241/1
History and Political Education
Paper 1
2024 S.3
November
2 ¼ hours
BSR END OF YEAR JOINT EXAMINATIONS - 2024
UGANDA CERTIFICATE OF EDUCATION
HISTORY AND POLITICAL EDUCATION S.3
PAPER 1
2 HOURS 15 MINUTES
SCORING GUIDE
© 2024 BSR joint Examinations Board.
Turn Over
SCORING GUIDE FOR S.3 END OF YEAR HISTORY AND POLITICAL
EDUCATION 241/1 2024
Item 1
Task:
Suggest possible ways in which this can be done
The problem in the scenario is the negligence of our heritage/historical sites.
A historical site is a place that has been preserved because it has traces of
the past. It’s an official location where cultural, military, political or social
history is preserved because of its heritage value. It is also referred to as a
heritage site. Historical sites are usually protected by law and have been
recognized with official national historical status. A historical site may be any
building, area or feature that is of local or international importance. East
Africa is rich in historical sites. In order to preserve these sites, the following
must be done;
Body
a) Governments should enforce laws that regulate land use around these
sites and penalize those who engage in illegal activities like looting or
construction near sensitive locations.
b) The preservation of historical sites should involve local communities who
are the primary stewards of these sites. This fosters a sense of ownership
and responsibility for preserving the sites.
c) The government should promote sustainable tourism which can generate
revenue for the maintenance of historical sites.
d) Tourism should also be managed to avoid overcrowding and
environmental degradation
e) The in-charge should raise public awareness about the importance of
preserving historical sites. This helps to instill a sense of pride and
awareness of the value of cultural heritage.
f) The government should invest in higher education and skills development
programs that specialize in heritage conservation.
g) The government should collaborate with international organizations like
UNESCO, the World Monuments Fund among others for both technical and
financial support
h) Scientific research and documentation of historical sites should be a
priority. Using technology such as Geographic Information Systems (GIS),
drones, and 3D scanning can help in mapping, documenting, and
monitoring the condition of sites.
i) Government and private organizations should allocate funds specifically
for the conservation of historical sites.
j) Empowering local communities to manage and preserve their heritage
through local museums, heritage sites, and cultural events helps ensure
long-term protection.
k) Government should enforce strict regulations on construction projects
near historical sites to prevent encroachment.
l) There should be regular maintenance, including cleaning, structural
repairs, and conservation of artifacts which helps to keep historical sites
in good condition.
m) The government should implement climate change adaptation strategies
that protect cultural heritage, such as building protective infrastructure or
relocating vulnerable sites.
n) There should be the establishment of dedicated national heritage bodies
or commissions that can centralize efforts to preserve historical sites.
o) The in-charge should organise heritage festivals and cultural events
around historical sites to create opportunities for local communities to
engage with their heritage.
p) There should be regular monitoring of the physical condition of historical
sites to detect early signs of damage.
q) Many African historical sites are linked to oral traditions and stories. It is
essential to document these narratives, which may not be captured in
written records, to complement physical preservation and ensure the
cultural significance of sites is fully understood.
r) There should be cooperation between neighboring to protect all these
sites that are spread across borders.
s) Build sustainable infrastructure around historical sites, including access
roads to ensure that sites are easily accessible to tourists and researchers
Conclusion
In conclusion, the government and other stakeholders should engage
local communities in the preservation of historical sites
EXCELLENT
Attributes
- Clearly identify the problem in the scenario
- Clearly explains key historical concepts in the scenario
- Relate the concepts to the scenario
- Explains the requirements of the task correctly and
logically/coherently
- Backs explanation with relevant example
- Relates explanation to the scenario
- Makes relevant conclusion/takes a stand
HK 10+
HT 8+ 3
HA/C 4+
ADVANCED
Attributes
- The problem in the scenario is identified with minor errors
- Key concepts in the scenario are defined
- Key historical ideas identified in relationship to the task
- Historical ideas explained with minor misconception
- Attempts to relate historical concepts/ideas to the scenario
- Concludes with minor historical errors
HK 8+
HT 6-7 2
HA/C 0-3
SATISFACTORY
Attributes
- No identification of the problem in the scenario
- Doesn’t define key historical concepts in the scenario
- Outlines/mentions historical ideas in relation to the task
- Few or no relevant examples
- Doesn’t relate historical ideas to the scenario
- No relevant conclusion
HK 1+
HT 0-6 1
HA/C 0
INADEQUATE
Attributes
- No relevant answers
- Incorrect statement
HK 0
HT 0 0
HA/C 0
Item 2
Task:
Write an essay that can win the above prize
Likely responses
Introduction
The problem in the scenario is that many African politicians are used by
western imperialists to achieve their aims since they don’t know how these
imperialists oppressed and exploited their states in the past. During the 19 th
century, western imperialists came to Africa and established their colonial
rule. This rule was oppressive and exploitative in many ways. African
politicians should collaborate with them wisely because of the following
reasons;
Body
1. They promoted tribalism because each society was administered at tribal
level
2. They introduced forced cash crop growing as it was in Tanganyika
3. They exploited African workers by paying them very poorly as it was in
Kenya.
4. They introduced various taxes such as poll, gun and hut taxes
5. Serious education for the Africans was totally neglected and many were
given elementary education.
6. They dehumanized and demoralized African chiefs i.e. many were not
pleased with the changes but they had no option or to lose their
leadership posts.
7. The African chiefs earned themselves hatred, dislike and disrespect from
their subjects who looked at them as traitors
8. African land such as Kenya highlands were grabbed
9. They increased poverty Among Africans because many of them were not
allowed to participate in different economic activities like coffee growing
in Kenya
10. They led to the outbreak of resistances as a result of their bad
governance such as MAU MAU in Kenya
11. African cultures and customs were eroded and abused as inferior,
backward and barbaric
12. People were always in a state of suffering as there was wide spread
discontent and resentment against the white imperialists
13. There was heavy loss of lives as whites attempted to suppress Africans
14. There was wide destruction of property during rebellions and resistances
15. Famine broke out due to the unsettled life of the Africans and neglect of
growing of food crops in favour of cash crops.
16. African traders like the Nyamwezi were driven out of trade by the whites
who became the main trade controllers.
Conclusion
In conclusion, African politicians should always remember that Whiteman’s
rule in Africa caused more misery and suffering and should collaborate with
them wisely
EXCELLENT
Attributes
- Clearly identify the problem in the scenario
- Clearly explains key historical concepts in the scenario
- Relate the concepts to the scenario
- Explains the requirements of the task correctly and
logically/coherently
- Backs explanation with relevant example
- Relates explanation to the scenario
- Makes relevant conclusion/takes a stand
HK 10+
HT 8+ 3
HA/C 4+
ADVANCED
Attributes
- The problem in the scenario is identified with minor errors
- Key concepts in the scenario are defined
- Key historical ideas identified in relationship to the task
- Historical ideas explained with minor misconception
- Attempts to relate historical concepts/ideas to the scenario
- Concludes with minor historical errors
HK 8+
HT 6-7 2
HA/C 0-3
SATISFACTORY
Attributes
- No identification of the problem in the scenario
- Doesn’t define key historical concepts in the scenario
- Outlines/mentions historical ideas in relation to the task
- Few or no relevant examples
- Doesn’t relate historical ideas to the scenario
- No relevant conclusion
HK 1+
HT 0-6 1
HA/C 0
INADEQUATE
Attributes
- No relevant answers
- Incorrect statement
HK 0
HT 0 0
HA/C 0
Item 3
Task:
Suggest those changes to the government of Uganda
Likely responses
Introduction
The problem in the scenario is that Uganda still has politics of identity
characterised by tribe, religion and appearance and therefore has much to
learn from Kenya which has gone beyond that. Kenya is one of the most
developed countries in East Africa. Unlike other East African States, Kenya’s
current structure of government allows power to be shared on two levels:
The national level and the county level. Uganda can learn a lot from Kenya’s
governance including the following;
Body
1. Kenya has got term limits of five-year terms. Uganda can restore these
terms limits as a way of getting more participation
2. Uganda may adopt a bicameral legislature comprised of the National
Assembly and the Senate like that of Kenya.
3. Members of the National Assembly may be elected by the public, while
Senators represent counties in the Senate as it is in Kenya
4. The National Assembly may be made the lower house of Parliament,
responsible for making laws and representing the interests of the
people as it is done in Kenya
5. The Senate may represent the counties and ensure their interests are
considered in national legislation as its done in Kenya
6. Uganda may copy the devolved government system of Kenya where
each county has its own government headed by a governor, and the
counties have substantial powers to manage local affairs.
7. We may introduce governors who are elected by the residents of each
county and serve as the chief executives of the county governments as
its done in Kenya
8. Each county may have its own elected assembly responsible for
making laws at the county level as its done in Kenya
9. We may establish political parties based on interests not identity like
Kenya Kwanza in Kenya
10. Kenya has invested in meritocracy and this has promoted
economic growth and development. Uganda should do the same
instead of using nepotism and sectarianism
11. Kenya has made significant steps in improving transparency,
particularly through platforms like the Kenya Open Data Initiative.
Uganda can adopt similar mechanisms to provide citizens with access
to government data, thereby increasing accountability and reducing
corruption.
12. Kenya has established institutions like the Ethics and Anti-
Corruption Commission (EACC) to combat corruption at all levels of
government. Uganda could strengthen its own anti-corruption efforts
by bolstering the role of independent institutions and ensuring greater
enforcement of anti-corruption laws.
13. Kenya’s electoral reforms post-2007 crisis, including the
establishment of an independent Electoral and Boundaries Commission
(IEBC), have helped improve the credibility of elections. Uganda could
learn from Kenya’s electoral processes to ensure free and fair elections
14. Kenya has actively promoted national integration through
initiatives that celebrate its ethnic and cultural diversity, such as the
"Nuru Ya Taifa" (Light of the Nation) campaigns. Uganda can learn
from these efforts to foster unity among its diverse ethnic and cultural
groups, reducing regional tensions and promoting national cohesion.
Conclusion
In conclusion, Uganda should promote unity in diversity as it is done in Kenya
if we need our politics to be productive to our country
EXCELLENT
Attributes
- Clearly identify the problem in the scenario
- Clearly explains key historical concepts in the scenario
- Relate the concepts to the scenario
- Explains the requirements of the task correctly and
logically/coherently
- Backs explanation with relevant example
- Relates explanation to the scenario
- Makes relevant conclusion/takes a stand
HK 10+
HT 8+ 3
HA/C 4+
ADVANCED
Attributes
- The problem in the scenario is identified with minor errors
- Key concepts in the scenario are defined
- Key historical ideas identified in relationship to the task
- Historical ideas explained with minor misconception
- Attempts to relate historical concepts/ideas to the scenario
- Concludes with minor historical errors
HK 8+
HT 6-7 2
HA/C 0-3
SATISFACTORY
Attributes
- No identification of the problem in the scenario
- Doesn’t define key historical concepts in the scenario
- Outlines/mentions historical ideas in relation to the task
- Few or no relevant examples
- Doesn’t relate historical ideas to the scenario
- No relevant conclusion
HK 1+
HT 0-6 1
HA/C 0
INADEQUATE
Attributes
- No relevant answers
- Incorrect statement
HK 0
HT 0 0
HA/C 0
Item 3
Task:
As a student of history and political education, advise the Ugandans to
appreciate these people.
Likely responses
Introduction
The problem in the scenario is that Asians were allowed to come back to
Uganda by the NRM government and now there is growing concern among
Ugandans that these foreigners have dominated almost all business
activities, retail and whole sale trade, hotels, factories, etc. leaving them out.
So they suggest that these people should leave and go back to their home
countries. Asians are the people believed to have come from the Middle East,
especially India, Pakistan, Indonesia, Malaysia and Bangladesh. These were
basically traders who accessed the East African coastline using the
occasional monsoon winds. With the colonisation of Asia by whites, later
many Asians came to East Africa under the British colonial labour policy.
Ugandans should appreciate these people because they have a lot of
contributions as seen below;
Body
1. They have helped in the development of education sector by building a
number of education institutions such as Agha Khan nursery, primary,
secondary and University
2. They have also spread the Islamic faith in east Africa by constructing
mosques and supporting Islamic education
3. They have helped to improve on the transport sector through
construction of roads that led to their business centers like apartments in
Kampala suburbs
4. They have developed commercial agriculture by establishing big farms of
crops such as tea, sugarcanes, pyrethrum, etc.
5. They provide employment opportunities to the east African people in
their factories, shops and other businesses
6. They have helped in the improvement of people’s welfare through
constructing recreational centers such as beaches like Didi’s world, clubs,
kids’ parks, among others.
7. They have contributed to the capital inflow in East Africa. Their
businesses brought a lot of foreign exchange which increased money
flow in the economies of east Africa.
8. They have helped in the development of small-scale industries producing
products like biscuits, plastics among others.
9. They have also promoted health services through the construction of
hospitals such as Norvik in Kampala
10. They have promoted trade both locally and internationally by
importing good like clothes, cars and exporting goods like coffee and
cotton.
11. They have founded many development / commercial Bank like the
Diamond Trust bank, Bank of Baroda, Crane bank, etc
12. They have ensured technological development like the telecom
companies such as Warid telecoms.
13. Asians have established major retail businesses and supermarkets in
Uganda, such as Kawowo Supermarket and Saj Food Stores.
14. Asians in Uganda have contributed to community development and
social welfare through charitable foundations and donations. The Aga
Khan Foundation, for example, has made notable contributions to
healthcare, education, and poverty reduction.
15. Asians have played a key role in shaping Uganda’s urban
infrastructure, contributing to the development of cities like Kampala.
Many of the city's commercial and residential properties are built by
Asian investors.
16. Asian communities in Uganda have contributed to the country’s rich
cultural diversity. The fusion of Ugandan, Indian, and Pakistani cultures
has had a significant impact on food, music, fashion, and festivals in the
country.
17. Asian communities have brought with them various spices and culinary
traditions, influencing Ugandan cuisine. Dishes such as samosas, chapati,
and pilau have become popular in Uganda, adding to the country’s rich
food culture.
18. Many Asians, especially of Indian descent, are responsible for the
expansion and development of Uganda’s real estate sector. Their
investments in residential and commercial properties have contributed
significantly to the housing market.
Conclusion
In conclusion, Ugandans should appreciate Asian community because it has
helped to create many jobs in the country
EXCELLENT
Attributes
- Clearly identify the problem in the scenario
- Clearly explains key historical concepts in the scenario
- Relate the concepts to the scenario
- Explains the requirements of the task correctly and
logically/coherently
- Backs explanation with relevant example
- Relates explanation to the scenario
- Makes relevant conclusion/takes a stand
HK 10+
HT 8+ 3
HA/C 4+
ADVANCED
Attributes
- The problem in the scenario is identified with minor errors
- Key concepts in the scenario are defined
- Key historical ideas identified in relationship to the task
- Historical ideas explained with minor misconception
- Attempts to relate historical concepts/ideas to the scenario
- Concludes with minor historical errors
HK 8+
HT 6-7 2
HA/C 0-3
SATISFACTORY
Attributes
- No identification of the problem in the scenario
- Doesn’t define key historical concepts in the scenario
- Outlines/mentions historical ideas in relation to the task
- Few or no relevant examples
- Doesn’t relate historical ideas to the scenario
- No relevant conclusion
HK 1+
HT 0-6 1
HA/C 0
INADEQUATE
Attributes
- No relevant answers
- Incorrect statement
HK 0
HT 0 0
HA/C 0
DEVELOPED BY SSENTAMU RICHARD BAGUMA (0750025446/0784114269)
All well explained responses (answers) are in the books of SSENTAMU RICHARD
BAGUMA: HISTORY AND POLITICAL EDUCATION book 1,2,3,4
