NCHS 2025 HIST PRELIM P1 QP+MS

Name: Register Number: Class: PRELIMINARY EXAMINATION 2025 SECONDARY FOUR HISTORY 2174/01 Paper 1 26 August 2025, Tuesday 1 hour 50 minutes Additional Material: Writing paper READ THESE INSTRUCTIONS FIRST Write your name, class and index number on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, glue or correction fluid. Section A Answer all parts of Question 1. Section B Answer two questions. Please start your answer for Section B on a fresh page. At the end of the examination, fasten all your work for Sections A and B separately. The number of marks is given in brackets [ ] at the end of each question or part question. The total marks for this paper is 50. This document consists of 6 printed pages including the cover page. Parent’s Signature: _________________ For Marker’s Use

2 Section A: Source-Based Case Study Question 1 is 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 the book published? Explain your answer. [5] (b) Study Sources B and C. Having read Source B, are you surprised by Source C? Explain your answer. [6] (c) Study Source D. How useful is Source D as evidence of British rule in Malaya ? Explain your answer. [5] (d) Study Sources E and F. Does Source F prove that Source E is wrong? Explain your answer. [6] (e) Study all the sources. ‘The lives of the people in Malaya improved under British rule.’ How far do these sources support this view? Use the sources and your knowledge to explain your answer. [8]

3 The Impact of British Rule in Malaya BACKGROUND INFORMATION Read this carefully. It may help you to answer some of the questions. Between 1874 and the 1930s, British rule in Malaya reshaped its economy and society. The British expanded control through treaties and introduced a colonial administration that favoured economic growth, especially in tin mining and rubber. They brought in Chinese labourers for mining and Indians for plantation work, while Malays largely remained in rural agriculture. Each ethnic group was assigned distinct economic roles, deepening social divisions. Although British rule moderni sed infrastructure and booste d trade, it raise d important questions: did it truly improve the lives of people in Malaya? Source A: An account by Sir Frank Swettenham , an experienced colonial official, written in his book titled ‘British Malaya’, 1906. Since 1890 the revenue has increased by 40 per cent, and by the end of this year the increase will probably be 75 per cent. The production of tin has increased by over 50 per cent, the export of padi (unhusked rice) has risen nearly twenty times from when it was in 1890, and that of sugar is more than double. And that is not quite all. The Malays, the change for them has been remarkable. It would hardly be an exaggeration to say that the position of all classes of Malay society and all individuals has been bettered. As a class, they are better housed, better clothed, wealthier, and in every sense more comfortable. Source B: Adapted from a history book published in 2014. The British provided English education to the sons of the Malay elite and then brought them into civil service, albeit the lowest levels. The most successful example of this goal was the establishment of the Malay College at Kuala Kangsar in 1905. There the sons of the ruling class were brought together at the “Eton* of the East.” Malays of high birth were treated to the curriculum, sports, and rules of English private schools, although they also studied Islam and Malay. * a prestigious independent boarding school in England

4 Source C: Adapted from a historian’s view of the impact of British rule in Malaya published in 1982. The common belief in Britain at the beginning of the 21st century was that some education should be available for all children. In Malaya, the colonial officials agreed in theory with this idea. The government, however, was generally content with a declaration of intent, and only small steps were taken towards the creation of an education system for all Malaya. Furthermore, the early education policies were strongly influenced by how the British linked different ethnic groups to certain types of jobs. Source D: The rail network in Malaya by 1935.

5 Source E: Taken from a report written by a British official in 1938 to the British government. Having an adequate revenue at its disposal, the British colonial officers have been able to develop health and education to a point attained perhaps nowhere in the East, except in Japan. The great majority of children in Malaya are taught to read and write. A cheap system of higher education for the locals has also been established to enable them to pursue literary and scientific studies to university standards. The British colonial authority, together with the plantation owners, have also invested money to reduce tropical diseases. The combined progress of good hygiene and education should enable the people of all races in Malaya to compare favourably with any other country in the East. Source F: An excerpt from an article titled, ‘British colonial divide-and-rule policy in Malaya echoes of India’ written by an Indian political researcher. This article was published in 2017. Between 1913 and 1950, Malaya’s economy grew by 1.5% a year. This was a good deal better than in British India, which grew at about 0.01% between 1900 and 1947. The colonial era did provide British Malaya with what, for the 1950s, was good infrastructure such as paved highways, and a rail network that linked the major centres on the west coast of the Malayan Peninsula, together with electricity and potable water in the major cities. However, as often occur red in colonial times, these were developed originally to serve mining and plantation interests, rather than the native population. In one of my writings on British colonisation of India, I have demonstrated how most of the “benefits” of British colonial r ule in India was brought into the country to facilitate colonial exploitation, perpetuate British control or enhance British profits, rather than to benefit Indians. Malaysia was no exception to this colonial rule.

6 Section B: Essays Answer two questions. 2 ‘The main reason the Dutch extended their control over Indonesia was because of economic motives.’ How far do you agree with the statement? Explain your answer. [10] 3 ‘The Treaty of Versailles was unjustified.’ How far do you agree with the statement? Explain your answer. [10] 4 ‘The main reason the Japanese military was able to take over the civilian government in the 1930s was due to economic needs.’ How far do you agree with the statement? Explain your answer. [10] - End of Paper - Copyright Acknowledgements: Source A: Frank Swettenham, in British Malaya. (John Lane The Bodley Head, 1907). Source B: Baker, J. (2020). Crossroads: A popular history of Malaysia and Singapore. Marshall Cavendish Editions. Source C: Andaya, B. W., & Andaya, L. Y. (2017). A history of Malaysia. Palgrave. Source D: https://www.researchgate.net/figure/The-rail-network-and-the-distribution-of-rubber-in-Malaya- 1935