End of Year Sample

ASSESSMENT ITEMS FOR S.1 AND S.2

HISTORY AND
POLITICAL
EDUCATION
UPDATED VERSION

2022
 UPDATED VERSION

HISTORY AND POLITICAL EDUCATION

SAMPLE EXAMINATION ITEMS FOR S.1 AND S.2

Guidance to the Teacher

These sample items have been set to guide the teacher to develop and set end of year
competence-based examinations for Senior One and Senior Two learners.

Suggested Structure of the Paper

It should comprise two sections, A and B.

Section A should have at least two short response items which should be compulsory.

Section B should comprise at least three extended response items (situational based) from
which the learner attempts two questions.

All items should be demanding the learner to exhibit Higher Order Thinking skills i.e., assessing
analysis, synthesis and creation of new knowledge or ideas.

Assessment of the learners should be criterion referenced hence you are urged to make specific
relevant rubrics and scoring grids for the items set.

Time and score allocation should be made clear to learners. The S1 and S2 learners do not
need 2hours like that of S4 exam time. Decide the convenient time for your set paper. The
scores from the short response questions will be added to the scores got from the extended
questions of Section 2 to get a total score of the exam.

Section A: Short Response Items

Instructions: Attempt all questions in this section.

Learning outcomes assessed:

 Understand how people find out about the past.

 Understand the benefits of historical sites in Uganda.

1. In my village of Kibale, there are a number of migrants from different areas. Each group
tries to practise life linked to their original societies before they came to Kibale. They
greatly treasure their past which determines their present thinking and actions. This has
conditioned the district to construct a museum with all the data about migrants in Kibale.
2
 UPDATED VERSION

TASKS:
a) Explain three forms in which the ways of life in Kibale community can be understood
basing on past events. (3 scores)
b) In your school, the History and Political Education Club has established a museum,
suggest three ways how it will benefit your community. (3 scores)

NO. ITEM POSSIBLE RESPONSES SCORES SCORING CRITERIA

1. a. Explain two Expected Responses
ways in which  Through oral tradition (03 A learner will score 3
the ways of life of especially story telling scores) for any three well
Kibale from our elders explained ways of
community can  Through written understanding life
be understood records/information about basing on past
basing on past past events events.
events.  Through traditional dance
A learner will score 2 if
and drama
he/she gives any 2
 Through Archaeological
methods of
information understanding our
 Through museums and ways of life basing on
heritage sites past events
 Anthropology studies.
A learner will score 1 if
he/she gives any one
correct method of
understanding life
basing on past events
.
b. In your school,  Students will use it for (03 A learner will score 3 if
the History and study and research scores) he/she explains 3
Political purposes. benefits well with
Education Club  It will enable learners examples.
has established a become creative. A learner will score 2 if
museum,  It will be used for tourism he/she explains 2
suggest three by students, parents and benefits with
ways how it will people in the community. examples.
benefit your  It will help learners learn A learner will score 1 if
community. more about their culture he/she gives any one
and traditions. benefit.

3
 UPDATED VERSION

Learning outcome assessed:

The learner should be able to understand the results of Bantu, Luo and Ngoni migration in
East Africa.

2. Many people move from their areas of residence because of different conditions. Millions
of refugees from different countries have moved and settled in Uganda. Their coming has
not been welcomed by the natives.

TASK:
a) Explain three ways in which the coming of refugees to Uganda has affected the areas
they have settled in. (3 scores)
b) Using your knowledge of History and Political Education, explain three similarities and
three differences between the 19th century Bantu migration and modern refugee
movements in Uganda. (3 scores)

NO. ITEM POSSIBLE RESPONSES SCORES SCORING

CRITERIA
2 a. Explain three Effects of refugees on the 03 scores A learner will
ways in which areas where they have score 3 if he/she
the coming of settled: explains3- 4
refugees to  They have led to population effects of refugees
Uganda has increase such as in in Uganda with
affected the Adjumani, Kasese, relevant
areas where Bundibugyo. examples.
they have  They have led to spread of A learner will
settled. their way of life such as score 2 if he/she
(4scores) culture and language e.g., gives 2-3 effects
the Dinkas, Congolese, etc. with relevant
 Have led to establishment examples.
of settlement camps such A learner will
as Nakivale in south score 1 if he/she
Western Uganda, Rhino explains 1-2
camp in Arua etc. effects.
 They have put pressure on
Uganda’s social services
such as health and
education.

4
 UPDATED VERSION

NO. ITEM POSSIBLE RESPONSES SCORES SCORING

CRITERIA
 Have led to easy spread of
diseases due to poor living
conditions.
 Displacement of people
b. Using your (06scores) A learner scores 6
knowledge of Similarities: 03 scores if he/she explains
History and  Both Bantu and refugees for 3 similarities and
Political migrated due to political similarities 3 differences.
Education, conflicts in their cradle and 3 for A learner scores 4
explain three land. differences if he/she explains
similarities and  Both Bantu and refugees 2 similarities and
differences led to conflicts in places 2 differences.
between 19th they settled. A learner scores 2
century Bantu  Both Bantu and refugees if he/she gives 1
Migration and migrated due to shortage of similarity and
refugee food in their cradleland. difference.
movement in A learner will
Uganda. Differences: score 1 if he/she
 The Bantu moved to gives either 1
Uganda in the 19th century similarity or
while the refugees’ difference.
movements were recent.
 The Bantu were one ethnic
group while refugees
belong to different ethnic
groups.
The Bantu moved and settled
in different parts of Uganda
while most of refugees are
restricted to camps.

SECTION B: EXTENDED RESPONSE ITEMS

Learning Outcomes assessed:
 Analyse the concept of human evolution.
 Know the scientific view about the origin of man.

5
 UPDATED VERSION

3. Senior Two learners in your school went to the Zoo and saw a number of animals. They
were surprised to see gorillas and chimpanzees behaving like human beings. Their Tour
Guide told them that the ancestor of human beings changed from these animals due to
natural processes. Many of the students did not believe him.

TASK:
Using your knowledge of History and Political Education, write an article supporting the Tour
Guide. (10scores)

ASSESSMENT GRID FOR ITEM 3

Criteria1 Criteria2 Criteria3

Output Basis of Evaluation Excellency
Relevance Accuracy Coherence
Stages in the A learner A learner
Evolution of man will score will score
3/3 if 3/3 if
A learner
Expected he/she he/she
will score
response: gives 7-8 of gives 7-8
3/3 if he/she
above of above
gives 7-8 of
 Earliest relevant most
above facts
mammals stages of correct
logically.
evolved from scientific stages of A learner
reptiles. evolution of scientific
A learner will score 1
human evolution
will score for giving an
 The next stage beings. of human
An article 2/3 if he/she outstanding
into gorilla beings.
about gives 4-6 of
A learner information
evolution above facts
 From which the will score A learner that has not
of human logically.
ancestor of man 2/3 if will score been
beings.
came called he/she 2/3 if solicited for
A learner
Australopithecus gives 4-6 of he/she
will score in the
 A short ape-like above gives 4-6
1/3 if he/she question
and man-like relevant of above
gives 1-3 of
upright creature. facts. correct
above facts
 The Homo habilis facts.
logically
who had a A learner
stated.
slightly larger will score A learner
brain(600cc) 1/3 if will score
 A more advanced he/she 1/3 if
creature, Java gives 1-3 of he/she
Man (Homo- above gives 1-3

6
 UPDATED VERSION

Criteria1 Criteria2 Criteria3

Output Basis of Evaluation Excellency
Relevance Accuracy Coherence
erectus), relevant of above
came(650- facts. correct
1200cc) facts.
 Came next,
followed by
Peking Man,
 Neanderthal Man

 Cro-Magnon Man

 Finally the
modern man,
who belongs to
Homo sapiens
species(increased
brain size 1400cc)

 This was
supported by the
remains of these
creatures found
at Olduvai Gorge.
10
/3 /3 /1
scores /3

7
 UPDATED VERSION

Learning outcome assessed:

Appreciate the value of cultural traditional transitional justice mechanism in conflict

resolution in East Africa.

4. Mr. Okot has had a bitter conflict with his neighbour Mr. Okullo following his involvement
in a relationship with his 15year old daughter. Mr. Okot has threatened to take Mr. Okullo
to court. The cultural leaders in the community would like to settle the issue, however Mr.
Okot doesn’t trust them.

TASK:
Using your knowledge of History and political education, write a letter to Mr. Okot convincing
him to trust cultural leaders. (10 scores)

8
 UPDATED VERSION

ASSESSMENT GRID ITEM 4

Output Basis of Relevance Accuracy Coherence Excellence
evaluation
A well Value of A learner will A learner will A learner will A learner will
written cultural score 3/3 if score 3/3 if score 3/3 if score 1 for
letter. traditional he/she gives 6- he/she well he/she gives giving
justice 7 relevant explained 6-7 6-7 outstanding
mechanism in values of accurate values/adva information
solving a cultural values of ntages of that has not
conflict traditional cultural cultural been solicited
between Mr. justice traditional traditional for in the
Okot and Mr. mechanism in justice justice question.
Okullo. solving a mechanism in mechanism
conflict solving a in solving a
Expected between Mr conflict conflict
responses Okot and Mr. between Mr. between Mr.
 Cultural Okullo. Okot and Mr. Okot and Mr.
leaders will Okullo. Okullo in a
administer logical way.
fair A learner will
judgement score 2/3 if
without he/she gives 4- A learner will A learner will
being 5 of above score 2/3 if score 2/3 if
bribed. relevant values he/she gives 4- he/she gives
 Emphasis of cultural 5 of above 4-5 values
on traditional correct values of cultural
reconciliati justice of cultural traditional
on than mechanism in traditional justice
condemnati solving a justice mechanism
on of the conflict mechanism in in solving a
offender solving a conflict
 Mr Okot will A learner will conflict explained
be score 1/3 if logically.
compensat he/she gives 1- A learner will
ed. 3 of above score 1/3 if A learner will
 Cultural relevant he/she score 1/3 if
leaders will values/advant explains 1-3 of he/she gives
maintain ages. above correct 1-3 of above
community values/advant relevant
harmony ages. values/adva

9
 UPDATED VERSION

Output Basis of Relevance Accuracy Coherence Excellence

evaluation
and good ntaged in a
social logical flow
relations.
 Cultural
leaders
allow/enco
urage
mediation.
 Promotes
moral
growth.
 Help to stop
the re-
occurrence
of conflicts.
 Promote
unity in
society.
 It is less
costly
compared
to litigation.
10 /3 /3 /3 /1
scores

10