NYGH 2017-S3MYE-Adv Hist

1 Register Number: Name: Class: 南洋女子中学校 NANYANG GIRLS' HIGH SCHOOL MID-YEAR EXAMINATION 2017 SECONDARY THREE ADVANCED HISTORY The Making of the Contemporary World Order 1200 – 1340 hours 1 hour 40 minutes FRIDAY 5th May 2017 READ THESE INSTRUCTIONS FIRST Do not turn over the page until you are told to do so. Write your name; register number and class in the spaces provided on the answer paper. Write in dark blue or black pen on both sides of the paper. Section A : (20 marks) You must answer ALL PARTS of Question 1. Section B : (20 marks) Answer one question. Begin each section on a fresh page. Leave a line between each part. For example, leave one line between part (a) and part (b). At the end of the examination, fasten all your work securely together. The number of marks is given in brackets [ ] at the end of each question or part question. Setter: OngLH This document consists of 4 printed pages. NANYANG GIRLS' HIGH SCHOOL [Turn over

2 Source B: A historian’s writing from the book A History of Southeast Asia. Other than the nobility, Swettenham argued that the English language should not be taught to Malays, even though it was becoming essential for any employment outside the villages. In 1890, he wrote in an official report that it was inadvisable to “attempt to give children of an agriculture population an indifferent knowledge that would only make them unfit for the duties of life and make them discontented with anything like manual labour”. Source C: A public comment from the British Resident of Pahang, Sir Hugh Clifford. No one who has seen the horrors of native rule and the misery to which people living under it, can find room to doubt that, its many drawbacks, not withstanding, the only salvation for the Malays lies in the increase of British influence in the Malay Peninsula. Section A Answer all parts of Question 1. In answering the questions you should use your knowledge and understanding of the period to help you interpret and evaluate the sources. You must use the sources to which you are specifically directed, but you may use any of the other sources where they are helpful. ISSUE: To what extent was British colonial rule beneficial to the Malays? Source A: Writing by Sir Frank Swettenham in the book The Real Malay: Pen Pictures, published in 1900. The Malay hates labour and contributes little to the revenues in the way of taxation. He cultivates his rice-fields, when he is made to do so by stern necessity, or the bidding of his headman. He plays at trade sometimes, but almost invariably fails to make a living out of it; because, having once invested his capital in a stock, he spends all the money he receives for sales and then finds he has no means to continue his business. And yet, he is a delightful companion, a polite and often an interesting acquaintance.

3 Source D: An excerpt from a history textbook. To say that sultans lost all substantial powers of decision and control, however, is to take something of a western view. Within Malay society itself, they not only remained paramount but had their position considerably strengthened by the improvement, under the protection of the British, of greater centralization of the government. Previously competitive territorial chiefs had been given stable status of titled courtiers and government salaried bureaucrats. The Malay chief’s customary but previously unexercised control over religion was also strengthened under the British. Source E: A blog from National University of Singapore’ website. The arrival of the British threatened and diminished the role of the Sultan in the Northern Malay States. Previously, land was owned by the Sultan and he was able to extend his rule through the leasing of this land to his subjects. The issue of land is even more pertinent in a densely populated Kedah where people depended on growing rice to survive. Thus, the Sultan was able to control his subjects through mandatory unpaid (corvee) labour, also known as kerah. However, with British colonialism, the Sultan lost the ability to make decisions over land which led to the “total loss of power on the part of the Sultan, who had hitherto been in complete control of the sources of revenue and their expenditure”. Answer all parts of this source-based question. 1(a) Study Sources A and C. How different are these two sources in their view towards the natives of Malaya? Explain your answer. [6] (b) Study Source B. How useful is this source in helping you understand British social policies for the Malays? Explain your answer. [7] (c) Study Source D. How reliable is this source in showing the impact of British colonial rule on the Malay ruling class? Explain your answer. [7]

4 Section B Essay Questions Answer the following question. 2. Impact of French Colonial Rule on French Indo-China The political impact of French colonial rule was more significant than the socio-economic effects on Vietnam. How far do you agree with this statement? [20] END OF PAPER NYGH gratefully acknowledges the use of the following sources: Source A: https://archive.org/details/realmalaypenpic00swetgoog Source B: Cotterell, Arthur. A History of Southeast Asia. (Singapore: 2015) Source C: Gullick, J.M. Rulers and Residents: Influence and Power in the Malay States 1870-1920. (New York: 1992) Source D: Barber, Andrew. The Making of a Nation 1510-1957. (Kuala Lumpur: 2008) Source E: http://blog.nus.edu.sg/hy4210/category/colonialism/