St. Bonaventure College & High School
Mock Examination (2002-2003)
History II
Form 7
Date：26/2/2003
Time：2:00-5:00 p.m.
This paper must be answered in English.
1.
The paper consists of Part I and Part II. Candidates are required to answer questions
from both Parts.
2.
Part I consists of compulsory data-based questions. The maximum mark for each
questions is indicated in brackets. It is a guide to the length of answer required, which
may vary from one to a few short paragraphs. Candidates are advised to spend
approximately 45 minutes on this Part.
3.
Part II consists of 10 essay-type questions, of which candidates may answer any three.
Each question carries 30 marks. Candidates are reminded of the necessity for
presenting their answers in essay form and in a clear and orderly manner.
4.
On the front cover of each answer book, the QUESTION NUMBER must be written
in the space provided. Candidates who fail to do so run the risk of their work not
being marked.
2002-AL-HIST-2-
1
Part I: Data-Based Questions (30 marks)
Attempt all questions in this Part.
Read sources A, B and C, and answer questions (a) to (f). (The historical sources are on pages 4, 5 and
6. Candidates may detach the pages for ease of reference.)
Refer to Sources A:
a)
According to the sources, explain why Li Hongzhang thought that China’s military strength was
inferior to those of the West.
b)
(4)
With reference to historical facts, explain the background and the effects of Li’s thinking.
(2/4)
Refer to Source B:
c)
d)
Identify the approaches to saving the country as suggested by Kang Youwei and Hu Manmin.
(2)
According to the historical facts, how did Kang and Hu justify their views?
(4)
Refer to Source C:
e)
How did Source C reflect the ways the Chinese intellectuals sought to save the country in the early
Republican period. With reference to both the source and historical facts, explain this.
(2/2)
Refer to all sources:
f)
Trace and explain the approaches to saving the country as suggested by the Chinese intellectuals
in the period 1860-1920.
(10)
2002-AL-HIST-2-
2
Part II: Essay-Type Questions (90 marks)
Choose any THREE questions to answer.
Section A: China
1.
Compare and contrast any TWO peasant uprisings in China in the period 1800-1900 with respect
to background, ideology and effects.
2.
(30)
To what extent do you agree that the Sino-British conflicts in the period 1800-1856 was a result of
cultural differences?
3.
(20/10)
Examine the problems that beset the Qing government in the Hsien-feng period (1850-1860). To
what extent were these problems solved by 1874?
4.
(15/15)
“According to the theory of dynastic cycle, the decline of the Qing dynasty inevitably occurred.”
To what extent do you agree with this statement?
(20/10 )
Section B: Japan
1.
How far did Perry’s opening contribute to the collapse of the Tokugawa Bakufu?
(20/10)
2.
Discuss the background and results of the reform attempts in the Tempo period (1830-44).
(15/15)
3.
What were the problems faced by the Tokugawa government since the 19th century? Why did it
fail to solve them?
4.
(15/15)
“The Japan of 1900 was very different from the Japan of 1800.” Comment on the validity of this
statement.
(30)
Section C: General
1.
“A strong central government rather than foreign encroachment accounted for the success of
modernization in an Asian country.”
2.
With reference to 19th-century Chinese and Japanese
history, examine the validity of this statement.
(15/15)
Compare the effectiveness of central authority in 19th-century China and Japan.
(15/15)
2002-AL-HIST-2-
3
Sources
The following are sources for Part I (data-based questions). For ease of reference,
candidates may detach the sources by tearing the pages.
Source A
The following passage is adapted from a letter written in 1864 by Li Hongzhang.
… In my humble opinion, all mattes in the universe would change when they run into difficulties,
and after change, they will proceed smoothly.
Chinese scholar-officials are indulged in the
deep-rooted habit of studying stanzas and sentences and practicing calligraphy, while our military
men are mostly rough, stupid and careless. Therefore, what all these people use is not what they have
learned, and what they learn is not what they will use. In peacetime they sneer at foreign weapons as
things produced by peculiar techniques and tricky craft, and consider it unnecessary to learn, while in
wartime they are alarmed that such weapons are so strange and magical, and consider it impossible to
learn. …China’s civil and military systems are far superior to those of the West. It is only in firearms
that China lags far behind. What is the reason? It is because in China the way of making things is
for the scholars to understand how the things work, while the artisans make the things. They do not
consult each other on their expertise, and so the effect of their work cannot complement each other.
The skilled artisans can at best become just a head craftsman… If China wants to strengthen itself,
there is nothing better than to learn about foreign weapons. And in order to learn about foreign
weapons, there is nothing better than to look for the machines that make such weapons, and learn their
methods without employing solely their people…
2002-AL-HIST-2-
4
Source B
The extracts from Source B present different viewpoints on approaches to saving China in the
Late Qing period.
Extract adapted from Kang Youwei’s conversation with the Guangxu Emperor, 1898
Your Majesty is wise enough to know the cause of the malady. Now that the cause has been
known, here is the remedy. Now that adherence to conventions is known to have contributed to our
calamity and defeat, old practices must be thoroughly changed and renovated in order to achieve
self-strengthening…
When we speak of reform, we must start with the modification of our institution and laws.
Only then can this be called reform. At present, the changes which people talk about are just changes
of miscellaneous things, but not reforms…
However, all the serving senior officials are senile and conservative with little understanding of
foreign countries. If your Majesty were to reply upon them to carry out reforms, it would be like
climbing a tree to catch fish… The problem is not that senior officials pay no attention to affairs of
state. It is that by the time they have reached high offices through seniority and service, their vitality
and energy have declined. Moreover, since they hold many concurrent positions, they have no time
available to pursue studies and are left with no alternatives. Hence, when they receive repeated
decrees ordering them to operate modern schools and to manage commercial affairs, they indeed
cannot cope with such tasks which they had not learnt when they were young…
The cause of the present trouble stems from the fact that the minds of the people are not
enlightened… The cause for the lack of enlightenment in the minds of the people stems from the
system of writing “eight-legged essays” as a means of selecting officials.
Extract adapted from Hu Manmin’s writing, published in 1906 in Tongmenghui’s journal,
Minbao
The Manchus must be expelled for the sake of independence and salvation … If not, the Han
people will forever remain a subjugated people without independence, and , being enslaved by a
backward race, will finally perish with it in wars with advanced foreign peoples.
This government is regarded as evil in that an evil race has usurped our government. Its evil
deeds are rooted in the nature of its race, which cannot be eliminated or embellished, nor are they just
limited to one or two bad policies. Therefore, although there are pretentious reforms, evils remain.
Despite hasty adoption of a Western constitution and laws, evils still remain.
2002-AL-HIST-2-
5
Source C
The following cartoon was published in the May-Fourth period.
靠不住的：cannot be relied upon
三從： the three obedience of women (viz. obedience to father before marriage, to husband after
marriage, and to son after the death of husband)
四德：the four virtues of women (viz. morality, proper speech, modest manner and diligent work)
2002-AL-HIST-2-
6
Marking Scheme
Part I: Data-Based Questions
a)
Sources: Chinese scholar-officials are indulged in the deep-rooted habit of studying stanzas and sentences and
practicing calligraphy … In peacetime they sneer at foreign weapons as things produced by peculiar
techniques and tricky craft, and consider it unnecessary to learn, while in wartime they are alarmed that such
weapons are so strange and magical, and consider it impossible to learn (2); the scholars only understand how
the things work, while the artisans make the things.
They do not consult each other on their expertise, and
so the effect of their work cannot complement each other. (2)
b)
Background of Li’s thinking: Li Hongzhang’s personal experience and observation, his cooperation with the
Ever-Victorious Army, China’s twice defeats in foreign wars.(2)
Effects: Beginning of China’s self-strengthening and emphases on military strengthening with examples (2);
beginning of China’s industrialization with emphases on military industry (2).
c)
Approaches: Kang suggested thorough reforms to save China.
This included abolition of old practices,
existing institutions and laws rather than “skins and hair”; renovation of the too old-fashioned bureaucracy
and removal of the 8-egged essay. (1) As to Hu, he emphasized the necessity of expelling the Manzhus,
otherwise, China would perish.
Reforms were not instrumental because the root of China’s problems lay in
the nature of Manzhus as an alien race.
they save China.
d)
The so-called reforms were pretentious and hasty. To no avail did
(1)
Background: Failure of the Self-Strengthening Movement a proof of the piecemeal reform, not thorough
enough; defeat of the First Sino-Japanese War of 1894-95 and subsequent Scramble for Concessions
indicated that China was in crisis.
(2)
Hu witnessed another foreign humiliation: the Boxer Uprising and
the 8-power allied occupation of Beijing, while in the early 20th century, the Late Qing reforms, particularly
the constitutional reforms, were being launched, the pro-Qing constitutionalists led by Kang and Liang
argued with Hu and other revolutionaries the approaches to saving China. (2)
e)
China should depart from old traditions as indicated by the Three Obedience and Four Virtues.
lady sitting helplessly and hopelessly on a barren island was looking for help.
The lonely
Although she leant against
the rock marked with the Three Obedience and Four Virtues, it was warned that it was unreliable to depend
on them.
(2)
Source: feeble lady, disappointing and hopeless facial expression, a barren island and the warning. (1)
Facts: The post-republican era was featured by internal and external problems (such as power struggle,
economic backwardness, foreign pressure leading to the Paris Peace Conference, search for new culture and
rise of Chinese nationalism and so on). (1)
f)
Two different levels of approaches were adopted:
Official level from SSM to HDR and to LQR, whilst
intellectuals demanded more radical and thorough changes: from drastic changes, fu-chiang, li-chuan,
constitutional reform to anti-Manzhu republicanism, and after 1911 to westernization in terms of science and
democracy, looking for New China.
They concurrently formed and interacted the others.
(5)
Students have to give explanations to each stage; no matter they were at official level or at intellectual level.
Both internal factors and external circumstances should be taken into account.
Explanations from different
questions can also be borrowed for use. (5)
2002-AL-HIST-2-
7
Part II: Essay-Type Questions
Section A: China
1.
Compare and contrast any TWO peasant uprisings in China in the period 1800-1900 with respect to
background, ideology and effects.
Correct approach:
examples selected should be in great contrast so that it would be easier to find out
similarities and differences.
chosen.
In most cases, the Taiping movement and the Boxer Uprising were usually
Draw a comparison table below before answering.
Taiping
Boxer
Background Nationwide uprisings resulting from poor Nationwide anti-foreign movement due to
Ideology
Effects
Problems:
economic and social conditions
foreign imperialism
Christian movement
Local beliefs and superstitutions
Nationalistic and racial
Nationalistic and anti-foreign
Rise of regionalism
Further growth of regionalism
Beginning of Tongzhi Restoration and SSM
Beginning of Late Qing Reform
Change of foreign relationship
Foreign domination
Insufficient facts and unbalanced explanation.
corresponding match.
2.
Understanding one aspect does not find a
Explanation to each pair of comparison is necessary and helpful.
To what extent do you agree that the Sino-British conflicts in the period 1800-1856 was a result of cultural
differences?
Correct approach: explain how conflicts (which vary from diplomatic confrontation to wars) between China
and Britain were caused by cultural differences.
The period should cover the early Anglo-Chinese
diplomatic confrontation in late 18th century to the 2nd Anglo-Chinese War of 1856-60. Define what
cultural differences were and finally state the role played by other factors.
Mistakes: mistook causes of the Opium War for the entire Sino-British conflicts, paid not enough attention
to the early Anglo-Chinese diplomatic confrontation in late 18th century and the 2nd Anglo-Chinese War of
1856-60. Spent inadequate length on exposition of the World Order and legal differences …
3.
Examine the problems that beset the Qing government in the Hsien-feng period (1850-1860). To what
extent were these problems solved by 1874?
Correct approach: Categorize the problems into political, economic, social and cultural aspects and then find
out the measures used by the Tongzhi government to deal with these problems.
It has to be followed by
examining the unsuccessful parts, i.e. which problem(s) was not solved and why.
Mistakes: mistook the decline of the Qing dynasty in the mid-19th century for the Hsien-feng crises (they
were similar but not identical).
Not corresponding enough to match the first and the second parts.
Neglect the last part to what extent.
2002-AL-HIST-2-
8
4.
“According to the theory of dynastic cycle, the decline of the Qing dynasty inevitably occurred.”
To what
extent do you agree with this statement?
Correct approach: Focus on two key terms or words: “theory of dynastic cycle” and “ inevitably occurred”.
Explain the relationship between the two, i.e. how the theory explains that Qing dynasty had to decline.
The attention should be paid to why instead of how. Say, according to the theory, when a regime had
passed its peak, there would be corruption led by the top and this would result in decay of bureaucracy.
Excessive exploitation would cause popular discontent, ending in national uprisings.
rotten government would be challenged by foreign invaders.
external invasions combined together to ruin the regime.
At the same time,
So the twin evils of the internal unrest and
This being the substance, one has to use the
Qing history to prove whether the political development ran the same course, and so it would collapse.
On
the other hand, you must also mention that the decline of the Qing dynasty was brought about by other
factors, like new imperialism, intrusion of the western thought and so forth.
It is good to mention the prediction can be disproved by reforms/restoration and other accidental incidents.
Mistakes:
Give a narrative account of the fall of the Qing dynasty from 1840s to 1911.
Section B: Japan
1.
How far did Perry’s opening contribute to the collapse of the Tokugawa Bakufu?
Correct approach: Define precisely what Perry’s opening means: “it refers to the forced opening of Japan by
the western powers and the aftermath”, in other words, how external factors initiated by Perry resulted in
the end of the Bakufu.
aspects.
The impacts of the western opening should cover political, economic and social
Good to point out how internal conditions of Japan could also contribute to the collapse of the
Bakufu so that without the arrival of Perry, this could have come out.
Ten marks will be deducted if you
miss this part.
Mistakes: Not fully understood the Bakumatsu history.
2.
Discuss the background and results of the reform attempts in the Tempo period (1830-44).
Correct approach: Candidates should emphasize that the problems and failure of the Tempo Reform could be
traced back to what happened in Japan since the mid-18th century.
It is good to point out that the Tempo
Reform was a nation-wide reform attempt in both central and regional levels, and how the relative success of
the tozama changed the balance of power between the bakufu and its enemies, thus sowing the seeds of its
final collapse.
(1)
Since the question consists of four parts, make sure that each part must be mentioned:
Background: Internal and external factors which accounted for the reform? What were the aims and
objectives of carrying out the reforms?
(2)
Failure
Internal factors like poor leadership, narrow and limited aims and scope; external
factors like demoralized government, sick of government attempts, etc.
(3)
Results
Last attempt to save the Tokugawas/ failure to deal with foreign pressure/ success of
reform in Choshu and Satsuma on the other hand meant a shift of balance of power
between the Bakufu and the tozamas
Mistakes made: Unbalanced answer.
2002-AL-HIST-2-
Insufficient information about the reform.
9
3.
What were the problems faced by the Tokugawa government since the 19 th century?
Why did it fail to
solve them?
Correct approach: Candidates should apply the techniques of answering QA(3) in tackling the first part of
this question.
As to the 2nd part, one should explain the problems in terms of two aspects: one is the
problems within the government (e.g. what’s wrong with the government? Which principles did it take?
Were the measures effective?); another is concerned about the circumstances (Japan’s economic and social
conditions, sakoku legacies?)
4.
“The Japan of 1900 was very different from the Japan of 1800.” Comment on the validity of this statement.
Correct approach: Candidates should compare Japan before and after the Meiji modernization in different
aspects.
What happenedThe key word is “very”.
Again, the techniques of answering QA(1) can be applied
in this question.
2002-AL-HIST-2-
10