (Identify the wrong statement.)
D — Respect of human rights in accordance with the United Nations Charter
This was not one of the original OAU principles.
Up to the 18th century the British were the leading slave traders because: A. They controlled more than half of the Atlantic triangular trade B. Early in the 19th century they started campaigns to abolish slave trade C. At this time commercial capitalism was giving way to industrial capitalism D. Britain had accumulated enough slaves so it needed no more E. Development of industrial capitalism meant more raw materials and markets hence it was more profitable to abolish slave trade (Identify the wrong statement.)
B — Early in the 19th century they started campaigns to abolish slave trade
That happened later, not in the 18th century.
The following are techniques used by Western powers in perpetuating neo-colonial relations with their former colonies in Africa: A. Denying them aid and grants B. Instituting commonwealth organisations C. Discouraging effective regional integrations D. Instigating civil conflicts E. Propounding economic conditionalities through donor agencies and organisations (Identify the wrong statement.)
A — Denying them aid and grants
Western powers used aid as a tool of control, not denial.
The year 1945 is one of the milestones in the development of African nationalism because: A. The ideas of Pan Africanism movement were brought back to Africa through its Manchester Congress B. The UNO which advocated sovereignty of all states was born C. There emerged two super powers, USA and former Soviet Union both of which agitated decolonisation of Africa D. Many political parties which struggled for independence were formed E. The ex-soldiers who fought in the Second World War returned with new liberal ideas and spearheaded nationalist movements (Identify the wrong statement.)
D — Many political parties which struggled for independence were formed
Parties began to rise later, after 1945.
The following strategies were introduced by the South African Boers and their Western allies in controlling liberation struggles in Southern Africa: A. Bantustan policy in South Africa B. Internal settlement government in Zimbabwe C. Constructive Engagement policy in Namibia and Angola D. Nkomati Accord between Mozambique and South Africa E. Encouraging formation of Patriotic Front (Identify the wrong statement.)
E — Encouraging formation of Patriotic Front
That was an anti-colonial strategy, not a Boer/Western control measure.
The Berlin Conference of 1884-85: A. Was an imperialist conference which brought together Europeans and African Chiefs to divide Africa B. Legalised the division of African countries among European capitalist powers C. Solved the conflicts among European powers over African territorial satellites D. Declared the basins of Nile, Niger and Congo rivers as free zones E. Resolved to abolish slave trade in all European occupied territories (Identify the wrong statement.)
A — Was an imperialist conference which brought together Europeans and African Chiefs to divide Africa
African chiefs did not attend.
Critically examine the social and economic effects of long distance trade on West African societies.
Long-distance trade integrated West African societies socially and economically, spreading Islam, urban growth and class differences.
Points drawn from the solutions paragraphs. CHECK: section letter inferred.
How did the Great Depression affect East Africa and what were solutions to the problems?
The Depression cut export prices, incomes and revenue, causing unemployment and settler ruin; solutions were diversification, co-operatives and infrastructure.
Points drawn from the solutions paragraphs. CHECK: section letter inferred.
Despite its role in the international community, the Organisation of African Unity (OAU) had several weaknesses. Explain.
The OAU lacked enforcement power, held to non-interference, had weak finances, faced disunity and was slow in resolving conflicts.
Points drawn from the solutions paragraphs. CHECK: section letter inferred.
Why was it necessary for African countries to change the political, ideological, and administrative systems after gaining independence?
Colonial systems served the colonisers; independent states needed systems reflecting sovereignty, participation and African identity.
Points drawn from the solutions paragraphs. CHECK: section letter inferred.
How did the discovery of precious gems in South Africa bring about drastic changes which transformed South Africa from mercantile system of the 17th century to industrial capitalism?
Diamonds (1867) and gold (1886) attracted investment, big mining firms, migrant labour and urbanisation, moving SA to industrial capitalism.
CHECK: the 1867 and 1886 dates are as printed in the solutions. Section C inferred.
Show advantages and disadvantages of Archaeology and Oral Traditions as methods of reconstruction of history.
Archaeology gives physical, datable evidence but is costly and incomplete; oral traditions preserve memory and social detail but can be biased or unreliable.
Points drawn from the solutions paragraphs. CHECK: section letter inferred.
Three of the following are true about the Lyttelton constitution of 1954 in Kenya. Which one is not true? A. It said that Africans could elect their representatives in LEGCO. B. It created posts for ministers. C. It raised a number of Africans in the LEGCO. D. It said that Africans would be appointed as ministers.
D
The Jihad of Usman dan Fodio had far reaching effects on the 19th Century Western Sudan. Which one of these was not one of the effects? A. Inspired the creation of large Political Units. B. Speeded up the spread of Islam throughout the region. C. Stimulated study in Islamic laws. D. Many people become Muslims in the region.
A
Which of the following was not a feature of colonial economies in Africa? A. Local industries were encouraged. B. Agricultural production played a dominant role. C. Imports come mostly from Europe. D. Basically cash crops were prioritized.
A
Three of the following statements about traditional education in Africa are correct. Which one is not correct? A. It was not confined to any one place or time. B. It placed great emphasis on individual freedom and rights. C. It was imparted through riddles and proverbs. D. It enabled the youth to be acceptable members of the society.
B
Three of the following statements are true about Homo Sapiens. Which one is not true? A. He was technical and speculative. B. He got his food mainly by practising agriculture. C. He practised religion. D. He was a true man.
B
Three of the following statements about Neolithic age are correct. Which one is not true? A. Man learned to live in communities. B. Man practised religion. C. Man derived food entirely from hunting and gathering. D. Man developed the art of pottery and weaving.
C
One of the following reasons was not important for European colonisation of Africa. A. Desire to possess colonies for prestige and wealth. B. The search for a market for industrial products and source of industrial raw material. C. Abolition of slavery and slave trade. D. Desire for room to invest surplus labour.
C
Which of these is not a problem facing the UNO now? A. Apartheid in South Africa. B. Financial constraints. C. The veto powers used for the interest of the big five. D. The economic differences between the rich North and the poor South.
A
Which of the following is not true? The colonial education system in Africa A. was not enough to develop African personality. B. created a person who was both an African and European. C. suited the needs and demands of the colonial system in which a recipient lived. D. was for the development of underdevelopment.
B
Which of the following is not true? The Berlin Conference of 1884-85 A. brought together European and African chiefs to divide the African continent. B. was an imperialist meeting. C. facilitated the colonisation of Africa. D. legalised the division of Africa among European capitalists.
A
African chiefs did not attend the Berlin Conference.
Passage on Western Sudan and Trans-Saharan trade, blank (i): 'The ___ climate of Western Sudan lying between the forest zone and the Sahara became the centre for trade routes from both the North and South.'
Equatorial
As printed in the solutions passage. CHECK: the word does not fit the savannah geography described; UNVERIFIED.
Passage on Western Sudan and Trans-Saharan trade, blank (ii): 'Traders from the North brought ___, which they exchanged with goods such as gold from the forest belt.'
Salt
Passage on Western Sudan and Trans-Saharan trade, blank (iii): 'Salt, which they exchanged with goods such as ___ from the forest belt.'
Gold
Passage on Western Sudan and Trans-Saharan trade, blank (iv): 'This contact was given impetus by the ___ of North Africa and Western Sudan.'
Islamic conquest
Solutions give 'Islamic conquest of North Africa and Western Sudan'.
Passage on Western Sudan and Trans-Saharan trade, blank (v): 'By the ___ century the camel from North Africa and gold from the forest belt had become the two major commodities in this trade.'
10th
Passage on Western Sudan and Trans-Saharan trade, blank (vi): 'The first factor is the ___ of Western Sudan.'
Favourable geographical environment
Passage on Western Sudan and Trans-Saharan trade, blank (vii): 'The second factor is the availability of ___ on the fringes of the forest belt.'
Rich gold deposits
Passage on Western Sudan and Trans-Saharan trade, blank (viii): 'some of the leading market towns and administrative centres such as ___ developed in this region.'
Ghana, Songhai, Mali, Kanem Bornu
Solutions name four states here, although the blank is a single item. CHECK.
Passage on Western Sudan and Trans-Saharan trade, blank (ix): 'It was from such beginnings that empires such as ___ emerged.'
Ghana
Passage on Western Sudan and Trans-Saharan trade, blank (x): 'linked commercially with North Africa until the ___ century when West Africa became oriented towards the Trans-Atlantic trade.'
19th
Passage on Western Sudan and Trans-Saharan trade, blank (xi): 'the Trans-Atlantic slave trade ... actually it led to the ___ of West Africa.'
Underdevelopment
Solutions give 11 blanks against the printed 'ten words'. CHECK.
Match each period in Column I with the event in Column II. Column I: (i) 1966; (ii) 1965; (iii) 1888; (iv) 1886; (v) 1902; (vi) 1925. Column II: (a) East Province of Uganda transferred to the East African Protectorate; (b) outbreak of civil war in Nigeria led by Ojukwu; (c) SANNC changed its name to African National Congress; (d) Anglo-German Agreement defined spheres of influence in East Africa; (e) Rudd obtained a concession from Lobengula; (f) UDI by Ian Smith; (g) Chimurenga war in Southern Rhodesia; (h) opening of Suez Canal; (i) slavery made illegal in England; (j) constitutional independence in Gold Coast.
(i) b; (ii) f; (iii) e; (iv) d; (v) a; (vi) c
(i) 1966 → (b) outbreak of Nigerian civil war; (ii) 1965 → (f) UDI by Ian Smith; (iii) 1888 → (e) Rudd Concession; (iv) 1886 → (d) Anglo-German Agreement; (v) 1902 → (a) transfer of East Province of Uganda; (vi) 1925 → (c) SANNC renamed ANC
Study the table on the rise and decline of West African empires and use Part II (clues (a) to (k)) to complete the spaces (i) to (vi). Clues: Sundiata; 200 B.C; Ghana; Askia Muhamedi; Boardered Niger delta on the Western side; Dahomey empire; Mandinka empire; Fulani and Dahomey invasion; 1180; North East South of Lake Chad; Gold and Kolanuts products.
(i) Ghana; (ii) 1180; (iii) Askia Muhamedi; (iv) North East South of Lake Chad; (v) Fulani and Dahomey invasion; (vi) Gold and Kolanuts products
(i) Ghana rose through control of the gold trade; (ii) Mali rose after the Sosso revolt around 1180; (iii) Askia Muhamedi was the famous Songhai leader; (iv) Kanem Bornu lay north-east and south of Lake Chad; (v) Oyo declined through Fulani and Dahomey invasions; (vi) Ashanti rose through trade in gold and kolanuts
CHECK: section B inferred. Table is a fill-in, so the key is given as printed.
'While some societies resisted the imposition of the colonial rule in Africa others appeared to collaborate'. Discuss this context giving concrete examples from East Africa.
Hehe and Nandi resisted to defend sovereignty and land; Baganda and Maasai collaborated for political rivalry and security.
CHECK: section B inferred.
Using a concrete example of any East African country show how the pattern of the physical and social infrastructures were largely determined by the system of the colonial economy.
In Kenya the railways, roads, schools and health facilities were shaped to serve export agriculture and settler farms.
CHECK: section B inferred.
How did the colonial government ensure constant supply of labour in their colonies in East Africa?
Taxation, land alienation, forced labour, restricted cash-crop growing and pass laws forced Africans into wage labour.
CHECK: section B inferred.
Discuss the effects of the two world wars on the countries of East African countries.
The wars spurred nationalism, economic hardship, infrastructure growth, urbanisation and the weakening of colonial powers.
CHECK: section B inferred.
The East African Heads of State are trying all efforts necessary to re-establish the East African Community since 1996. Explain.
Efforts include the 1999 Treaty, common institutions, the Customs Union, the Common Market Protocol and joint infrastructure.
CHECK: dates as printed in the solutions; section C inferred.
What were the notable effects of the abolition of slave trade in East Africa?
Abolition ruined coastal slave-trading cities, brought legitimate trade, reduced raids, spread missions and increased European influence.
CHECK: section C inferred.
Explain the main sources of hostility between African societies and the White settlers from late 17th century to the 19th century in South Africa.
Hostility arose from land alienation, labour exploitation, discriminatory laws, competition for grazing and cultural suppression.
CHECK: section C inferred.
Show the economic and political roots of Central African Federation and highlight the main oppositions which retarded the federation.
Roots lay in copper wealth and settler markets and politics; opposition came from Africans, Britain and economic inequality.
CHECK: section C inferred.
How has the membership in the Non-Aligned Movement helped independent African countries?
NAM membership protected foreign-policy independence, gave a platform against colonialism and apartheid, and brought trade and solidarity.
CHECK: section C inferred.
Assess the contribution of gold in the rise and consolidation of Ghana empire in West Africa.
Gold attracted trade, financed a strong army and administration, and let Ghana monopolise trade routes.
CHECK: section C inferred.
Account for the state of political instability and coups d'etat in many African countries since the attainment of independence.
Instability stems from weak institutions, ethnic manipulation, economic hardship, corruption and Cold War interference.
CHECK: section C inferred.
Identify the external and internal forces which made Namibia to be the last country to eradicate colonialism in Africa.
External forces were South African occupation, Cold War rivalry and resource interests; internal forces were divided liberation movements and geography.
CHECK: section C inferred.
Lists A and B of historical facts: the eleven facts in list A correspond with eleven in list B. Write down the corresponding pairs. List A: (i) King John I; (ii) The Kwavi; (iii) Semei Kakunguru; (iv) Second Anglo-Boer War; (v) The material basis of any class society; (vi) The Berlin Conference; (vii) Frontier wars in South Africa; (viii) Famous long-distance traders in East Africa; (ix) Feudal system practised among the Bahaya; (x) Settlement of freed slaves in West Africa; (xi) Family. List B: (a) The climax for the scramble for Africa; (b) Sierra Leone and Liberia; (c) Ubugabire; (d) Surplus production; (e) The Chagga; (f) Nyarubanja; (g) Wars between Boers and the British; (h) Agricultural Masai; (i) Ruler of Luba Lunda; (j) Helped the British to conquer Uganda; (k) Father and Children; (l) 1652; (m) Sometimes referred to as Kaffir wars; (n) Nyamwezi; (o) Title given to ruler of Kongo after being baptised; (p) 1899-1902; (q) Smallest unit of production in earliest agricultural societies.
(i) o; (ii) h; (iii) j; (iv) p; (v) d; (vi) a; (vii) m; (viii) n; (ix) c; (x) b; (xi) k
(i) King John I – (o) title given to ruler of Kongo after being baptised; (ii) The Kwavi – (h) Agricultural Masai; (iii) Semei Kakunguru – (j) helped the British to conquer Uganda; (iv) Second Anglo-Boer War – (p) 1899-1902; (v) material basis of any class society – (d) surplus production; (vi) Berlin Conference – (a) climax for the scramble for Africa; (vii) frontier wars – (m) Kaffir wars; (viii) long-distance traders – (n) Nyamwezi; (ix) feudal system among the Bahaya – (c) Ubugabire; (x) settlement of freed slaves – (b) Sierra Leone and Liberia; (xi) Family – (k) Father and Children
Pairs as printed in the solutions. CHECK: section A inferred.
Missing sentence (iv). Paragraph: (i) The first major area of contact between East Africa and the capitalist world was trade. (ii) East Africa was integrated into the system of international trade through the operation of merchant capital. (iii) Before the 1850s the major commodities sought from East Africa were slaves and ivory. (iv) ______. (v) Rulers of states in the interior of East Africa never participated in the slave trade. Options: A. The major agents were Arab and Indian merchants; B. The major agents were African businessmen and Arabs; C. The major agents were British coastal people; D. The major agents were people from Zanzibar; E. The major agents were African and Shirazi merchants.
A — The major agents were Arab and Indian merchants
CHECK: section A inferred.
Missing sentence (iv). Paragraph: (i) Migrant labour in East Africa was associated with settler plantations and mining activities. (ii) Labourers were recruited from distant places. (iii) Others came from reserves adjacent to plantations. (iv) Exploitation of migrant labour was based on low wages. (v) ______. Options: A. Where African labour was not available Europeans were recruited; B. Africans refused to be recruited because they did not value money; C. The colonial state was involved in recruiting labour; D. The Chagga especially liked to volunteer for migrant labour; E. Migrant labourers were exempted from taxation.
C — The colonial state was involved in recruiting labour
CHECK: section A inferred.
Missing sentence (iv). Paragraph: (i) Before 1500 the Swahili city states of East Africa were trading with the hinterland. (ii) Ivory and gold were the principal items of the trade from the interior. (iii) The city states traded cotton cloth, porcelain and gunpowder. (iv) ______. (v) These trading activities exposed East Africa to the outside world. Options: A. Most of the gold and ivory came from Central Africa and Mozambique; B. The gold came from Mwadui Mines in Tanzania; C. The Baganda were the most active middlemen; D. During this period Mirambo rose to prominence; E. Slave trade activities in East Africa began during this period.
A — Most of the gold and ivory came from Central Africa and Mozambique
CHECK: section A inferred.
Missing sentence (iv). Paragraph: (i) The independence attained by East African states in the 1960s was mere constitutional freedom. (ii) The pre-existing socio-economic links with the colonial power remained intact. (iii) These states were therefore faced with a major task of attaining true political and socio-economic freedom. (iv) ______. (v) All these states had obtained independence in the same year. Options: A. Efforts were thus made only to establish stable political systems; B. Efforts were made both to stabilize political systems and to create viable economic developmental strategies; C. Efforts were made to remove all whites from important political positions; D. Efforts were made to establish industries run by nationals; E. Efforts were made to remove all Asians from essential political and economic positions.
B — Efforts were made both to stabilize political systems and to create viable economic developmental strategies
CHECK: section A inferred. Item (v) of the paragraph is itself questionable (the states did not all gain independence in one year); kept as printed.
Missing sentence (iv). Paragraph: (i) The colonial invaders faced strong resistance from many East African societies. (ii) Many East African societies put up stiff resistance against the invaders. (iii) Some of the strongest resistances came from centralised military states. (iv) ______. (v) Resistances delayed the establishment of colonial rule. Options: A. The Mau Mau in Kenya is an example of strong resistance against British colonial invasion; B. In Tanganyika the Germans faced strong resistance from the strong military state of the Hehe; C. The Maji Maji war was another example of resistance against British invasion; D. Africans were finally defeated because they believed in witchcraft; E. In any case the colonialists decided to withdraw from East Africa.
B — In Tanganyika the Germans faced strong resistance from the strong military state of the Hehe
CHECK: section A inferred. Option C says British, though Maji Maji was against the Germans; kept as printed.
Missing sentence (iv). Paragraph: (i) The Nyamwezi people became famous traders from the 18th to the 19th centuries. (ii) When slave trade started the Nyamwezi became agents of the Arab slave traders. (iii) The Nyamwezi conducted long distance trade caravans from the interior to the coast. (iv) ______. (v) The Nyamwezi stopped slave trade activities at the start of the 19th century. Options: A. The Nyamwezi people became great participants in the Zimbabwe gold trade; B. The Gogo were forced to pay 'hongo' to the Nyamwezi; C. The people who specialized as traders among the Nyamwezi were known as Wanyamwezi; D. The Nyamwezi rulers specialized in trade activities only; E. The Nyamwezi trade influence extended as far south as Northern Rhodesia.
E — The Nyamwezi trade influence extended as far south as Northern Rhodesia
CHECK: item (v) (stopping slave trade at the start of the 19th century) is not supported by the solutions' narrative; kept as printed.
CHECK: section A inferred.
Two lists of historical facts on West Africa: six facts in List A correspond with six in List B. Write down the five corresponding pairs. List A: (i) Moroccan invasion; (ii) Nok culture; (iii) The Soninke; (iv) The Middle passage; (v) Samori Toure; (vi) Royal Niger Company. List B: (a) African cultural resistance to assimilation policy; (b) A dispute raised by Askia the Great; (c) A West African hero who fought the French intruders; (d) Staged a protest to prevent the British from declaring the Oil Rivers a Protectorate; (e) Founders of the old Ghana Empire; (f) A trading firm given a charter to establish colonial administration in West Africa; (g) African triangular trade; (h) Founders of the Old Ghana state; (i) Iron working and sculpture; (j) Name given to early iron age way of life in Central Nigeria.
(i) b; (ii) i; (iii) e; (iv) g; (v) c; (vi) f
(i) Moroccan invasion – (b) dispute raised by Askia the Great; (ii) Nok culture – (i) iron working and sculpture; (iii) The Soninke – (e) founders of the old Ghana Empire; (iv) Middle passage – (g) African triangular trade; (v) Samori Toure – (c) West African hero who fought the French; (vi) Royal Niger Company – (f) trading firm given a charter
CHECK: the paper asks for five pairs but the solutions list six; the six are given as printed. Section A inferred.
The time-line shows years in which important events in South and Central Africa took place: 1886, 1888, 1890, 1891, 1893, 1897. Events: (i) British declared protectorate over Mashonaland; (ii) combined Mashona-Ndebele uprising against British invaders in the Chimurenga war; (iii) formation of the British South Africa Company; (iv) discovery of gold in the Transvaal; (v) white mercenaries led by Jamieson invaded Lobengula at Bulawayo; (vi) Cecil Rhodes secured a charter for the British South Africa Company. Match each event with its year.
1886 – (iv); 1888 – (vi); 1890 – (iii); 1891 – (i); 1893 – (v); 1897 – (ii)
1886 – discovery of gold in the Transvaal; 1888 – Rhodes secured a charter; 1890 – formation of the BSAC; 1891 – British protectorate over Mashonaland; 1893 – Jamieson invaded Lobengula at Bulawayo; 1897 – combined Mashona-Ndebele uprising
CHECK: section A inferred.
Sketch map of Southern Africa: names of ethnic groups who resisted European invasion since the middle of the 19th century. Write in pairs the name of the ethnic group and the invader: 1 Herero; 2 Nama; 3 Xhosa; 4 Zulu; 5 Ndebele; 6 Shona.
1 Herero – Germans; 2 Nama – Germans; 3 Xhosa – Boers / British; 4 Zulu – British; 5 Ndebele – British; 6 Shona – British
CONTESTABLE: Xhosa resistance is given against both Boers and British, as printed. CHECK: section A inferred.
In which ways were the Iron Age people different from the Stone Age people?
Iron Age people had better tools, settled farming, permanent settlements, specialisation and stronger organisation than Stone Age people.
CHECK: section A inferred.
The Triangular Trade was one of the major causes of the underdevelopment of Africa. Write down five points which show that the underdevelopment of West Africa was due to the European slave trading activities in the region.
Slave trade depopulated West Africa, destroyed industry and agriculture, caused endless wars, drained manpower to enrich Europe, and discouraged technology.
CHECK: the paper's question number is '2' (duplicated in the solutions); kept as 2E. Section B inferred.
Examine the factors which led to the establishment of state systems in East Africa.
Trade, iron technology, fertile soils, strong leaders and external influences built East African states.
CHECK: section B inferred.
How did the Omani Sultanate stimulate the expansion of trade in East Africa?
The Omani sultanate moved its capital to Zanzibar, encouraged clove plantations, secured trade routes and linked the coast with the interior.
CHECK: section B inferred.
What were the decisions reached at the Anglo-German Agreement of 1890?
Spheres of influence were divided: Britain took Kenya, Uganda and Zanzibar; Germany kept Tanganyika and received Heligoland.
CHECK: section B inferred.
Discuss the causes and effects of the 1964 Zanzibar Revolution.
Racial inequality and party rivalry caused the 1964 revolution, which overthrew the Sultan and led to union with Tanganyika.
CHECK: section B inferred.
Discuss the efforts made by Tanzania government to bring about economic freedom since 1961.
Africanisation, Arusha socialism, education, Ujamaa villages and international co-operation were used to pursue economic freedom.
CHECK: section B inferred.
Account for the rise and downfall of the Asante Empire.
Asante rose on gold trade and strong military and centralised leadership; it fell through internal divisions and British conquest.
CHECK: section B inferred.
What were the effects of the Triangular trade in West Africa?
Depopulation, destruction of industry, insecurity, economic transfer to Europe and firearms-fuelled violence.
CHECK: section B inferred.
How did the missionaries, explorers and traders contribute to the scramble and partition of Africa by Western Europeans?
Missionaries softened resistance, explorers mapped the interior, traders built interests, and all three justified intervention.
CHECK: section B inferred.
What do you understand by the French policy of assimilation and association?
Assimilation aimed to make Africans French through culture and law; association ruled through African institutions under French control.
CHECK: section B inferred.
What was the contribution of African Independent Church Movements in the struggle against colonialism in Central Africa?
Independent churches gave dignity, a platform for opposition, African leadership and solidarity against colonial rule.
CHECK: section B inferred.
Discuss the factors which led to the rise and fall of different states in the Western Sudan up to the end of the 15th century A.D.
Trans-Saharan trade, fertile land, strong leaders and internal weakness built and then ended the Western Sudan states; invasion finished them.
CHECK: section B inferred.
The stages in the Evolution of Man are labelled A, B, C, D, E but are not in chronological order. Arrange them by matching the letter with its number: (i) Gorillas and chimpanzees; (ii) Zinjanthropus; (iii) Homo Habilis; (iv) Homo Erectus; (v) Homo Sapiens.
(i) gorillas and chimpanzees; (ii) Zinjanthropus; (iii) Homo Habilis; (iv) Homo Erectus; (v) Homo Sapiens
NOT IN ANSWER SHEET. Order drafted from the solutions' narrative of the five stages. CHECK: the stem refers to labels A to E but the solutions give no letter key.
NOT IN ANSWER SHEET. CHECK: the picture labels A to E are not in the text; the sequence above is drafted from the narrative.
On the sketch map of Tanganyika, area 1 is numbered. Write down the name of the area and the ruler who resisted German occupation. Example: 5 Iringa – Mtwa Mkwawa.
1 Bukoba – Chief Kahigi
Solutions attribute the Bukoba resistance to the Nyamwezi under Kahigi. CONTESTABLE: Kahigi is usually given as a Haya ruler of Bukoba.
CONTESTABLE: Kahigi is usually given as a Haya ruler of Bukoba; the solutions say Nyamwezi.
On the sketch map of Tanganyika, area 2 is numbered. Write down the name of the area and the ruler who resisted German occupation.
2 Uhehe – Mtwa Mkwawa
Solutions: Chief Mtwa Mkwawa of the Hehe, who defeated the Germans at Lugalo in 1891. CONTESTABLE: the paper's example pairs Mkwawa with Iringa (area 5).
CONTESTABLE: the example in the paper pairs Mkwawa with Iringa (area 5).
On the sketch map of Tanganyika, area 3 is numbered. Write down the name of the area and the ruler who resisted German occupation.
3 Kilosa – Chief Isike
Solutions: Chief Isike led the Nyamwezi resistance at Kilosa and died in battle.
On the sketch map of Tanganyika, area 4 is numbered. Write down the name of the area and the ruler who resisted German occupation.
4 Tabora – Chief Mirambo
Solutions: Mirambo resisted external control and fought Germans and Arabs.
On the sketch map of Tanganyika, area 5 is numbered (the example in the paper is 5 Iringa – Mtwa Mkwawa). Write down the name of the area and the ruler who resisted German occupation.
NOT IN ANSWER SHEET
UNVERIFIED: the solutions omit area 5 entirely.
UNVERIFIED: the solutions omit area 5 entirely.
On the sketch map of Tanganyika, area 6 is numbered. Write down the name of the area and the ruler who resisted German occupation.
6 Majimaji – Kinjekitile Ngwale
Solutions: Kinjekitile Ngwale led the Maji Maji uprising in southern Tanganyika using spiritual mobilisation.
Passage on the Portuguese invasion of East Africa with six missing sentences (i) to (vi). Match each number with the appropriate sentence from the twelve given. Example: one sentence is given in the paper.
NOT IN ANSWER SHEET
NOT IN ANSWER SHEET: the solutions give no key. The passage text in the solutions does not include the matching sentences.
NOT IN ANSWER SHEET. UNVERIFIED: no matching key in the solutions.
In form of short statements (a) to (e) write down five principles reached at the Berlin Conference, held in Berlin by the imperialist powers from November 1884 to February 1885.
Five principles: free colonisation with notice to other powers; recognition of the Congo Free State; effective occupation; freedom of navigation on the Congo and Niger; commitment to stop the slave trade.
Points drawn from the solutions paragraphs.
Match the eleven achievements of man (numbered) with the Ages in which they occurred: Old Stone Age, Middle Stone Age, New or Late Stone Age, Iron Age.
NOT IN ANSWER SHEET
NOT IN ANSWER SHEET: the solutions give no key for the eleven achievements. Narrative in the solutions: Old Stone Age, simple stone tools; Middle Stone Age, fire; New Stone Age, taming animals and cultivating; Iron Age, iron tools and organised communities.
NOT IN ANSWER SHEET. UNVERIFIED: the list of eleven achievements is not in the solutions.
The time-line shows eleven historical events marked with arrows and labelled A to F. Identify the events which correspond with the letters on the time-line.
A (1700) – Mombasa establishes an independent sheikhdom; B (1879) – British defeated by the Zulu at Isandhlwana; C (1600) – Almoravid invasion of Ghana; E (1800) – death of Uthman dan Fodio; F (1300) – growth of city states along the East African coast
Solutions identify A, B, C, E and F. D is not identified in the solutions.
UNVERIFIED: D is not identified in the solutions. Eleven events on the time-line; only five answered.
How did Seyyid Said's Zanzibar based commercial empire affect East Africa?
Clove plantations, slave trade, Zanzibar as an entrepôt and political reach into the interior.
CHECK: section B inferred.
Explain the reasons that led to the collapse of the East African Community in 1977.
Ideological differences, unequal benefits, Idi Amin's regime, economic strains and border closures.
CHECK: section B inferred.
What was the contribution of long distance trade to the formation of states in the interior of Tanganyika in the 19th century?
Long-distance trade built wealth, firearms, centralised administration and political legitimacy for interior chiefs.
CHECK: section B inferred.
Why did the Germans manage to colonize Tanganyika in spite of strong resistances from the people?
Superior weapons, divide-and-rule by collaborators, harsh suppression, lack of central leadership and European backing.
CHECK: section B inferred.
Why was armed struggle necessary in order to attain independence in Zanzibar?
Arab domination, social and economic inequality, rigged elections and refusal of the ZNP to address grievances made armed struggle necessary.
CHECK: section B inferred.
What is the historical significance of the Arusha Declaration?
Arusha 1967 set Ujamaa socialism and self-reliance, promoted unity, rural development, economic control and inspired others.
CHECK: section B inferred.
Explain the effects of the West African slave trade.
Depopulation, constant wars, disrupted industries, social division and integration into the global economy.
CHECK: section B inferred.
Give an outlined account of the Trans-Saharan trade using the following subheadings: (a) the people involved; (b) the articles of exchange; (c) timing of rise, development and decline; (d) methods used; (e) effects.
Arab and Berber traders with West African rulers; gold, slaves and ivory for salt, horses, textiles and beads; camel caravans; empires of Ghana and Mali; spread of Islam.
CHECK: section B inferred.
Taking Nigeria and Uganda as examples discuss the immediate and long term effects of the British system of Indirect Rule.
Indirect rule preserved traditional rulers, created uneven development, deepened tribalism and left weak states.
CHECK: section B inferred.
Trace the factors which contributed to the rise, expansion and fall of the empire of Mali between the 13th and 15th centuries.
Mali rose on gold and salt trade, grew under strong leaders and army, promoted Islam and declined through weak leadership and invasions.
CHECK: section B inferred.
Discuss the impact of the mineral revolution in South Africa.
Mineral discoveries drove investment, urbanisation, racial segregation, British-Boer conflict and integration into global capitalism.
CHECK: section B inferred.
Portuguese colonialism in Africa was the last to be eradicated. Why was this the case?
Portugal treated colonies as overseas provinces, relied on them economically, held on under Salazar, and was freed only by the 1974 revolution.
CHECK: section B inferred.
State whether true (T) or false (F): In 1902 the control of the Eastern Region of Uganda was transferred to Kenya to place the railway under one administration; also they did this because this area had rich land suitable for White settlement.
T
State whether true (T) or false (F): In the 1890s European imperialist companies were relieved of their administrative duties in the colonies because they were operating at a loss.
T
State whether true (T) or false (F): The caravan routes which linked the coast and the interior of East Africa were pioneered by interior peoples, prominent among whom were Yao, Nyamwezi and Kamba.
T
State whether true (T) or false (F): The Uganda Agreement of 1900 confirmed the doubling of the area of Buganda that had occurred since 1890.
F
The agreement reduced Buganda's land; it did not double it.
State whether true (T) or false (F): During the First World War European settlers in Kenya passed favourable laws for themselves, including labour laws that forced Africans to work on European farms; land leases, however, were reduced from 999 to 99 years and racial segregation was vigorously fought by the White settlers.
F
Racial segregation was not fought by the settlers; it was entrenched.
Paragraph I has five statements; one is wrong. A. For ages man has used salt as an ingredient and food preservative. B. In the Interlacustrine region it was obtained by trapping sea water. C. At Taghaza and Bilma salt bearing rock was extracted. D. Some societies in Central Africa obtained salt by evaporating brine water. E. Over time salt also became an important item of trade.
B — In the Interlacustrine region it was obtained by trapping sea water
The Interlacustrine region is inland, not near the sea.
Paragraph II has five statements; one is wrong. A. The Berlin Conference was called by Bismarck in 1884. B. Germany, France and Holland agreed not to colonise East Africa. C. They agreed that European influence would grow with the development of trade. D. They also agreed to stop slave trade. E. Companies were assigned the duty of administering the colonies.
B — Germany, France and Holland agreed not to colonise East Africa
Holland was not a participant; the powers were Germany, France, Portugal, Britain and others.
Paragraph III has five statements; one is wrong. A. The Kingdom of Kongo grew out of agricultural communities. B. At a certain stage of development these communities evolved heavy manufacturing industries. C. The handicraft industries included making of raffia cloth. D. Trade brought much wealth to the kingdom. E. When the Portuguese introduced slave trade, the kingdom started declining.
B — At a certain stage of development these communities evolved heavy manufacturing industries
Kongo had only light industries such as raffia cloth, iron works and pottery.
Paragraph IV has five statements; one is wrong. A. Some African traditional rulers controlled major trade routes. B. Some also monopolised essential items of trade. C. Most of them spent their profits on luxurious goods. D. Loss of control over trade led to the decline of their states. E. Conquest by powerful neighbouring states was a cause of their integration.
E — Conquest by powerful neighbouring states was a cause of their integration
Powerful neighbours often led to decline, not integration.
Paragraph V has five statements; one is wrong. A. Explorers, missionaries, and traders came to Africa to establish colonial rule. B. Explorers supplied important geographical information. C. Missionaries urged Africans not to resist foreign rule. D. Traders introduced capitalist money exchange economy. E. They urged their governments to come and colonise Africa.
C — Missionaries urged Africans not to resist foreign rule
Missionaries spread Christianity and western education; they did not urge non-resistance.
Paragraph VI has five statements; one is wrong. A. Historical information can be obtained through cultural practices. B. These include music, proverbs, and religious beliefs and practices. C. It can also be obtained through information narrated about ancestors by elders. D. These are the only reliable methods through which history can be learned. E. Archaeology is a valuable source of such information.
D — These are the only reliable methods through which history can be learned
Oral traditions are not the only reliable method; archaeology, linguistics and written records are others.
Paragraph VII has five statements; one is wrong. A. The abolition of slave trade was necessitated by merchant capital. B. This capital required a constant expansion of markets. C. It also wanted a regular supply of raw materials. D. Profitable investment areas was another demand of this capital. E. All these could not be obtained if slave trade continued.
A — The abolition of slave trade was necessitated by merchant capital
The abolition was mainly necessitated by industrial, not merchant, capital.
CONTESTABLE: the solutions' reasoning ties abolition to industrial capital, so statement E may also be read as wrong; key kept as printed.
Paragraph VIII has five statements; one is wrong. A. The discovery of precious minerals in South Africa had great political and economic effects. B. It led to heavy industrialisation. C. It was one of the causes of the Great Boer Trek. D. Migrant labourers from neighbouring states came to seek jobs in the mines. E. It led to the enforcement of the apartheid policy.
C — It was one of the causes of the Great Boer Trek
The Great Boer Trek (1830s) came before the mineral discoveries of the late 19th century.
Paragraph IX has five statements; one is wrong. A. Archaeological evidence suggests that the history of ancient Egypt goes as far back as between 3000 and 5000 BC. B. Tombs along the Nile Valley show that food producers were more concerned with self-sufficiency than with defence. C. Irrigation schemes were constructed from the floods of the Nile which enabled them to grow crops without rain from heaven. D. Agricultural growth stimulated permanent settlements. E. The basis of achievements of man in Egypt was on the length of his beard.
E — The basis of achievements of man in Egypt was on the length of his beard
Achievements were not based on the length of the beard.
Paragraph X has five statements; one is wrong. A. Like the West African states, Bunyoro had no standing army. B. It had a strong belief in the spiritual and magical power of the monarch. C. It received a spiritual concept of power to expand the state. D. It was a political coercive power which was rarely challenged. E. The kingdom derived income from fines and tolls.
A — Like the West African states, Bunyoro had no standing army
Bunyoro had a standing army.
Paragraph XI has five statements; one is wrong. A. Islam spread in East Africa with trade. B. It was adopted in a number of ways. C. The rulers and chiefs were the first to embrace Islam. D. Islam introduced a new legal system and a new system of administration. E. Islam introduced Ujamaa and indirect rule system.
E — Islam introduced Ujamaa and indirect rule system
Ujamaa and indirect rule are not concepts introduced by Islam.
Passage on South African history with eleven numbered gaps. Gap (1): 'the penetration of ___ colonists northwards from the Cape as farmers and cattle herders.'
White
The solutions give answers only; no word list is printed.
CHECK: no word list in the solutions; answers only.
Passage on South African history, gap (2): 'northwards from the ___ as farmers and cattle herders.'
Cape
Passage on South African history, gap (3): 'Their contact with Africans was constantly ___.'
violent
Passage on South African history, gap (4): 'They killed, enslaved and robbed Africans of their ___ and cattle.'
land
Passage on South African history, gap (5): 'The farther they pushed into the ___, the more the African societies were affected.'
interior
Passage on South African history, gap (6): 'The second force came from the Portuguese, especially through the ___.'
Delagoa Bay region
Passage on South African history, gap (7): 'It involved trade organised by Portuguese traders through ___ touching many societies in the interior.'
African intermediaries
Passage on South African history, gap (8): 'one has to take into account these ___ factors.'
external
Passage on South African history, gap (9): 'one has to get a clear view of the ___ and how the African societies had developed their productive forces.'
environment
Passage on South African history, gap (10): 'how the African societies had developed their ___ in order to survive.'
productive forces
Passage on South African history, gap (11): 'in order to survive and ___ themselves.'
reproduce
Societies which were purely pastoralist in East Africa were: (a) Masai, Barabaig, Pokot and Karamoja; (b) Pokot, Gogo, Sukuma and Chikuyu; (c) Nyakyusa, Nandi, Luhya and Karamoja; (d) Nandis, Gikuyu, Sambaa and Masai.
a — Masai, Barabaig, Pokot and Karamoja
One of the important things Seyyid Said did for Zanzibar was: (a) signing treaties with Britain, Germany and U.S.A; (b) encouraging clove plantations; (c) encouraging sugar cane plantations; (d) introducing coconuts and cloves.
b — Encouraging clove plantations
Which of the following was not the function of a clan head? (a) To preserve clan land; (b) To defend the borders of the chiefdom; (c) To settle clan disputes over pastures and livestock; (d) To preserve the traditions and customs of the clan.
b — To defend the borders of the chiefdom
The Portuguese were mostly interested in the following activities in East Africa: (a) Spreading Christianity; (b) Fortifying the towns along the coast; (c) Adventure and tourism; (d) Controlling the wealth of this part of Africa.
d — Controlling the wealth of this part of Africa
A small kingdom called Kangaba was developed into a large empire known as: (a) Mali; (b) Ghana; (c) Songhai; (d) Kanem-Bornu.
a — Mali
Before the 19th century, most African kings expanded their empires through: (a) making contacts with foreigners for military aid; (b) making rain in order to facilitate agriculture; (c) conquering neighbouring clans, villages or states; (d) signing treaties of friendship with different European nations.
c — Conquering neighbouring clans, villages or states
The main factor that carried the Kongo Kingdom to its height in the 16th century was their: (a) ability of the ManiKongo to control long distance trade; (b) ability of the Mbundu people to conquer other societies; (c) presence of the Portuguese supporters invited to assist in wars; (d) development of agriculture and trade following the introduction of iron technology.
a — Ability of the ManiKongo to control long distance trade
The main factor which changed the economy of South Africa in the 19th century was that: (a) the Boers started dominating the African majority; (b) gold and diamonds were discovered in large quantities; (c) the coloureds became more prosperous than the Boers; (d) Transkei achieved its independence under chief Buthelezi.
b — Gold and diamonds were discovered in large quantities
Match six facts in List A with six of the facts in List B. List A: (a) establishment of concession and chartered companies such as UNION MINIERE, ABIR, ANVERSOISE and the British South African Company; (b) in 1896-7 the Matabele and Mashona put up decisive struggles against colonialism; (c) Samori Toure and his Dyula merchants controlled the nerve centre of commercial transactions from Guinea to the Atlantic coast; (d) apartheid works to the benefit of imperialism; (e) Church Missionary Society's activities in Yorubaland laid the groundwork for annexation by Britain; (f) the Fish River area in South Africa as a frontier zone. List B (i) to (xii): diamonds and gold discovered in 1865 led to land grabbing; control of trade in palm oil, groundnuts and gold, French and African conflict; racism explained by black and white trekkers at frontiers; African resistance defied European technological superiority; humanitarian motives explain mining; the British South Africa Company robbed African lands and cattle; separate development keeps Africans in homelands for cheap labour; missionary activities to be understood with other factors; the civilizing mission determined French conquest in West Africa; the Matabele and Mashona; leadership vacuum caused by local wars in Yorubaland; the homelands intend racial harmony; frontier tradition does not explain racism.
(a) i; (b) viii; (c) ii; (d) ix; (e) xii; (f) iii
(a) concession companies – (i) discovery of diamonds and gold and land grabbing by monopoly companies; (b) 1896-7 struggles – (viii) British South Africa Company robbed African lands and cattle; (c) Samori Toure and Dyula merchants – (ii) control of trade in palm oil, groundnuts and gold; (d) apartheid and imperialism – (ix) separate development for cheap labour; (e) CMS in Yorubaland – (xii) annexation mainly a result of leadership vacuum; (f) Fish River frontier – (iii) racism explained by black and white trekkers at frontiers
CONTESTABLE: the solutions' pairing for (a) with (i) and for (f) with (iii) is loose; kept as printed. List B condensed in the stem; the solutions print the full wording. Section A inferred.
Table of colonial conquest by Chartered Companies and Associations: six of the numbers 1-54 correspond with the leaders A (King Leopold), B (William Mackinnon), C (George Goldie), D (Cecil Rhodes), E (Herr Luderitz), F (Carl Peters). Write the numbers against their letters in pairs. Example: 5 - F (Carl Peters).
NOT IN ANSWER SHEET
The solutions give only number ranges per company (IBEA B: 10-18; BSAC D: 19-27; Royal Niger C: 28-36; German SW Africa E: 37-45; AIA A: 46-54; German East Africa F: 5 given as example). The six specific numbers are not given. UNVERIFIED.
UNVERIFIED: six specific numbers are not in the solutions; only ranges per company are given.
Explain how the discovery of iron led to changes in the lives of most people in East Africa.
Iron improved farming, hunting and warfare, stimulated trade, created early towns and specialisation.
CHECK: section B inferred.
Examine the factors which led to the establishment of state systems in East Africa.
Trade, iron technology, fertile soils, strong leaders and external influences built East African states.
CHECK: section B inferred.
How did the Omani Sultanate stimulate the expansion of trade in East Africa?
Capital moved to Zanzibar, clove plantations, security of routes and interior caravan links expanded trade.
CHECK: section B inferred.
What were the causes and effects of the Mau Mau movement in Kenya?
Land alienation, political exclusion, economic hardship and cultural grievances caused Mau Mau; it hastened independence.
CHECK: section B inferred.
Explain the factors which enabled Tanganyika to get independence before Kenya and Uganda.
TANU's peaceful struggle, UN trusteeship, lower ethnic conflict, UN pressure and Britain's trust enabled early independence in 1961.
CHECK: section B inferred. Solutions give Uganda independence as 1962 and Kenya as 1963.
Discuss the causes of religious conflicts in Buganda during the last quarter of the 19th century.
Religious rivalry, royal patronage shifts, chiefs' power struggles, foreign interference and intolerance caused the conflicts.
CHECK: section B inferred.
Discuss the causes of the Boer Trek and its consequences on the people of South Africa.
Dissatisfaction with British rule and the need for land drove the Trek, which caused conflict with Africans and created Boer republics.
CHECK: section B inferred.
Explain the consequences of the development of the triangular trade on Africa.
The triangular trade depopulated Africa, broke social ties, drained labour, increased dependence and left Africa vulnerable to colonisation.
CHECK: section B inferred.
How did the missionaries, explorers and traders contribute to the scramble and partition of Africa by Western Europeans?
Missionaries prepared the ground, explorers mapped the interior, traders created economic interests, and all justified intervention.
CHECK: section B inferred.
What do you understand by the French policy of assimilation and association?
Assimilation aimed to make Africans French through culture and law; association kept African institutions under French control.
CHECK: section B inferred.
What was the contribution of African Independent Church Movements in the struggle against colonialism in Central Africa?
Independent churches gave spiritual and political resistance, cultural pride, education and a link between religion and liberation.
CHECK: section B inferred.
Discuss the factors which led to the rise and fall of different states in the Western Sudan up to the end of the 15th century A.D.
Trade control, strong leaders and fertile land built the states; internal weakness and invasion brought them down.
CHECK: section B inferred.
Section 1(a), item (i): question text not printed in the solutions (scanned paper)
B — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only. CHECK: section A inferred
Section 1(a), item (ii): question text not printed in the solutions (scanned paper)
A — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (iii): question text not printed in the solutions (scanned paper)
C — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (iv): question text not printed in the solutions (scanned paper)
A — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (v): question text not printed in the solutions (scanned paper)
E — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (vi): question text not printed in the solutions (scanned paper)
B — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (vii): question text not printed in the solutions (scanned paper)
E — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (viii): question text not printed in the solutions (scanned paper)
E — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (ix): question text not printed in the solutions (scanned paper)
D — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (x): question text not printed in the solutions (scanned paper)
E — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (xi): question text not printed in the solutions (scanned paper)
A — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (xii): question text not printed in the solutions (scanned paper)
D — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (xiii): question text not printed in the solutions (scanned paper)
B — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (xiv): question text not printed in the solutions (scanned paper)
E — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(a), item (xv): question text not printed in the solutions (scanned paper)
B — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(b), item (i): question text not printed in the solutions (scanned paper)
D — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(b), item (ii): question text not printed in the solutions (scanned paper)
B — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(b), item (iii): question text not printed in the solutions (scanned paper)
C — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(b), item (iv): question text not printed in the solutions (scanned paper)
A — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(b), item (v): question text not printed in the solutions (scanned paper)
B — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 1(b), item (vi): question text not printed in the solutions (scanned paper)
A — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 2, matching item (i): List A fact to be paired with a List B fact (lists not printed in the solutions)
c — [List B text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 2, matching item (ii): List A fact to be paired with a List B fact (lists not printed in the solutions)
i — [List B text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 2, matching item (iii): List A fact to be paired with a List B fact (lists not printed in the solutions)
d — [List B text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 2, matching item (iv): List A fact to be paired with a List B fact (lists not printed in the solutions)
f — [List B text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 2, matching item (v): List A fact to be paired with a List B fact (lists not printed in the solutions)
h — [List B text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 2, matching item (vi): List A fact to be paired with a List B fact (lists not printed in the solutions)
g — [List B text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 3, matching item (i): paragraph or fact to be paired with a statement (lists not printed in the solutions)
f — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 3, matching item (ii): paragraph or fact to be paired with a statement (lists not printed in the solutions)
a — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 3, matching item (iii): paragraph or fact to be paired with a statement (lists not printed in the solutions)
d — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 3, matching item (iv): paragraph or fact to be paired with a statement (lists not printed in the solutions)
g — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 3, matching item (v): paragraph or fact to be paired with a statement (lists not printed in the solutions)
e — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 3, matching item (vi): paragraph or fact to be paired with a statement (lists not printed in the solutions)
i — [option text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 4: complete blanks (1) to (11) of the passage on the partition of Africa (passage not printed in the solutions)
1 Market; 2 The scramble for Africa; 3 France; 4 Bismarck; 5 1884; 6 Nile; 7 Effective occupation; 8 Arabs on the coast; 9 Delimitation treaty; 10 1886; 11 Heligoland
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 5, time-chart item (i): match the period in Column I with its Column II event (chart not printed in the solutions)
B — [Column II text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 5, time-chart item (ii): match the period in Column I with its Column II event (chart not printed in the solutions)
D — [Column II text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 5, time-chart item (iii): match the period in Column I with its Column II event (chart not printed in the solutions)
C — [Column II text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 5, time-chart item (iv): match the period in Column I with its Column II event (chart not printed in the solutions)
E — [Column II text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 5, time-chart item (v): match the period in Column I with its Column II event (chart not printed in the solutions)
B — [Column II text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 5, time-chart item (vi): match the period in Column I with its Column II event (chart not printed in the solutions)
B — [Column II text not printed]
UNVERIFIED: question text and option wording not printed in the solutions; key letter only
Section 6: complete items (a) to (f) on the effects of mining and economic change (question text not printed in the solutions)
a) Development of mining towns; b) It creates a big gape between the Boers and Africans; c) Growth of the agricultural sector in the countryside; d) Improvement of infrastructure; e) Influx of migrant labourers from a neighbouring country; f) Nile
UNVERIFIED: question text and option wording not printed in the solutions; key letter only. Item (f) answer 'Nile' appears to be a fill-in; check against the paper
Discuss the economic and social effects of the construction of the Uganda railway line to Kenya.
The railway extended British administration, moved the Uganda boundary, speeded troop and information movement, eased crop collection, and developed towns.
CHECK: section B inferred from item numbering. Solutions start this item at 7 (the first essay)
Explain the methods used by the Germans in the conquest and occupation of Tanganyika.
Treaty making, alliance and collaboration, military force, and intimidation.
Explain the importance of long-distance trade in the development of centralised states in western Tanzania in the 19th century.
Wealth for kings, improved farming, trading centres, population and land use, and guns for standing armies.
CHECK: solutions label this item '8' (second use); numbered 9 here so that item 10 follows in sequence
Give reasons why European nations showed increasing interest in East Africa in the 19th century.
Agricultural potential, strategic interests, minerals, trade, and settlement potential.
Explain the importance of the Maji Maji resistance.
It united the people, shaped German and later British rule, spread awareness, and changed German treatment of Africans.
How did the colonial economy of Kenya influence the nature and character of the struggle for independence in that country?
Land alienation, settler monopoly of cash crops, forced labour, and the banning of political parties pushed Kenyans to armed struggle.
Discuss the effects of the triangular trade in West Africa. (Paper heading reads '(benefits)'.)
Decline of production, loss of manpower, rise of wealthy middlemen, technological stagnation, integration into capitalism, and decline of great states.
CONTESTABLE: the printed heading says 'benefits' but the solutions list negative effects; keyed as effects
Outline the steps taken towards the colonisation of Southern Rhodesia.
Moffat's influence with Lobengula, Moffat's government role, and the Rudd Concession.
Outline the long-term effects of the indirect rule system in Nigeria.
Social differences, bureaucracy and local government, unresolved social services, tribalism, corrupt rulers, and military coups.
Describe the effects of the mineral revolution in South Africa.
Mining towns, a share of world gold and diamonds, European settlers, infrastructure, large companies, and an industrial sector.
Explain why the position of Egypt was of special importance during the scramble and partition of Africa.
Control of the Suez Canal and the Nile, navigation and access to the interior, agriculture, and a market for European goods.
Explain neo-colonialism and how it operates in Africa.
Military bases, support for coups, unequal trade, dependence on loans, destabilisation, and technological dependence.
Under the sentence 'History is about:' choose the best statement (options A-E not printed in the solutions)
E — man’s activities through various stages of his development.
CHECK: section A inferred from item numbering. UNVERIFIED: the five options are not printed in the solutions; key text only
The Mandinka people managed to resist the French for a long time because they: (options not printed in the solutions)
A — used scotch–earth tactics in fighting.
UNVERIFIED: the five options are not printed in the solutions; key text only
The material basis of any class society is: (options not printed in the solutions)
E — the existence of surplus production.
UNVERIFIED: the five options are not printed in the solutions; key text only
Kabaka Mutesa asked Stanley to send missionaries to Buganda because the Kabaka wanted: (options not printed in the solutions)
C — European Civilization to spread in Buganda.
UNVERIFIED: the five options are not printed in the solutions; key text only
One of the main reasons why Europeans went to Zimbabwe was: (options not printed in the solutions)
D — the expectation of being able to exploit the country’s mineral resources.
UNVERIFIED: the five options are not printed in the solutions; key text only
List A item A: The Berlin Conference — pick the matching List B fact
10 — Scramble and partition of Africa
List A item B: The Ruwa — pick the matching List B fact
5 — Outbreak of Civil War in Nigeria
List A item C: Jihad of Uthman dan Fodio — pick the matching List B fact
6 — Rise of Sokoto Caliphate
List A item D: Queen Nzinga — pick the matching List B fact
4 — A Mbundu leader who resisted the Portuguese in 1663
List A item E: George Goldie — pick the matching List B fact
2 — The Royal Niger Company
List A item F: The assassination of Patrice Lumumba — pick the matching List B fact
1 — Imperialist plan against progressive and revolutionary leadership in Zaire
Paragraph (i): Migrant labour in East Africa was associated with settler plantations and mining. Labourers were recruited from distant places. The colonial state recruited labour. Exploitation was based on low wages. (5) ………. Options: A. Where African labour was not available labourers were recruited. B. Africans were free to be recruited because they did not value freedom. C. Others ran from reserves adjacent to plantations. D. The Chagga especially liked to volunteer for migrant labour. E. Migrant labourers were exempted from taxation.
A — Where African labour was not available labourers were recruited.
CHECK: section A items 3 onward
Paragraph (ii): The colonial economy in East Africa was externally oriented. Many peasants were forced into wage labour. The industrial sector was not adequately developed. The commercial sector was in Asian hands. (5) ………. Options: A. It greatly helped the African peasants. B. Peasant producers received satisfactory returns. C. It was based on the export of raw materials and import of cheap consumer goods. D. Peasants immediately responded to wage labour. E. Peasants stopped working for their own good.
C — It was based on the export of raw materials and import of cheap consumer goods.
Paragraph (iii): Colonialists exploited East Africa by establishing different economic systems. Settler agriculture in Kenya, plantation economy in Tanganyika and peasant farming in Uganda resulted in uneven development. The subsistence nature of African economies was undermined. (5) ………. Options: A. Uganda and Kenya mostly used migrant labour. B. Tanganyika mostly used voluntary labour from Mozambique. C. In all three territories migrant labour was the single major source of supply. D. Local supply of labour was adequate, plentiful and quite reliable. E. African labour in Kenya was mostly recruited by European settlers.
C — In all three territories migrant labour was the single major source of supply.
Paragraph (iv): The prosperity of Kilwa depended on the gold trade from Zimbabwe. Gold and ivory traders in Kilwa bought gold from Sofala and exported it to Asia. Sofala was a transit port for this gold. (4) ………. The wealth enabled middlemen to control huge stone buildings that made Kilwa prosperous between the 11th and 15th centuries. Options: A. The gold trade created a lot of quarrels among traders. B. The wealth enabled inhabitants of Kilwa to travel far. C. The wealth enabled inhabitants of Kilwa to watch ships. D. The wealth enabled inhabitants of Kilwa to control huge stone buildings. E. There were some rich African middlemen in Kilwa.
E — There were some rich African middlemen in Kilwa.
Paragraph (v): Before 1500 the Swahili city states were trading with the hinterland. Ivory and gold were the principal items from the interior. The city states traded cotton cloth, porcelain and gunpowder. (4) ………. These trading activities exposed East Africa to the outside world. Options: A. Most of the gold and ivory came from Central Africa and Mozambique. B. The gold came from the Matodi mines in Tanzania. C. The Baganda were the most active middlemen. D. During this period Mirambo rose to prominence. E. Slave trading activities in East Africa began during this period.
A — Most of the gold and ivory came from Central Africa and Mozambique.
Paragraph (vi): The first millennium A.D. marks the introduction and spread of new ways of life associated with iron making and cultivation. (2) ………. It brought developments in many ways, including food growing, animal husbandry and metal working. Options: A. This is the period when the first Europeans appeared in Africa. B. This period is called the Iron Age. C. These thousand years are called the Golden Age. D. This was the period of phenomenal discoveries in Africa. E. This was the period of Kush and Meroe.
B — This period is called the Iron Age.
True or false: The caravan routes linking the coast and the interior of East Africa were pioneered by interior people, prominent among whom were the Yao, Nyamwezi and Kamba.
T
True or false: The ruling classes in Buganda, Bunyoro, Ruanda–Burundi and Karagwe appropriated surplus produced by peasants and artisans through tributes and labour services.
T
True or false: Tshaka was an important leader of the Ngoni who migrated to Central and Eastern Africa.
F
Tshaka was a Zulu leader, not Ngoni.
True or false: The Buganda Agreement of 1900 confirmed the doubling of the area of Buganda that had occurred since 1890.
F
The Buganda Agreement reduced Buganda land, not doubled it.
True or false: In some quarters indirect rule has been viewed as beneficial to Africans. However, the system was meant to divide and rule the Africans.
T
True or false: Capitalist financial institutions like the World Bank and IMF are geared towards social and economic improvement of Third World countries.
F
They were mainly geared towards economic control, with mixed impacts.
Time-chart Column I, period 1652: match it with the Column II event (Column II list (a)-(j) is printed in the solutions)
d — The coming of Dutch to South Africa
Time-chart Column I, period 1965: match it with the Column II event (Column II list (a)-(j) is printed in the solutions)
e — Unilateral Declaration of Independence in Southern Rhodesia
Time-chart Column I, period 1957: match it with the Column II event (Column II list (a)-(j) is printed in the solutions)
a — Constitutional Independence in Gold Coast
Time-chart Column I, period 1962: match it with the Column II event (Column II list (a)-(j) is printed in the solutions)
b — Flag Independence in Uganda
Time-chart Column I, period 1967: match it with the Column II event (Column II list (a)-(j) is printed in the solutions)
h — The formation of the East African Community
Time-chart Column I, period 1840: match it with the Column II event (Column II list (a)-(j) is printed in the solutions)
i — The shift of capital from Muscat to Zanzibar
Explain the causes of the Mau Mau uprising in Kenya.
Land alienation, harsh colonial policies, economic exploitation, lack of political representation, and racial discrimination.
CHECK: section B inferred. Solutions give this as item 6, the first essay
To what extent was British colonial rule in East Africa indirect?
Indirect in form, but in practice direct: real power lay with district commissioners.
Discuss the role of missionaries in the colonisation of Uganda.
Western education, Christianity, intelligence for the colonial state, and religious division that the British exploited.
Why did East African resistances against colonial rule fail?
Weaker weapons and communications, internal divisions, African collaborators, and European organisation and finance.
How did climate and economy influence political organisation in pre-colonial East Africa?
Fertile areas produced centralised states; pastoral and poor-soil areas stayed decentralised; the coast had sultanates.
Discuss the causes and effects of the Zanzibar Revolution of 1964.
Causes: Arab–African inequality and exclusion. Effects: the sultanate fell, property was nationalised, and union with Tanganyika followed.
Discuss the efforts by Tanzania to achieve economic freedom after 1961.
The Arusha Declaration, nationalisation, Ujamaa villages, education and diversification.
Explain the rise and downfall of the Asante Empire.
Rise: strong leadership, trade, a firearms army, the Golden Stool, and a forest location. Fall: succession disputes, British wars, economic decline and annexation.
Describe the effects of the triangular trade in West Africa.
Depopulation, warfare, decline of local industries, European goods and dependency, and a few wealthy middlemen.
Discuss Chief Lobengula’s relationship with John Moffat.
Trust in Moffat opened the way for the Rudd Concession and British control of Zimbabwe.
Discuss minerals and imperialism in South Africa.
Diamonds and gold attracted imperialists; mining profits financed expansion; cheap labour led to pass laws and wars.
Discuss the political nature of Nigeria today.
Nigeria's politics reflect pre-colonial diversity and colonial amalgamation, indirect rule and uneven economic policy.
Discuss the causes and effects of the Berlin Conference of 1884–1885.
Causes: European rivalry, strategic areas, industrial demand and civilising aims. Effects: partition, artificial borders and intensified colonisation.
List A item (b): 1652 — pick the matching fact from List B
iv — Establishment of the Dutch Settlement at the Cape
CHECK: Sections: A = items 1-6, B = items 7-18 (inferred)
List A item (c): November 15th 1884 to February 20th 1885 — pick the matching fact from List B
iii — The Berlin African Conference
List A item (d): The International African Association — pick the matching fact from List B
i — King Leopold II and colonization of the Congo
List A item (e): The Golden Stool — pick the matching fact from List B
ii — The Asante Empire
List A item (f): Mwamatatupa — pick the matching fact from List B
vi — Master of the conquered land
Time line point A (1980s): which of events 1-18 belongs here?
8 — Independence of Mozambique
CONTESTABLE: solutions date it 1975 and say it could be placed earlier
Time line point B (1950s): which of events 1-18 belongs here?
17 — The creation of the Central Africa Federation
CONTESTABLE: solutions also offer 18 (apartheid declaration) for this point
Time line point C (1980s): which of events 1-18 belongs here?
9 — Independence of Zimbabwe
Time line point D (1900s): which of events 1-18 belongs here?
6 — The Buganda Agreement
Time line point E (1940s): which of events 1-18 belongs here?
16 — The outbreak of the Second World War
CONTESTABLE: solutions also offer 3 (end of the Second World War) for this point
Time line point F (1990s): which of events 1-18 belongs here?
12 — The 20th Anniversary of the Arusha Declaration
CONTESTABLE: 1987 falls in the 1980s; solutions place this point in the 1990s
Time line point G (1970s): which of events 1-18 belongs here?
10 — The Ethiopian Revolution
CONTESTABLE: solutions also offer 14 (collapse of the EAC, 1977)
Time line point H (1910s): which of events 1-18 belongs here?
4 — The outbreak of the First World War
Time line point I (1960s): which of events 1-18 belongs here?
1 — The Birth of OAU
Time line point J (1920s): which of events 1-18 belongs here?
13 — The Birth of ANC in South Africa
CONTESTABLE: solutions date the ANC to 1912 and call the fit weak
Time line point K (1960s): which of events 1-18 belongs here?
15 — The assassination of Patrice Lumumba
CONTESTABLE: solutions also offer 7 (the Birth of TANU) for this point
True or false: The Trans-Saharan trade was one of the major factors for the creation and consolidation of the Empires of Ghana, Mali and Songhai in Western Sudan.
T
True or false: The Atlantic triangular trade grew to its highest position in the 15th Century when the demand for slaves was very great.
F
The triangular slave trade peaked between the 17th and 18th centuries, not the 15th.
True or false: The King of Kongo exchanged diplomats with King Emmanuel of Portugal because by the end of the 15th Century the Kongo Kingdom had been colonised by the Portuguese.
F
Kongo was not colonised at this point; it entered diplomatic and trade relations with Portugal.
True or false: The Ngoni were able to conquer and raid many societies in Central and East Africa in the 19th Century because they were militarily strong.
T
The Ngoni used superior military organisation, cow-horn formation and new fighting strategies.
True or false: The British succeeded in making treaties with African rulers in East Africa in the second half of the 19th Century which facilitated colonial occupation.
T
Treaties of protection and trade agreements gave Britain legitimacy to occupy territories.
One of the main factors for the Nandi Resistance in Kenya was: (a) Struggle by the Nandi to defend their cattle and land from alienation by the British. (b) Nandi traditional conflicts with the Masai. (c) Nandi belief that the Uganda Railway was a big snake. (d) Nandi hatred against Indian railway builders. (e) Nandi’s tradition of warfare.
a — Struggle by the Nandi to defend their cattle and land from alienation by the British.
Fire was discovered during the: (a) Early or Old Stone Age (b) Middle Stone Age (c) New Stone Age (d) Iron Age (e) Beginning of this millennium
a — Early or Old Stone Age.
The Heligoland Island was ceded to Germany during the: (a) 1886 Anglo-German Agreement (b) 1890 Anglo-German Agreement (c) Hameron Treaty (d) Moresby Treaty (e) End of the First World War
b — 1890 Anglo-German Agreement.
When the Portuguese arrived along the East African Coast they plundered city states because: (a) The city states were ruled by Oman Arabs (b) They wanted to capture and control coastal trade with Asia (c) They wanted to construct Fort Jesus (d) The city states were dominated by Islam (e) They wanted to capture gold of Sofala
b — They wanted to capture and control coastal trade with Asia.
In East Africa the Ntemi system of political organisation was developed in the 18th century mainly among the: (a) Nyamwezi, Masai, Gogo and Kamba (b) Sukuma, Gogo, Swahili and Ngoni (c) The Sandawe, Nyamwezi, Baganda and Kikuyu (d) The Hehe, Sukuma, Nyamwezi and Sangu (e) The Bena, Luguru, Kwadi and Zigula
d — The Hehe, Sukuma, Nyamwezi and Sangu.
The attainment of political independence in East Africa implied that East African: (a) Societies had achieved economic independence (b) Countries had achieved political federation (c) Countries were politically independent but economically dependent (d) Countries were both politically and economically advanced (e) Countries could launch East African Community
c — Countries were politically independent but economically dependent.
Give an outline of the major factors for the emergence of centralised states in East Africa during the 19th century.
Trade control, strong leadership, military organisation, geography, external trade, and social unity.
CHECK: section A inferred from item numbering
Complete the table of pre-colonial African kingdoms by identifying the missing facts (1) to (6) from the list (a) to (k).
1: 8th Century (Ukimbu); 2: Natal Region in South Africa (Zulu); 3: Portuguese intrusion (Zulu); 4: German occupation of South West Africa (Zulu); 5: second half of the 19th century (Sokoto); 6: Nyungu-ya-Mawe (Ukimbu)
UNVERIFIED: the solutions give the fact text for each blank but not the letters (a)-(k). CONTESTABLE: 'German occupation' against Zulu (blank 4) looks odd; check the paper
Outline the factors for the rise of the Kingdom of Karagwe.
Fertile soils, cattle wealth, trade routes, leadership, iron working and location.
CHECK: section B inferred. Solutions start essays at item 7
Why did Germany manage to colonise Tanganyika in spite of strong resistance from the people?
Superior military technology, divide-and-rule, scorched-earth tactics, home government support, treaties with local leaders, and African disunity.
What were the main effects of the Maji Maji Uprising in Tanganyika?
Heavy loss of life, devastation, a first united resistance, collapse of cotton schemes, some reforms, and lasting mistrust.
CHECK: death toll figure as printed in the solutions; not independently confirmed
Explain any three of the following concepts in relation to the colonial history of East Africa: (a) Collaboration, (b) Armed resistance, (c) Indirect rule, (d) Settler economy, (e) Nationalist struggle.
Any three of the five concepts, each with an example.
Candidate answers any three
What was the significance of the Buganda Agreement in the history of colonialism in Uganda?
It centralised British authority, enabled taxation, introduced mailo land, empowered the Kabaka and chiefs, and laid the basis for indirect rule.
Show the main features and characteristics of colonial education in East Africa.
Limited, segregated, missionary-led, unevenly spread, and designed to serve colonial interests.
Discuss the rise and fall of the Oyo Empire in Yorubaland.
Rise: fertile land, centralised leadership under the Alaafin, trade, and cavalry. Fall: internal disputes, Fulani jihads, and collapse of trade.
Mention and discuss any three motives of imperialism in South Africa in the second half of the nineteenth century.
Any three of economic, strategic, political, social, or labour motives, each discussed.
Candidate answers any three
Describe the pattern of the economy established by Britain in her West African colonies.
Cash-crop export economy, limited mining, dependence on imports of manufactures, export-oriented infrastructure, and discouraged industrialisation.
What have been the major successes and problems of the O.A.U. since its formation?
Successes: support to liberation, unity platform, sovereignty. Problems: weak enforcement, finances, corruption, and replacement by the AU in 2002.
Why was the Berlin Conference of 1884–85 held and what were the decisions reached?
To regulate European competition; decisions included effective occupation, navigation rules, recognition of Leopold's Congo, and formal partition.
How has membership in the Non-Aligned Movement helped independent African countries?
Neutrality in the Cold War, aid from both blocs, a platform for demands, solidarity, anti-apartheid campaigning, and South–South co-operation.
One of the most important landmarks in the technical development among pre-colonial East African societies was the art of making and using ............ tools. a. stone b. wooden c. iron d. hunting
c — iron
CHECK: section A inferred from item numbering
During the 16th and 17th centuries the Portuguese occupied important trading city states on the East African coast. One of the effects was ...... a. the decline of prosperous trade in gold between Kilwa and Zimbabwe b. the decline of Bagamoyo as a slave port c. the construction of Fort Jesus at Mombasa d. the decline of caravan trade between the East African Coast and Katanga
c — the construction of Fort Jesus at Mombasa
By the second half of the 19th century social and political organisation of many East African societies was based on clan institutions as was ...... or on age-set organisation as was ...... a. the Baganda b. the Hehe c. the Shambaa d. Kikuyu
b — the Hehe
By the 18th century many societies in Tanzania could be classified into three economic groups: pastoralist; crop cultivators; and a third group preoccupied with ...... which practised both crop and animal husbandry. a. hunting and gathering b. mixed agriculture or farming c. cultivation of mixed crops d. mixed animal husbandry
b — mixed agriculture or farming
Mkwanywika (Mkwawa) was a famous military leader of the Hehe Empire, and Merere is remembered for the expansion and consolidation of ........ a. the Sangu state b. the Bena state c. the Ngoni Kingdom d. the Kingdom of Ankole
b — the Bena state
The transformation from communalism to feudalism was typical of interlacustrine societies. ........ was one of the important features of feudal relations of production. a. Communal ownership of cattle b. Co-operative ownership of land c. Private ownership of land and cattle d. Private ownership of sisal estates
a — Communal ownership of cattle
Correct (C) or incorrect (I)? Kano was one of the cities that emerged and thrived as a result of trade across the Sahara.
T
Correct (C) or incorrect (I)? Tschaka was an important leader of the Ngoni who migrated to Central and East Africa.
F
Correct (C) or incorrect (I)? Meroe and Kush are famous as ancient centres of iron industry in the Congo Basin.
F
Correct (C) or incorrect (I)? Queen Nzinga Mbandi is remembered because of her fierce resistance against Portuguese slave trade activities in Angola.
T
Correct (C) or incorrect (I)? The golden stool was an important symbol of authority of the Ashanti Kings.
T
In South Africa the consolidation of capitalism took place in the second half of the 19th century after a. the rise of apartheid as a racial segregation system b. the establishment of a strong trade union movement by South African mine workers c. the establishment of the Union of South Africa d. the discovery of minerals, especially gold and diamonds e. the discovery of minerals, especially gold and uranium
d — the discovery of minerals, especially gold and diamonds
The partition and colonisation of Africa in the last quarter of the 19th century was due to a. the development of mercantile capitalism b. development of neo-colonialism c. the development of capitalism into its monopoly stage d. the development of competitive industrial capitalism e. the development of feudalism
c — the development of capitalism into its monopoly stage
David Livingstone and Henry Stanley carried out intensive explorations in East and Central Africa because a. they represented European tourist interests b. they represented interests of the African people c. they wanted to meet at Ujiji d. they represented various interests arising out of the development of capitalism in Europe and America e. they represented the interests of Oman sultanate
d — they represented various interests arising out of the development of capitalism in Europe and America
The Congo and Niger Basins occupied a special position in the imperialist scramble for colonies in Africa because a. they were very rich in gold b. both basins were potential centres of sources of slaves and ivory c. both river basins were potential sources of agricultural raw materials and markets d. the rivers were potential means of producing hydroelectric power e. the rivers were potential means of providing trade links between East and West Africa
e — the rivers were potential means of providing trade links between East and West Africa
CONTESTABLE: option c (raw materials and markets) is also defensible; the key is e as printed
The principle of 'effective occupation' established at the Berlin Conference was intended to a. put a stop to the scramble for colonies in Africa b. ensure that claims of colonial occupation were backed by concrete steps c. empower the Berlin Conference to draw boundaries for all colonies in Africa d. ensure that the Anglo-French conflict over Egypt was settled without fighting e. facilitate treaty-making between the colonisers and African chiefs
b — ensure that claims of colonial occupation by the colonising powers were backed by concrete steps
Time-chart conclusion: Production of cloves started earlier in the 19th century before Tanzania was colonised. True (T) or false (F)?
T
Time-chart conclusion: Production of cloves started by the Arabs ended when the Arabs were expelled from Zanzibar in 1964. True (T) or false (F)?
F
Time-chart conclusion: Production of export crops by peasants started only during the period of British colonialism. True (T) or false (F)?
F
Time-chart conclusion: Production of export crops by peasants started later than plantation and settler production during German colonialism. True (T) or false (F)?
F
CONTESTABLE: solutions list five valid conclusions; the paper says six. Item (d) may be the missing one
Time-chart conclusion: Production and extension of rubber thrived for only about two and a half decades during German colonialism. True (T) or false (F)?
T
Time-chart conclusion: The decline of rubber as an export crop was possibly due to the defeat of Germans in the First World War. True (T) or false (F)?
T
Time-chart conclusion: Cashewnuts produced by peasants were one of the export crops introduced during British colonialism. True (T) or false (F)?
T
Time-chart conclusion: Introduction of cashewnuts in Tanzania was a direct consequence of the Second World War. True (T) or false (F)?
F
Time-chart conclusion: Production of groundnuts as an export plantation crop began together with the outbreak of the Second World War. True (T) or false (F)?
F
Time-chart conclusion: Introduction of groundnuts as a plantation crop for export was due to Britain's post-war economic problems. True (T) or false (F)?
F
Time-chart conclusion: Cotton was one of the few export crops produced only by the peasants. True (T) or false (F)?
T
Example item in the paper
Time-chart conclusion: Cotton production lasted for only four decades. True (T) or false (F)?
F
CONTESTABLE: see item (d); solutions give five valid conclusions against six expected
List A item (a): The founding of ANC in 1912 — pick the List B fact that gives its historical context
7 — The white minority attain political power through the Union of South Africa Act of 1910.
List A item (b): The coming of Cuban forces in Angola — pick the List B fact that gives its historical context
6 — Invasion of Angola by South African forces.
List A item (c): Ghana achieves national independence in 1957 — pick the List B fact that gives its historical context
4 — Anti-colonial political consciousness and struggle of the people under the leadership of Kwame Nkrumah.
List A item (d): The dock-workers’ strikes in Dar es Salaam, Tanga and Mombasa in 1939 — pick the List B fact that gives its historical context
1 — Low wages as part of the colonial system of exploitation of cheap labour in East Africa.
List A item (e): The assassination of Patrice Lumumba — pick the List B fact that gives its historical context
10 — Imperialist plan against progressive and revolutionary leadership in Zaire.
List A item (f): The Mau Mau war in Kenya — pick the List B fact that gives its historical context
5 — The imprisonment of Jomo Kenyatta.
Establishment of the East African Community collapsed after one decade (1967–1977). Write five reasons (a)-(e) why it collapsed.
Ideological differences, unequal benefits, Idi Amin's instability, leadership rivalry, and financial constraints.
CHECK: section B inferred. Item 6 is the first essay-type item
Give reasons why most pastoral societies evolved age-set political organisations in East Africa.
Security, livestock management, social cohesion, leadership succession, and education.
What were the main factors for the rise of the Kimbu Empire in the second half of the nineteenth century?
Leadership, trade, military strength, geography, and social unity.
Why were European and American trading companies interested in East Africa in the nineteenth century?
Raw materials, a market for manufactured goods, a strategic coastal base, the slave trade, and inter-power competition.
Account for the special significant role of Kinjikitile in the history of Tanzania.
Spiritual leader who united peoples, inspired the Maji Maji resistance, and whose legacy shaped nationalism.
Why and how were peasant marketing co-operatives established from the 1930s in East African colonies?
To improve marketing, protect peasants from middlemen, increase government control and production, and as African self-help.
Describe the historical events that led to the formation of the Union between Tanganyika and Zanzibar in April 1964.
Independence of Tanganyika (1961) and Zanzibar (1963), the Zanzibar Revolution (1964), fear of communist influence, and the Nyerere–Karume agreement.
Assess the contribution of gold in the rise and consolidation of the Ghana Empire in West Africa.
Gold brought wealth, trade taxation, military power, international recognition, and urban growth.
Explain why African societies and white settlers were engaged in continuous clashes from the late seventeenth to the nineteenth centuries in South Africa.
Land alienation, cattle raids, taxation, racial discrimination, and clashes over grazing and hunting land.
Relate the opening of the Suez Canal with the scramble for colonies in Eastern Africa.
The canal (1869) made Eastern Africa strategic, spurred rivalry and economic exploitation, and drove colonial expansion.
Why was it necessary for Zimbabwe to use armed struggle in order to achieve national independence?
Settler colonialism, racial discrimination, failure of peaceful methods, external support, and the people's determination.
Account for the state of political instability and coups in many African countries since the attainment of political independence.
Weak institutions, ethnic divisions, economic problems, military ambition, and foreign interference.
Why has it taken so long for Namibia to achieve independence?
South African occupation and apartheid, international divisions, Namibian resources, and Cold War politics.
The main purpose of building the Uganda railway line was to: (a) attract European settlers to Kenya (b) compete with German railway builders (c) provide cheap means of transport in E. Africa (d) avoid attacks from hostile people and wild animals (e) gain easy access to Lake Victoria.
c — provide cheap means of transport in E. Africa.
The railway linked the interior with the coast to carry raw materials for export and bring in manufactured goods.
CHECK: section A inferred from item numbering
Portuguese rule on the coast of East Africa failed because: (a) they participated in the abolition of slave trade (b) they became more interested in their colonies in West Africa (c) they could not face the competition of European and Arab traders (d) they found alternative routes to India and the Far East (e) Sultan Said of Zanzibar was too strong for them.
c — they could not face the competition of European and Arab traders.
The Portuguese lacked the strength and resources to compete with other traders.
The groundnut schemes in Kongwa, Nachingwea and Urambo failed due to: (a) technical problems and crop diseases (b) lack of world-sale market for groundnuts (c) shortage of adequate rainfall (d) lack of manure (e) failure to transport the groundnuts to the coast.
c — shortage of adequate rainfall.
Poor planning and unsuitable climate, especially inadequate rainfall, caused the scheme to fail.
Tanganyika achieved independence earlier than Uganda and Kenya because she was: (a) bigger and richer than the two (b) less dominated by European settlers (c) a Trusteeship territory (d) led by a stronger party than KANU and UPC (e) had more minerals.
c — a Trusteeship territory.
Under UN Trusteeship administered by Britain, the transition to independence was easier and quicker.
Kabaka Mutesa asked Stanley to send missionaries to Buganda because he wanted: (a) to gain Britain's support in wars against Bunyoro (b) European civilization to spread in Buganda (c) the missionaries to come and abolish slave trade (d) to keep the French and Arabs away from Buganda (e) to be converted to Christianity.
a — to gain Britain’s support in wars against Bunyoro.
Mutesa's main interest was political: external support against regional rivals such as Bunyoro.
Many kings in West Africa participated in the slave trade because it: (a) forced their subjects to become Moslems (b) encouraged trade in gold and salt (c) encouraged the construction of local industries (d) enabled kings to visit Europe and America (e) brought them wealth and power.
e — brought them wealth and power.
Access to European goods, weapons and prestige consolidated the wealth and power of West African kings.
Puzzle line 2 (4 letters): One of the major means of production in feudal societies.
LAND
Puzzle line 3 (6 letters): The simplest unit of social organisation in early agricultural societies.
FAMILY
Puzzle line 4 (6 letters): A form of feudal production relations which developed among the Akida of Tanzania.
UMUNGA
UNVERIFIED: the clue answers come from the solutions; check spelling against the paper
Puzzle line 5 (13 letters): The earliest ancestor whose fossil was discovered in 1959 by Dr. Leakey in Olduvai Gorge.
ZINJANTHROPUS
Puzzle line 6 (7 letters): A study of the relationship between man and his environment as he struggles for survival.
HISTORY
Puzzle line 7 (9 letters): The policy of racial segregation made official in South Africa in 1948.
APARTHEID
Puzzle line 8 (8 letters): A country in Southern Africa formerly dominated by European settler farmers.
RHODESIA
Puzzle line 9 (12 letters): An ancient kingdom in Central Africa famous for gold production.
MWENE MUTAPA
Puzzle line 10 (12 letters): The major goal of colonialism.
EXPLOITATION
Puzzle line 11 (7 letters): A colonial organisation established to recruit labour for sisal plantations.
WENDAWA
List A item B: The year 1873 — pick the matching List B fact
9 — Closure of the slave market in Zanzibar
List A item C: Trans-Saharan trade — pick the matching List B fact
2 — The rise of the Sudanic states
List A item D: George Goldie — pick the matching List B fact
4 — The Royal Niger Company
List A item E: 1958 referendum — pick the matching List B fact
1 — The French community was born
List A item F: Growth of trade in palm oil, cotton and groundnuts — pick the matching List B fact
5 — Legitimate trade
The independence attained by East African states in the 1960s was constitutional freedom. Which statement completes this best? 1. Efforts were thus made only to establish stable political systems. 2. Efforts were made both to stabilise political systems and structures and to create viable economic developmental strategies. 3. Efforts were made to remove all whites from important political positions. 4. Efforts were made to establish industries run by nationals. 5. Efforts were made to remove all Asians from essential political and economic positions.
2 — Efforts were made both to stabilise political systems and structures and to create viable economic developmental strategies.
CHECK: question number inferred; the solutions show no question 4 or 5 heading
The colonial invaders faced strong resistance from many East African societies. Which of the statements are correct? 1. The Mau Mau war in Kenya is an example of strong resistance against British colonial invasion. 2. In Tanganyika the Germans faced stiff resistance from the strong military state of the Hehe. 3. The Maji Maji war was another example of resistance against German oppression. 4. Africans were finally defeated because they believed in witchcraft. 5. In any case the colonialists decided to withdraw from East Africa.
1, 2, 3 — Mau Mau war; Hehe resistance; Maji Maji war.
Strongest examples: Mau Mau, Hehe and Maji Maji.
CHECK: question number inferred
The Nyamwezi people became famous traders from the 18th to 19th centuries. Which statements are correct? 1. The Nyamwezi became great participants in the Zimbabwe gold trade. 2. Wagogo were forced to pay 'hongo' to the Nyamwezi. 3. When the slave trade started the Nyamwezi became agents of the Arab slave traders. 4. The Nyamwezi conducted long-distance trade caravans from the interior to the coast. 5. The specialist traders among the Nyamwezi were known as Mandewa. 6. The Nyamwezi rulers specialised in trade activities only. 7. The Nyamwezi trade influence extended as far south as N. Rhodesia.
iii, iv, v, vii — agents of Arab slave traders; caravans to the coast; Mandewa; influence as far as N. Rhodesia.
CHECK: question number inferred
Arrange the ten statements about the history of Namibia (numbered 1 to 10) in logical order.
1, 4, 2, 5, 7, 3, 8, 6, 10, 9
Why did Sultan Said move his capital from Oman to Zanzibar in 1840?
Strategic trade position, clove plantations, a more productive island, security, a cosmopolitan trading hub, and political influence.
CHECK: section B inferred. Solutions start essays at item 7
Identify and explain THREE of the main forms of feudal production relations in East Africa in the nineteenth century.
Any three of tribute payment, labour services, rent in kind, patriarchal dependence, and military service.
Candidate answers any three
What were the effects of the activities of European missionaries in East Africa since the second half of the nineteenth century?
Education, medicine, Christianity, cultural erosion, anti-slavery work, and preparing the ground for colonialism.
How effective was the Uganda railway in the colonisation of Kenya and Uganda?
Very effective for political control and economic exploitation, though it brought displacement and suffering.
How did the development of iron technology in East Africa help bring social and economic changes?
Iron improved agriculture, trade, military power, political centralisation, and the status of blacksmiths.
What were the shortcomings of indirect rule in British colonies in East Africa?
Preserved unpopular rulers, slowed modernisation, created warrant chiefs, reinforced divisions, exploited Africans, and excluded educated elites.
Paragraph (A) (example in the paper): 'The colonial economy in East Africa was basically externally oriented. 1. It was based on the export of raw materials and importation of consumer goods. 2. ………. 3. The industrial sector in the colonies was also not adequately developed.' Choose the missing sentence: (i) It greatly helped the individual African peasant. (ii) Most of the local population was forced to enter into cash crop production or to offer labour to the plantations and mines. (iii) The colonial subjects who produced the raw materials were adequately paid.
(ii) — Most of the local population was forced to enter into cash crop production or to offer labour to the plantations and mines.
CHECK: section A inferred from item numbering. Paragraph (A) is the paper's example
Paragraph (B): 'The first millennium A.D. marks the introduction and spread of new ways of life especially associated with iron making and farming. 1. ………. 2. It brought a series of improvements in life. 3. Gradual improvement of food supplies as more people learnt cattle raising, iron smelting, growing and metal working.' Choose the missing sentence: (i) This is the period when the first Europeans appeared in Africa. (ii) These thousand years are called the Early Iron Age. (iii) These thousand years are called the Early Stone Age.
(ii) — These thousand years are called the Early Iron Age.
Paragraph (C): 'Discoveries at the Olduvai Gorge provide the best examples in the evolution of man. 1. The Olduvai Gorge is located in East Africa, on the Eastern branch of the Great Rift Valley, in Northern Tanzania. 2. ………. 3. In this gorge there are several layers of soil where the ancient fossils are found.' Choose the missing sentence: (i) The oldest layer is over 300ft deep and so it cannot be reached or excavated by archaeologists. (ii) The oldest layer is about 300ft deep. (iii) The discoveries made at different layers reveal fossils which are found in other places in the world.
(ii) — The oldest layer is about 300ft deep.
Paragraph (D): 'Sultan Said’s most lasting contribution to Zanzibar was the development of the clove industry. 1. He knew that Zanzibar could become rich in agriculture as well as in trade. 2. He encouraged his subjects to clear the ground for new farming and the plantation owners grew cloves instead of coconuts. 3. ………..' Choose the missing sentence: (i) Much of the island was cleared though it meant forcing the African farmers into the less fertile areas or to turn them into clove pickers. (ii) Much of the land was cleared and Africans were forced to leave the island to settle in the mainland. (iii) Cloves that were planted speeded up the process of abolishing slave trade.
(i) — Much of the island was cleared though it meant forcing the African farmers into the less fertile areas or to turn them into clove pickers.
Paragraph (E): 'Kilwa remained for many years the principal centre of the East African slave trade. 1. ………. 2. The end of the 19th century saw the beginning of this process of internal slave trading which, within 50 years, was so vast in large areas. 3. Slavery was still important in the islands, especially Pemba.' Choose the missing sentence: (i) It was mainly the Yao who kept the mainland supplied with men, women and children, which came from raids or captures for slave markets. (ii) The Ngoni also played a vital role in bringing slaves to Kilwa in exchange for guns and coarse shells. (iii) It was mainly the Ngoni, during their wandering wars and raids, who captured men, women and children and took them to Kilwa.
(i) — It was mainly the Yao who kept the mainland supplied with men, women and children which either came from raids or when people had been captured for slave markets.
List A fact 1: Moroccan invasion — pick the matching List B fact
e — Led to the end of the Songhai Empire
The Moroccan invasion of 1591 ended the Songhai Empire by defeating Askia Ishaq II.
List A fact 2: Nok culture — pick the matching List B fact
h — Name given to early iron age way of life in Central Nigeria
Nok culture (c. 500 BC) is famous for early iron smelting and terracotta art.
List A fact 3: The Mamluks — pick the matching List B fact
a — African cultural resistance to assimilation policy
Solutions reason that the Mamluks resisted foreign domination.
CONTESTABLE: the link of the Mamluks to (a) is weak and the solutions' reasoning is loose
List A fact 4: The Middle Passage — pick the matching List B fact
b — The Atlantic Triangular trade
The Middle Passage was the transatlantic journey of enslaved Africans, part of the Atlantic triangular trade.
List A fact 5: Samori Toure — pick the matching List B fact
c — A West African hero who fought the French intruders
Samori Toure resisted French colonial expansion in the late 19th century.
List A fact 6: Royal Niger Company — pick the matching List B fact
f — A trading firm given a charter to establish colonial administration in West Africa
Chartered in 1886 under George Goldie; it consolidated British rule in Nigeria.
Gap [1] in the passage on the Abushiri revolt and the German wars (context: the leader of the coastal Arush revolt (November 1888) — Abushiri). Choose the fact from (a)-(k).
g — Abushiri
The revolt was led by Abushiri bin Salim in Pangani.
Gap [2] in the passage on the Abushiri revolt and the German wars (context: the official whose assassination spread the revolt to Dar es Salaam — the Germans). Choose the fact from (a)-(k).
a — Germans
Dar es Salaam was attacked after the German commissioner was assassinated.
Gap [3] in the passage on the Abushiri revolt and the German wars (context: the German officer sent to suppress the rising — Von Wissmann). Choose the fact from (a)-(k).
b — Von Wissmann
Von Wissmann was sent to crush the revolt.
Gap [4] in the passage on the Abushiri revolt and the German wars (context: the son of Chief Meli who led the Chagga in 1892 — Mangi Sina). Choose the fact from (a)-(k).
k — Mangi Sina
Mangi Sina resisted German invasion.
Gap [5] in the passage on the Abushiri revolt and the German wars (context: the people defeated in January 1893 whose chief Kiwakwi was captured — Chaga). Choose the fact from (a)-(k).
i — Chaga
The Chagga were defeated in 1893.
Gap [6] in the passage on the Abushiri revolt and the German wars (context: where the German government sent the head of Chief Kiwakwi — Germany). Choose the fact from (a)-(k).
f — Germany
Kiwakwi's head was taken to Germany.
Gap [7] in the passage on the Abushiri revolt and the German wars (context: the group that persistently demanded the return of Mkwawa's head — The Hehe). Choose the fact from (a)-(k).
e — The Hehe
The Hehe persistently demanded its return.
Gap [8] in the passage on the Abushiri revolt and the German wars (context: the year Mkwawa's head was returned — 1954). Choose the fact from (a)-(k).
j — 1954
The head was returned in 1954.
Gap [9] in the passage on the Abushiri revolt and the German wars (context: the captured resistance figure — Siki). Choose the fact from (a)-(k).
d — Siki
Siki was captured during the resistance.
UNVERIFIED: the gap text is partly paraphrased from the solutions
Gap [10] in the passage on the Abushiri revolt and the German wars (context: the year many key battles happened — 1889). Choose the fact from (a)-(k).
c — 1889
Many key battles happened in 1889.
UNVERIFIED: the gap text is partly paraphrased from the solutions
Gap [11] in the passage on the Abushiri revolt and the German wars (context: the main base of the revolt — Pangani). Choose the fact from (a)-(k).
h — Pangani
Pangani was the main base of the revolt.
UNVERIFIED: the gap text is partly paraphrased from the solutions
Paragraph (a): identify the historical error and explain why it is an error
Error: “Heavy manufacturing industries.” Explanation: The Kongo kingdom did not have heavy industries; it had handicraft industries such as raffia weaving and iron smelting.
Paragraph (b): identify the historical error and explain why it is an error
Error: “White settlers pushed South.” Explanation: The settlers pushed northwards from South Africa into Mashonaland, not south.
Paragraph (c): identify the historical error and explain why it is an error
Error: “Lunda and Kololo.” Explanation: The rivals were not Lunda and Kololo; they were the Maravi chiefs and the Portuguese.
CONTESTABLE: the solutions name the rivals as Maravi chiefs and the Portuguese; check the paper's wording
Paragraph (d): identify the historical error and explain why it is an error
Error: “Agreed not to colonize East Africa.” Explanation: The Berlin Conference legitimised colonisation of Africa by European powers under the principle of effective occupation.
CHECK: the solutions' statement that Germany, France and the Netherlands attended is not verified here
Paragraph (e): identify the historical error and explain why it is an error
Error: “South East Ethiopia.” Explanation: The Bantu originated in the Cameroon–Nigeria borderlands of West Africa, not South East Ethiopia.
The mixture of Bantu culture with that of the Arabs led to the formation of: A. Islamic culture B. Negro culture C. Shiraz culture D. Swahili culture E. Afro-Shiraz culture
D — Swahili culture
Some societies that had developed Mtemi systems of government by the 18th century in the interior of East Africa include the: A. Sukuma, Nyamwezi, Hehe and Sangu B. Sandawe, Nyamwezi, Ganda and Masai C. Arabs, Nyamwezi, Gogo and Swahili D. Nyamwezi, Giriyama, Sukuma and Kamba E. Sambaa, Pare, Ngindo and Kalenjin
A — Sukuma, Nyamwezi, Hehe and Sangu
Two types of labour used by the Arab clove and coconut plantation owners in Zanzibar were: A. youths under 18 years and Indians B. wage employment and women C. sugar plantation workers and settlers D. slaves and squatters E. housekeepers and slaves
D — slaves and squatters
Trade across the Sahara was one of the major causes for the: A. spread of Jihads in West Africa B. rise of the Empire of Ghana C. rise of the Kingdom of Oyo D. fall of the Empire of Sokoto E. rise of the Kingdom of Opoopo
B — rise of the Empire of Ghana
The Mandinka people managed to resist the French for a long time because they: A. used scotch-earth tactics in fighting B. employed superior fire power C. moved their state from place to place D. were the majority in West Africa E. were the cleverest people in West Africa
A — used scotch-earth tactics in fighting
One of the main reasons why Europeans went to Zimbabwe was: A. their expectation of being able to exploit the country’s mineral resources B. to spread Christianity C. to recruit cheap labour for the mining industry D. to trace the whereabouts of Dr. David Livingstone E. to establish a base for the Cairo–Cape Town road
A — their expectation of being able to exploit the country’s mineral resources
Arrange the missing facts a to f in their proper order on the East African time chart: a Maji Maji uprising; b Devonshire White Paper; c Governor Cameron declares Indirect Rule in Tanganyika; d State of Emergency declared in response to Mau Mau; e Republic declared to an East African country; f 1962.
a = 4, b = 3, c = 6, d = 1, e = 5, f = 2
UNVERIFIED: the solutions' bracketed numbers (a = 3, b = 3) conflict with the answer order (a = 4); the answer order is used as printed
Show how environment and economic activities influenced differences in the evolution of political organisation in pre-colonial Tanzania.
Highland and dry-land environments, pastoralism, fishing, coastal trade, iron working, and external threats shaped different political systems.
CHECK: section B inferred. Solutions start essays at item 7
Why did Company Rule in East Africa fail?
Lack of capital, profit orientation, poor management, vast territories, African resistance, and the shift to direct government control.
What enabled the Ngoni to invade a wide region of East Africa?
Military organisation, cow-horn formation, weapons, hit-and-run tactics, constant migration, and weak divided opponents.
Briefly analyse the pattern of colonial infrastructure (railways, roads and ports) in mainland Tanzania, showing how it facilitated exploitation.
Infrastructure linked export areas to the coast, served raw-material export and manufactured imports, and supported control.
What contributed to the consolidation of nationalist struggles in East Africa?
Shared oppression, World War II, Pan-Africanism, organisation through unions and co-operatives, educated elites, and UN pressure.
Outline the steps the people of Tanzania have taken in solving their political, economic and social problems since independence.
One-party rule, Arusha Declaration, nationalisation, Education for Self-Reliance, health expansion, and structural adjustment.
Account for the Ndebele–British war of 1893.
British wish to control minerals, Ndebele resistance, BSAC expansion, clash of systems, settler provocation, and Lobengula's mobilisation.
Discuss the colonial labour system and taxation in Central Africa.
Hut and poll taxes forced Africans into wage labour; coercive recruitment and forced labour supplied cheap labour.
Describe the trans-Sahara trade routes and how the trade affected life in the Western Sudan.
Routes linked West African cities to North Africa; goods and slaves moved; states grew; Islam and urbanisation spread.
Describe the growth and operation of the Atlantic slave trade.
Driven by plantation labour demand in the Americas; African captives exchanged for European goods; the Middle Passage and triangular trade.
What do you understand by the term 'legitimate trade'? Discuss the view that this type of trade led to European colonisation of West Africa.
Legitimate trade replaced the slave trade with commodities; it drew Europe into territorial control and led to colonial domination.
Outline the development of racial discrimination in the South African mining industry since the last quarter of the 19th century.
Africans were confined to low-paid jobs; pass laws, colour bars, harsh compounds, and union restrictions institutionalised discrimination.
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