CGS 2025 HIST PRELIM P1 QP+MS

This document consists of 7 printed pages. [Turn over. Class: Register No: Name: CRESCENT GIRLS’ SCHOOL SECONDARY FOUR PRELIMINARY EXAM 2025 HISTORY Paper 1 Extension of European control in Southeast Asia and challenges to European dominance, 1870s– 1942 Additional Materials: Writing Paper 2174/01 22 August 2025 1 hour 50 minutes READ THESE INSTRUCTIONS FIRST Write your name, register number and class in the spaces provided at the top of this page and on all separate sheets of paper used. Write in dark blue or black pen. You may use a soft pencil for any rough working. Do not use staples, paper clips, glue or correction fluid. Section A Answer all parts of Question 1. Section B Answer two questions. Write all answers on the writing paper provided. Start each question on a fresh page of the writing paper. Start each section on a fresh sheet of paper. At the end of the examination, fasten Section A and Section B separately. The number of marks is given in brackets [ ] at the end of each question or part question.

Section A (Source-Based Case Study) Question 1 is compulsory for all candidates. Study the Background Information and the sources carefully, and then answer all the questions. You may use any of the sources to help you answer the questions, in addition to those sources you are told to use. In answering the questions, you should use your knowledge of the topic to help you interpret and evaluate the sources. 1 (a) Study Source A. Why was this cartoon published in 1933? Explain your answer. [5] (b) Study Source B. Are you surprised by this source? Explain your answer. [5] (c) Study Source C. How useful is this source as evidence of the impact of British intervention in the Malay States? Explain your answer. [6] (d) Study Sources D and E. Both sources differ in their view s on the impact of British colonisation . Whose view do you trust more? Explain your answer. [6] (e) Study all the sources. “British intervention in the Malay States brought benefits to the locals.” How far do the sources support this view? Use the sources and your knowledge to explain your answer. [8]

3 [Turn over British Intervention in the Malay States BACKGROUND INFORMATION Read this carefully. It may help you answer some of the questions. British intervention in the Malay States significantly reshaped the region’s political, economic, and social landscape from the 19 th century. Politically, the British established indirect rule through Residents and Advisors, reducing the power of Malay rulers. Economically, they transformed the states into key exporters of tin and rubber, integrating them into the global economy but making them dependent on commodity prices. Socially, British policies encouraged the immigration of Chinese and Indian laborers, altering the demographic composition and creating a plural society. In developing Malaya, the British spent large sums of money in building the economy and infrastructure and developing social services. Administration of Malaya also improved. Study the following sources to assess if these improvements had benefitted the locals.

4 Source A: A cartoon published by a local Chinese cartoonist in the Malayan Saturday Post, 11 February 1933 after the announcement of the intention to build a Hill Station and a road up the Penang Hill , similar to the one at Frasers Hill where British officials used for their leisure due to the cool weather. UP TO SALUBRIOUS (PLEASANT) PENANG HILL 2,733 FEET ABOVE SEA LEVEL – AND GOLF LINKS GONE TO SUNNY SINGAORE SEE MALACCA RUINS

5 [Turn over Source B: An extract of a statement from the Malay rulers at the start of the first Durbar meeting in 1897. We, the Sultans of the Malay States of Selangor, Perak, Pahang, and Negri Sambilan, by the invitation of Your Majesty’s High Commissioner, are meeting together, for the first time in history, to discuss the affairs of our States confederated under Your Majesty’s gracious protection. We desire to offer to Your Majesty our respectful and cordial congratulations on a reign of unexampled length and unequalled progress, and we pray for Your Majesty’s long life and the continuance of that protection which has alr eady brought such prosperity to Malaya. Source C: Data published in 1996 by the Economic Development of Modern Malaya, showing Malaya’s share of Global Tin Production till World War Two. World War 1 Peak of the Great Depression World War 2

6 Source D: An extract from a research paper published in 2021 by a Malaysian academic on the Economic Inequality in British Colonial Malaya. Although Malaya was one of the richest colonies in the British Empire, its socioeconomic development during the colonial era was fairly limited. It produced, for example, more than half of the world’s tin by the end of the 19th century, and by the early 20th century was also the world’s largest natural rubber producer. But welfare gains to the masses were insignificant, and huge geographical disparities emerged, especially between urban and rural areas , During the period, economic policies, and supportive legislation, favoured colonial economic objectives, and did not aim to improve the well -being of any community group, nor to spread the benefits geographically. There were vast inequalities between the British, other Europeans, and the very small aristocratic and business elite of Malayan society on the one hand, and the majority of Malays, Chinese, and Indians on the other. Source E: An adapted extract taken from a book written by Frank Swettenham, Resident-General of the Federated Malay States published in 1906. The Government has involved every nationality in municipal administration. To achieve this, we aimed at developing the country for the benefit of the people and gave early attention to education. The Government established in all the States a system of free education at vernacular* schools, where Malay reading and writing, arithmetic, and some geography are taught to both boys and girls. In towns , there are English schools with English masters. The most promising boys can go on to a school where English is taught. There are also Chinese and Tamil schools . T he children of these nationalities usually manage to attend an English-medium school. Special efforts have been made to provide a suitable education for the children of Malay Rajas and chiefs; but the Government has not aimed at educating the children of any class or nationality to unfit them for the lives they will probably have to lead. *vernacular: dialect Source F: An academic article on the impact of colonialism on natural resources published in 2019. The title of the article is Earth Day: Colonialism’s role in the overexploitation of natural resources. Since the 15th century, the Indian Ocean has been the site of global trade. Colonialism built upon local economic systems but also built up and shaped many of the massive industries and processes that are currently at play in the region. For example, British colonialists transformed the Malay peninsula into a plantation economy to meet the needs of industrial Britain and America. This included the expanding demand for cheap rubber during the industrial revolution. Exploitative colonial policies in Singapore and the Malay Peninsula limited the economic options of poor Malays, Indians and Chinese. These workers were increasingly forced to clear cut vast swathes of rainforest to literally carve out a living for themselves at the expense of lo cal ecosystems. Meanwhile, more th