SEC 18 History · 2020. 5. 12. · SEC 18 HISTORY (2024): HISTORY Page 2 of 89 Introduction This...

SEC 18 HISTORY

HISTORY

2023

SEC 18 Syllabus History

2024

MATSEC Examinations Board

SEC 18 HISTORY (2024): HISTORY

Page 1 of 89

Table of Contents

Introduction ........................................................................................................... 2

Programme learning outcomes .................................................................................. 2

List of Learning Outcomes ........................................................................................ 4

List of Subject Foci .................................................................................................. 5

Programme Level Descriptors ................................................................................... 6

Learning Outcomes and Assessment Criteria ............................................................... 8

Scheme of Assessment ...........................................................................................28

School candidates ..................................................................................................28

Controlled Assessment .............................................................................................30

Private candidates ..................................................................................................31

Coursework Modes .................................................................................................32

Coursework Marking Schemes .................................................................................41

Specimen Assessments: Controlled Paper MQF 1-2 .....................................................52

Specimen Assessments: Controlled Paper MQF 2-3 .....................................................61

Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 1-2 ................68

Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 2-3 ................79


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Introduction

This syllabus is based on the curriculum principles outlined in The National Curriculum

Framework for All (NCF) which was translated into law in 2012 and designed using the

Learning Outcomes Framework that identify what students should know and be able to

achieve by the end of their compulsory education. It is linked to the national curriculum

learning area Humanities Education and builds on the knowledge and skills students have

acquired previously in the Primary and Middle years of schooling.

As a learning outcomes-based syllabus, it addresses the holistic development of all learners

and advocates a quality education for all as part of a coherent strategy for lifelong learning.

It ensures that all students can obtain the necessary skills and attitudes to be future active

citizens and to succeed at work and in society irrespective of socio-economic, cultural, racial,

ethnic, religious, gender and sexual status. This syllabus provides equitable opportunities

for all learners to achieve educational outcomes at the end of their schooling which will

enable them to participate in lifelong and adult learning, reduce the high incidence of early

school leaving and ensure that all learners attain key twenty-first century competences.

This programme also embeds learning outcomes related to cross-curricular themes, namely

digital literacy; diversity; entrepreneurship creativity and innovation; sustainable

development; learning to learn and cooperative learning and literacy. In this way students

will be fully equipped with the skills, knowledge, attitudes and values needed to further

learning, work, life and citizenship.

Programme learning outcomes

The aims of the syllabus as a programme of study are to:

a) stimulate interest in and enthusiasm for the study of the past;

b) promote the acquisition of knowledge and understanding of human activity in the

past, linking it, as appropriate, with the present;

c) ensure that students’ knowledge is rooted in an understanding of the nature and

the use of historical evidence;

d) help students towards an understanding of the development over time of social and

cultural values;

e) promote an understanding of the nature of cause and consequence, continuity and

change, similarity and difference, sequence and chronology and empathy in history;

f) develop essential historical skills when analysing and interpreting primary and

secondary sources;

g) provide an appropriate integration of our national history within a wider

international context.

h) communicate history, using the appropriate use of historical terms, in written and

oral form.


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The learning programme will address:

a) The development of historical knowledge and understanding. Students will be

expected to recall historical facts and explain historical terminology; b) The evaluation and interpretation of evidence. Students will be expected to acquire

the basic skills necessary for the study of various types of historical evidence: c) to comprehend evidence and place it in context;

d) to analyse, interpret, assess the level of bias and reliability, point out gaps and

inconsistencies in evidence;

e) to distinguish between fact, opinion and judgement;

f) to compare sources and reach conclusions based on the available evidence; g) The ability to construct and communicate a simple historical exposition in digital,

written or oral form. Students will be expected to construct a simple exposition,

including reasoned arguments based on historical evidence in a clear, logically

structured and coherent form. Students should be able to:

(i) select, summarise, evaluate, and arrange relevant information when answering a historical question;

(ii) make use of such analytical concepts as cause and consequence, change

and continuity, similarity and difference, sequence and chronology in their narrative;

h) The ability to look at events and issues from the perspective of people in the past.

Students should be able to form/have:

(i) an understanding of motivation in history;

(ii) a reconstruction of attitudes, values and beliefs of people in the past;

(iii) an understanding of actions and practices of people in the past.


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List of Learning Outcomes

The learning outcomes of the History programme are the following:

LO1. I can observe, analyse, compare and contrast facts, opinions, positions, motives,

bias and objectivity in primary and secondary sources while extrapolating

historical information and relating to the dating and chronology, cause and

consequence, change and continuity and historical significance of the period or

event under study. (Coursework and Controlled)

LO2. I can discuss and analyse causes, events and consequences about the Italian

Renaissance and the Reformation in Europe and the Age of Discovery,

Exploration and Colonisation with the help of various primary and secondary

sources. (Controlled)

LO3. I can explore the causes, changes and consequences brought about by the

French Revolution and Napoleon’s Empire. I can trace the origins, the changes

and the consequences of the Industrial Revolution in Britain and Germany up to

1914. I can explore the causes, changes and consequences that brought about

the unification of Italy and Germany, with the help of various primary and

secondary sources. (Coursework & Controlled)

LO4. I can explain the reasons for the origins and the end of the Cold War, discuss its

main international incidents and describe the pattern of events leading to the fall

of Communism in Eastern Europe in 1989 with the help of primary and secondary


LO5. I can describe and evaluate some major projects and achievements of the Order

of St John in Malta after 1565 and analyse some of the problems for the Order

in the eighteenth century with the help of various primary and secondary

sources. (Coursework & Controlled)

LO6. I can trace, describe and assess the French invasion and occupation of Malta and

political and constitutional development in Malta up to 1921 with the help of

various primary and secondary sources. (Coursework & Controlled)

LO7. I can trace, describe and evaluate nineteenth and twentieth century social and

economic development in Malta with the help of various primary and secondary


LO8. I can trace, describe and evaluate Malta’s political and constitutional

development from the granting of self-government in 1921 to membership in

the European Union in 2004 with the help of various primary and secondary



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LO9. I can discuss and analyse the causes, the political developments and diplomatic

incidents that led to the outbreak of the First World War, the technological

changes in warfare and the aftermath of that war, the effects of that war on

Malta, the developments that contributed to Hitler’s rise to power and the

outbreak of the Second World War and the effects of that war on Malta with the

help of various primary and secondary sources. (Coursework & Controlled)

List of Subject Foci

The programme learning outcomes are structured into the following subject foci:

Analysing and interpreting historical evidence

1. Analysing and interpreting historical evidence

European and International History

2. Early Modern Europe (1450-1600)

3. Revolutions and Nationalism in Europe (1789-1914)

4. Europe since 1945

Maltese History

5. Malta under the rule of the Order of St John (1565-1798)

6. The French the British Period (1798-1921)

7. Malta’s social and economic development since 1800

8. Malta’s political and constitutional development (1921-2004)

Maltese and European History

9. Europe and Malta in the Two World Wars


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Programme Level Descriptors

MQF Level 1 MQF Level 2 MQF Level 3

Basic general knowledge

1. Acquires basic general knowledge

related to the immediate environment

and expressed through a variety of

simple tools and context as an entry

point to lifelong learning;

2. Knows and understands the steps

needed to complete simple tasks and

activities in familiar environments;

3. Is aware and understands basic tasks

and instructions;

4. Understands basic textbooks.

Basic factual knowledge of history.

1. Possess good knowledge of a field of work or

study;

2. Is aware and interprets type of information

and ideas;

3. Understands facts and procedures in the

application of basic tasks and instructions;

4. Selects and uses relevant knowledge to

accomplish specific actions for self and

others.

Knowledge of facts, principles, processes and

general concepts in history.

1. Understands the relevancy of theoretical

knowledge and information related to history;

2. Assesses, evaluates and interprets facts,

establishing basic principles and concepts in a

particular field of work or study;

3. Understands facts and procedures in the

application of more complex tasks and

instructions;

4. Selects and uses relevant knowledge acquired

on one’s own initiative to accomplish specific

actions for self and others.

Basic skills required to carry out simple

tasks.

1. Has the ability to apply basic

knowledge and carry out a limited

range of simple tasks;

2. Has basic repetitive communication

skills to complete well defined routine

tasks and identifies whether actions

have been accomplished;

3. Follows instructions and be aware of

consequences of basic actions for self

and others.

Basic cognitive and practical skills required to

use relevant information in order to carry out

tasks and to solve routine problems using simple

rules and tools

1. Has the ability to demonstrate a range of

skills by carrying out a range of complex

tasks within a specified field of work or

study;

2. Communicates basic information;

3. Ensures tasks are carried out effectively

1. A range of cognitive and practical skills

required to accomplish tasks and solve

problems by selecting and applying basic

methods, tools, materials and information.

2. Demonstrates a range of developed skills to

carry out more than one complex task

effectively and in unfamiliar and unpredictable

contexts;

3. Communicates more complex information;

4. Solves basic problems by applying basic

methods, tools, materials and information

given in a restricted learning environment.


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Work Out or Study under Direct Supervision

in a Structured Context.

1. Applies basic knowledge and skills to do

simple, repetitive and familiar tasks;

2. Participates in and takes basic

responsibility for the action of simple

tasks;

3. Activities are carried out under guidance

and within simple defined timeframes;

4. Acquires and applies basic key

competences at this level.

Work or study under supervision with some

autonomy.

1. Applies factual knowledge and practical skills

to do some structured tasks;

2. Ensures one acts pro-actively;

3. Carries out activities under limited

supervision and with limited responsibility in

a quality controlled context;

4. Acquires and applies basic key competences

at this level.

Take responsibility for completion of tasks in work

or study and adapt own behaviour to

circumstances in solving problems.

1. Applies knowledge and skills to do some tasks

systematically;

2. Adapts own behaviour to circumstances in

solving problems by participating pro-actively

in structured learning environments;

3. Uses own initiative with established

responsibility and autonomy, but is supervised

in quality controlled learning environments,

normally in a trade environment;

4. Acquires key competences at this level as a

basis for lifelong learning. Table 1 - Programme Descriptors (MQF Levels 1, 2 and 3)


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Learning Outcomes and Assessment Criteria

Subject Focus 1: Analysing and interpreting historical evidence

Learning

Outcome 1: (Covered

through all

other LOs –

coursework

and controlled)

I can observe, analyse, compare and contrast facts, opinions, positions, motives, bias and objectivity

in primary and secondary sources while extrapolating historical information and relating to the dating

and chronology, cause and consequence, change and continuity and historical significance of the period

or event under study.

Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)

1.1a Identify primary and/or secondary

sources.

1.2a Differentiate between primary and

secondary sources.

1.3a Relate primary and/or secondary

sources to a historical event.

1.1b Identify key facts from primary and/or

secondary sources.

1.2b Identify facts and/or views from

primary and/or secondary sources.

1.3b Infer opinions, views and/or positions

from primary and/or secondary sources.

1.1c Identify the author of the primary

and/or secondary source.

1.2c Identify the historical role of the

author of the primary and/or secondary

source.

1.3c Relate the historical role of the author

to the opinions, views and/or positions

expressed in the primary and/or secondary

source.

1.1d Identify the chronological order from

given dates and/or sequence of events.

1.2d Rank the historical events in

chronological order.

1.3d Relate historical developments to the

chronological order of the historical events.

1.1e Label historical events with the

appropriate date.

1.2e Relate the date to a key historical

event.

1.3e Differentiate between key dates

and/or events and secondary dates and/or

events.

1.1f Identify causes and/or consequences

of an historical event from a number of

given sources.

1.2f Differentiate between causes and

consequences of historical events from a

number of given sources.

1.3f Relate causes and/or consequences to

the corresponding historical events from a


1.1g Identify change and/or continuity of a

historical event from a number of given

sources.

1.2g Describe instances of change and/or

continuity of a historical event from a


1.3g Explain instances of change and/or

continuity of a historical event from a



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1.1h Identify key facts from a historical

map.

1.2h Describe the key features in a

historical map.

1.3h Explain a historical map within the

context of its historical event and/or

development.

1.1i Present basic collected data.

Letters; documents; diaries; newspaper

articles, graphs; maps; mind-maps; tables;

sketches; photos.

1.2i Describe the collected data.

1.3i Analyse the collected data.

1.2j Provide a brief analysis of the collected

data to answer the aim and/or hypothesis

of the research topic.

1.3j Provide an interpretation of the data

collected.

1.1k Identify the key elements in a

historical cartoon.

1.2k Describe the key elements in a

historical cartoon.

1.3k Explain the cartoon in its historical

context and/or the point of view of the

author.

1.1l Identify terms and/or terminology

associated with a historical event.

e.g. The lettres de cachet with the French

Revolution

1.2l Explain terms and/or terminology

associated with a particular historical

event.

e.g. The lettres de cachet with the French

Revolution

1.3l Discuss terms and/or terminology as

used in their historical context.

e.g. The Reign of Terror during the French

Revolution.


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Subject Focus 2: Early Modern Europe (1450-1600)

Learning

Outcome 2:

(Controlled)

I can discuss and analyse causes, events and consequences about the Italian Renaissance and the Reformation in Europe and the Age of Discovery, Exploration and Colonisation with the help of various primary and secondary sources. Origins and features of the Italian Renaissance; the significant inventions of the time; prominent Italian Renaissance

artists and humanists; how the Renaissance spread to other countries and its impact on Europe.

The state of the Catholic Church on the eve of the Reformation; the movement started by Martin Luther in Germany;

the Catholic Counter-Reformation; the impact of the Reformation on Europe. The causes for such exploration; the achievements of the early explorers; the colonisation of newly discovered lands;

the Atlantic Slave Trade and the movement for its abolition; the impact of these developments. The Renaissance


2.1a Identify the reasons leading to the origins of the Italian Renaissance

2.2a Explain the reasons for the origin of the Renaissance in Italy.

2.3a Analyse the reasons why the Renaissance started in Italy.

2.1b Identify illustrations on the main centres and/or features of the Italian Renaissance. Florence, Rome, Venice Portraiture, rediscovery of the dome, perspective in painting, the human form, rediscovery of the classical period

2.2b Describe the features of the Italian Renaissance. Florence, Rome, Venice Portraiture, rediscovery of the dome, perspective in painting, the human form, rediscovery of the classical period

2.3b Explain the importance of key centres and/or features of the Italian Renaissance. Florence, Rome, Venice Portraiture, rediscovery of the dome, perspective in painting, the human form, rediscovery of the classical period

2.1c List important inventions at the time of the Renaissance. printing press, gunpowder, the cannon, navigating compass

2.2c Explain the impact of Renaissance inventions on Europeans.

2.1d Identify prominent Italian Renaissance artists and humanists and/or their works. Leonardo, Michelangelo, Raffaello, Petrarca, Macchiavelli

2.2d Describe the contribution of Italian Renaissance artists and/or humanists. Giotto, Botticelli, Leonardo, Michelangelo, Raffaello, Petrarca, Macchiavelli, Erasmus

2.3d Discuss some of the works of a Renaissance artist or humanist. Giotto, Botticelli, Leonardo, Michelangelo, Raffaello, Petrarca, Macchiavelli, Erasmus

2.1e Demonstrate with the use of a given map, the route of how the Renaissance spread in and outside of Italy.

2.2e Explain how the Renaissance spread in and outside of Italy.

2.3e Discuss why Florence and Rome became the main centres of the Renaissance of Italy.


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The Reformation

2.1f Identify problems within the Catholic Church in the Late Middle Ages. nepotism, simony, pluralism, the sale of indulgences, lack of celibacy

2.2f Explain these terms about the Catholic Church in the Late Middle Ages. nepotism, simony, pluralism, the sale of indulgences, lack of celibacy

2.3f Discuss the effects of the abuses of the Late Medieval Catholic Church on the moral and/or religious life of Europeans.

2.1g Identify the main facts about Martin Luther.

2.2g Describe the events which led to Martin Luther initiating the Protestant Revolt and/or how it spread to other parts of Europe.

2.3g Discuss the causes, major events and/or consequences of Martin Luther’s Protestant Revolt against the Catholic Church (in and outside Germany).

2.1h Identify agents of the Catholic Counter-Reformation in Europe. the Jesuit Order, the Roman Inquisition, the Council of Trent

2.2h Explain the importance of the agents of the Catholic Counter-Reformation. the Jesuit Order, the Roman Inquisition, the Council of Trent

2.3h Discuss the success or failure of the agents of the Catholic Counter-Reformation in the religious divide of 16th-century Europe.

2.1i Identify statements that describe the impact of the Reformation and/or Counter-Reformation on Europe.

2.2i List the consequences of the Reformation and/or Counter-Reformation on Europe.

2.3i Discuss the impact of the Reformation and/or Counter-Reformation in Europe.

The Age of Exploration, Discovery and Colonisation

2.1j Identify causes for the Age of Exploration.

2.2j Explain the causes for the Age of Exploration.

2.3j Analyse the causes for the Age of Exploration.

2.1k Match the early explorer/s with their exploits. Marco Polo, Henry the Navigator, Dias, Colombus, da Gama, Vespucci, Cabot, Magellan

2.2k List the achievements of early explorers in the field of discovery and/or colonisation of new lands. Marco Polo, Henry the Navigator, Dias, Colombus, da Gama, Vespucci, Cabot, Magellan

2.3k Explain the contribution of the early explorers. Marco Polo, Henry the Navigator, Dias, Colombus, da Gama, Vespucci, Cabot, Magellan

2.1l Define the term colonisation and/or conquistadores.

2.2l Describe how Cortes conquered the Aztec empire and/or Pissarro conquered the Inca empire.

2.3l Discuss the European conquest and/or colonisation of the New World. Aztec, Inca

2.1m Comment on illustrations about the Atlantic Slave trade.

2.2m Describe how the Atlantic slave trade operated between Africa and America.

2.3m Discuss arguments for/against the Atlantic slave trade at the time.

2.1n Identify the consequences of the Age of Exploration and/or Colonisation.

2.2n List consequences of the colonisation of the newly discovered lands by Europeans.

2.3n Explain the consequences of the Age of Exploration and/or Colonisation from the perspective of the indigenous people and/or the Europeans.


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Subject Focus 3: Revolutions and Nationalism in Europe (1789-1914)

Learning

Outcome 3:

(Coursework &

Controlled)

I can explore the causes, changes and consequences brought about by the French Revolution, Napoleon’s

Empire. I can trace the origins, the changes and the consequences of the Industrial Revolution in Britain

and Germany up to 1914. I can explore the causes, changes and consequences brought about by the

unification of Italy and Germany, with the help of various primary and secondary sources.

French society on the eve of the Revolution; the causes of the Revolution; its most significant events and changes; its

impact on the rest of Europe; reasons for the rise and fall of Napoleon; the nature and impact of Napoleon’s empire in

France and in Europe; the post-Napoleonic settlement at the Congress of Vienna.

The origins of the Industrial Revolution in Britain; significant inventions that impacted on that revolution; the Industrial

Revolution in Germany before and after unification; working and living conditions of various groups of people during

the Industrial Revolution; positive and negative effects of that revolution.

The Italian Risorgimento, the failed attempt at unification during the 1848 Revolutions in Italy and Germany; Cavour’s

and Bismarck’s diplomacy and the events leading to Italian and German unification; the German Confederation;

comparison between the Italian and German unification movements. The French Revolution and the Napoleonic Empire


3.1a Identify the chronological order of the

causes leading to the French Revolution.

3.2a Explain the causes of the French

Revolution.

3.3a Discuss the causes that contributed to

the outbreak of the French Revolution of

1789.

3.1b Identify the key events and/or

developments of the French Revolution

3.2b Explain the key events and/or

developments of the French Revolution

3.3b Analyse the importance of key events

of the French Revolution.

Fall of the Bastille, Trial and Execution of the

King, The Reign of Terror.

3.1c Rank in chronological order the events

leading to Napoleon’s rise to power.

3.2c Explain the reasons for Napoleon’s rise

to power in France. 3.3c Discuss Napoleon’s rise to power.

3.1d Identify historical facts from political

cartoons on the French Revolution and/or

Napoleon.

3.2d Explain political cartoons on the French

Revolution and/or Napoleon. context, persons, symbols, objects, captions.

3.3d Interpret political cartoons on the

French Revolution and/or Napoleon from the

point of view of the cartoonist.

3.1e Comment on illustrated sources on the

French Revolution and/or Napoleon.

3.2e List consequences of the French

Revolution and/or Napoleon on France

and/or Europe.

3.3e Discuss the consequences of the French

Revolution and/or Napoleon on France

and/or Europe.

3.1f List events and/or developments which

contributed to Napoleon’s downfall.

3.2f Explain the events and/or developments

leading to the decline and downfall of

Napoleon.

3.3f Discuss reasons for the decline and

downfall of the Napoleonic Empire.


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3.1g Identify the leading statesmen and/or

the aims of the Congress of Vienna.

3.2g Explain how the Congress of Vienna

redrew the map of Europe on the principles

of legitimacy and balance of power.

3.3g Discuss the success and/or failures of the

Congress of Vienna.

The Industrial Revolution

3.1h Identify reasons why the Industrial

Revolution started in Britain.

3.2h List reasons why the Industrial

Revolution started in Britain.

3.3h Discuss why the Industrial Revolution

started in Britain.

3.1i Identify the most important early

inventions made during the Industrial

Revolution in Britain.

Factory Mill, Spinning Jenny, Flying Shuttle,

Steam Engine

3.2i List the most important early inventions

made during the Industrial Revolution in

Britain and/or their impact.


Steam Engine

3.3i Explain the impact of the most

important early inventions on the course of

the Industrial Revolution in the 19th century.


Steam Engine

3.1j Differentiate between facts about the

Industrial Revolution in Britain and in

Germany.

3.2j Explain how Germany was affected by

the Industrial Revolution before and/or after

unification.

3.3j Compare and contrast the early phase

of the Industrial Revolution in Britain and in

Germany.

3.1k Identify from sources the working

conditions and the standard of living of

people from different social classes during

the Industrial Revolution.

3.2k Describe the working conditions and the

standard of living of people from different

social classes during the Industrial

Revolution.

children, women, miners, city dwellers,

country people, middle class people, upper

class people

3.1l Identify from illustrated sources, the

developments made during the Industrial

Revolution.

transport (railway, cargo ships, automobile);

weaponry (artillery, warships, aircraft);

industrial production (industrial centres,

production belt, interchangeable parts).

3.2l. List the positive and/or negative

consequences brought about by the

developments of the Industrial Revolution.

transport (railway, cargo ships, automobile);

weaponry (artillery, warships, aircraft);

industrial production (industrial centres,

production belt, interchangeable parts)..

3.3l Discuss the positive and/or negative

consequences of the developments of the

Industrial Revolution.

transport (railway, cargo ships,

automobile); weaponry (artillery, warships,

aircraft); industrial production (industrial

centres, production belt, interchangeable

parts)..


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3.1m Differentiate between positive and

negative effects of the Industrial Revolution.

3.2m List positive and/or negative effects of

the Industrial Revolution in 19th-century

Europe.

3.3m Explain the positive and/or negative

effects of the Industrial Revolution in 19th-

century Europe.

The Unification of Italy and Germany 3.1n Identify words, phrases and/or people

linked to the Risorgimento.

(e.g. the Carbonari Movement, Young Italy,

Garibaldi etc.)

3.2n Explain the role of the Carbonari

Movement and/or Young Italy in the Italian

Risorgimento.

3.3n Explain the importance of the main

events, developments and/or leaders

associated with the Italian Risorgimento.

3.1o Identify causes leading to the 1848

Revolutions in Italy and/or Germany.

3.2o List reasons for the failure of the 1848

Revolutions in Italy and/or Germany.

3.3o Analyse why the 1848 revolutions failed

in Italy and/or Germany.

3.1p Identify Mazzini’s, Cavour’s and/or

Garibaldi’s contribution to the unification of

Italy.

3.2p Explain the decisions and actions taken

by Mazzini, Cavour and/or Garibaldi leading

to the unification of Italy.

3.3p Analyse the motives and decisions

taken by Cavour and/or Garibaldi aimed at

achieving Italian unification.

Pact of Plombieres, The Austro-Italian War,

The expedition of the Red Shirts

3.1q Identify key facts about the German

Confederation.

3.2q List key facts about the German

Confederation.

3.3q Compare and contrast Prussia and

Austria as the two major states in the

German Confederation.

3.1r Identify Bismarck’s achievements

towards German unification.

3.2r Explain the decisions and actions taken

by Bismarck towards the Unification of

Germany.

3.3r Analyse the motives and decisions taken

by Bismarck aimed at achieving German

unification.

Danish War 1864; Seven Weeks War 1866-

67; The EMS Telegram; Franco-Prussian

War.

3.1s Differentiate between facts about the

unification of Italy and Germany.

3.2s List similarities and/or differences

between the Italian and German unification

movement.

3.3s Compare and contrast the actions of

Cavour and Bismarck for achieving Italian

and German unification.


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Subject Focus 4: Europe since 1945

Learning

Outcome 4:

(Controlled)

I can explain the reasons for the origins and the end of the Cold War, discuss its main international

incidents and describe the pattern of events leading to the fall of Communism in Eastern Europe in 1989

and analyse the reasons and process of post-war West European integration with the help of primary and

secondary sources.

The division of Europe between East and West as a result of the Cold War; Berlin as a case study of the Cold War in

Europe; the Cuban Missile Crisis as a case study of the Cold War outside Europe; how the Cold War came to an end;

how and why was Western Europe united after the war; landmarks in the history of European integration. The pattern of the Communist regimes in Eastern Europe; Gorbachev’s reforms in the USSR; the fall of the Communist

regimes in Eastern Europe in 1989; the dissolution of the USSR. The Cold War and West European integration


4.1a Identify the main leaders, causes and/or

consequences of the division of Europe between

East and West as a result of the Cold War.

4.2a Explain the causes and/or

consequences of the division of Europe

between East and West.

4.3a Analyse the causes and/or

consequences of the division of Europe as a

result of the Cold War.

4.1b Identify causes and/or consequences of

the Berlin Blockade and the Berlin Wall.

4.2b Explain the major causes and/or

consequences of the Berlin Blockade and

the building of the Berlin Wall on relations

between East and West.

4.3b Analyse the causes, major episodes

and/or consequences of the Berlin Blockade

and the Berlin Wall.

4.1c List the key facts about the Cuban Missile

Crisis.

4.2c Explain the causes and/or

consequences of the Cuban Missile Crisis.

4.3c Analyse the Cuban Missile Crisis within

the context of the nuclear arms race

between the Superpowers.

4.1d Identify reasons for the thawing and/or

end of the Cold War.

4.2d Explain the events and developments

that contributed to the thawing and/or end

of the Cold War by 1989.

4.3d Analyse reasons for the thawing and/or

end of the Cold War in 1989.

4.1e Identify the consequences of the end of

the Cold War.

4.2e List the consequences of the end of

the Cold War.

4.3e Discuss the consequences of the end

Cold War.

4.1f Identify causes leading to the setting up

of the Common Market.

4.2f Explain the causes and/or

developments that led to the setting up of

the Common Market.

4.3f Discuss how and/or why the Common

Market was set up in the context of post-war

Europe.


Page 16 of 89

4.1g Rank in chronological order, the major

landmarks of the Common Market/EC/EEC/EU

from 1951 to 2013.

4.2g Explain the significance of the major

landmarks of the Common

Market/EC/EEC/EU from 1951 to 2013.

4.3g Discuss the landmarks in the

development and/or enlargement of the

Common Market/EC/EEC/EU from 1951 to

2013.

The fall of Communism in Eastern Europe

4.1h Identify the common features of

Communist regimes in Eastern Europe

during the Cold War.

(e.g. political repression, one-party state)

4.2h Explain the common features of

Communist regimes in Eastern Europe.

4.3h Discuss the common and/or particular

features of Communist regimes in Eastern

Europe.

Particular features - Stasi, Ceausescu’s

tyranny, Yugoslavia outside the Iron Curtain.

4.1i List reforms introduced by Gorbachev. 4.2i Explain reasons for Gorbachev’s reforms

that fall under glasnost and perestroika.

4.3i Discuss the success or failure of

Gorbachev’s reforms under glasnost and

perestroika.

4.1j Identify common patterns for the fall of

the Communist regimes in Eastern Europe in

1989.

(e.g. economic stagnation, peaceful mass

demonstrations, inflation, political repression,

lack of individual freedom)

4.2j Explain the common patterns for the fall

of the Communist regimes in Eastern

Europe.

(e.g. economic stagnation, peaceful mass

demonstrations, inflation, political

repression, lack of individual freedom)

4.3j Compare and contrast the causes and

consequences of the Hungarian uprising

1956 and the Prague Spring 1968.

4.1k Identify on a map the new states that

came into being with dissolution of the USSR.

4.2k List the causes and/or consequences for

the dissolution of the USSR.

4.3k Discuss why the fall of Communism in

Eastern Europe resulted in the dissolution of

the USSR and/or the consequences of its

dissolution.

4.1l List the consequences of the fall of

Communism in Eastern Europe.

4.2l Explain the consequences of the fall of


4.3l Discuss the consequences of the fall of



Page 17 of 89

Subject Focus 5: Malta under the rule of the Order of St John

Learning

Outcome 5:

(Coursework &

Controlled)

I can describe and evaluate some major projects and achievements of the Order of St John in Malta after

1565 and analyse some of the problems for the Order in the eighteenth century with the help of various

primary and secondary sources. The long-term effects of the Victory of 1565; an overview of the extensive building projects of the Order; the Order’s

fleet and its activities in the fight against the Ottoman and Barbary powers; the organization of the corso and the effect

of the Order’s fleet and the corso on the Maltese population; restrictions imposed on the corso in the course of the

eighteenth century; the impact of the Inquisition in Malta. Financial problems for the Order; the Conspiracy of the Slaves; the Revolt of the Priests; the effects of the French

Revolution on the Order. Projects and achievements of the Order of St John in Malta

5.1a Identify consequences of the victory of

1565 on the Order and/or on the Maltese.

5.2a Explain the consequences of the victory

of 1565 on the Order and/or on the Maltese.

5.3a Analyse the short and long-term

consequences of the victory of 1565 for the

Order and/or the Maltese.

5.1b Identify the building projects

undertaken by the Order in Valletta.

5.2b Describe the extensive building projects

undertaken by the Order to strengthen and

embellish Valletta and/or the Harbour area.

5.3b Research on a building project

undertaken by the Order in Valletta and/or

the Harbour area.

5.1c Identify reasons why the Order kept its

small fleet of galleys, ships-of-the-line and

an arsenal in Birgu.

5.2c Describe the contribution of the Order

in military expeditions in the Mediterranean

against the Ottoman Empire.

Battle of Lepanto, War of Candia

5.3c Discuss reasons why the fleet and the

arsenal in Birgu were very important for the

Order.

5.1d List key facts about the organisation of

the corso under the Order.

5.2d Explain how the Order organised the

corso industry in Malta.

5.3d Discuss the importance of the corso

from the Order’s and/or Maltese point of

view.

5.1e Identify reasons why the corso declined

during the eighteenth century.

5.2e Mention the restrictions on the corso

imposed on the Order by the Venetian

Republic, the Pope and the King of France.

5.3e Discuss the motives and/or the

implications of the restrictions on the corso

imposed upon the Order.

5.1f Comment on sources about the

Inquisition in Malta.

5.2f Explain how the Inquisition Tribunal

operated in Malta.

5.3f Discuss the moral and/or social impact

which the Inquisition Tribunal had on the

Knights and the Maltese.



Page 18 of 89

Problems for the Order in the eighteenth century

5.1g List problems faced by the Order in the

eighteenth century.

5.2g Explain the problems faced by the

Order in the eighteenth century.

5.3g Discuss the problems faced by the

Order in the eighteenth century.

5.1h List facts about the Conspiracy of the

Slaves.

5.2h Describe how the Conspiracy of the

Slaves was planned, discovered and

suppressed.

5.3h Discuss the causes and/or

consequences of the Conspiracy of the

Slaves.

5.1i List facts about the Revolt of the Priests. 5.2i Describe the events that occurred during

the Revolt of the Priests.

5.3i Discuss the causes and/or consequences

of the Revolt of the Priests.

5.1j Identify consequences of the French

Revolution on the Order.

5.2j List the consequences of the French

Revolution on the Order.

5.3j Explain how relations deteriorated

between the French Revolutionary

Government and the Order during the course

of the Revolution.


Page 19 of 89

Subject Focus 6: The French the British Period (1798-1921)

Learning

Outcome 6:

(Coursework &

Controlled)

I can trace, describe and assess the French invasion and occupation of Malta and political and

constitutional development in Malta up to 1921 with the help of various primary and secondary sources.

The French takeover of the islands; Napoleon’s attempted reforms; Government by the French Commission; the revolt

against the French; the blockade from the Maltese and French perspective. The establishment of the British Protectorate over Malta; the establishment of the Colonial Government under

Maitland’s administration; the main features of the 1835, 1849 and 1887 Constitutions; the liberty of the press; the

Language Question and its political repercussions; the setting up of the first political parties. The French invasion and occupation of Malta


6.1a Identify reasons why the French took

over Malta in 1798

6.2a Explain the reasons why the French

took over Malta in 1798.

6.3a Discuss the French invasion and

takeover of Malta.

6.1b Identify Napoleon’s reforms. 6.2b List Napoleon’s reforms. 6.3b Discuss Napoleon’s reforms and the

reaction of the Maltese towards them.

6.1c Identify the measures taken by the

French Commission of Government before

the revolt of 2nd September 1798.

6.2c Describe the impact of the measures

taken by the French Commission of

Government had on the Maltese.

6.3c Discuss why the measures taken by the

French Commission of Government

contributed to the rise of discontent and

open revolt.

6.1d Identify reasons why the Maltese

revolted against the French.

6.2d Explain reasons for the Maltese revolt

against the French.

6.3d Analyse the revolt of the Maltese against

the French from the Maltese and/or the French

perspective.

6.1e Identify these leading figures during the

blockade against the French. Cav. Vincenzo Borg (Braret); Can. Francesco

Saverio Caruana; Emanuele Vitale; Dun Mikiel

Xerri; Dun Saverio Cassar, Gen. Vaubois,

Capt. Alexander Ball; Lord Nelson; Gen.Pigot;

Ferdinand IV of Naples and Sicily.

6.2e Describe the main events that occurred

during the French blockade.

6.3e Discuss the main events during the

French blockade from different perspectives.


Page 20 of 89

Malta under British rule (1800-1921)

6.1f Identify facts and/or features about the

Protectorate phase of British rule in Malta up

to 1813.

6.2f List the main events, developments and

features of British rule in Malta up to 1813.

6.3f Explain the major events and features

of British rule during the Protectorate phase

up to 1813.

6.1g Identify facts about Maitland’s colonial

administration.

6.2g Explain the key reforms of Maitland’s

colonial administration.

6.3g Discuss Maitland’s colonial

administration.

6.1h List facts about the 1835 and/or the

1849 Constitution.

6.2h Describe the main features of the, 1835

and/or 1849 Constitutions.

6.3h Compare and contrast the main

features and functions of the 1835 and 1849

Constitutions.

6.1i Identify reasons and consequences for

the granting of the liberty of the press in

Malta.

6.2i List arguments in favour and/or against

the liberty of the press in Malta at the time

of its enactment.

6.3i Discuss the short and/or long term

effects of the liberty of the press in Malta.

6.1j Identify facts about the Language

Question between 1878 and 1940.

6.2j Explain causes and/or consequences of

the Language Question.

6.3j Discuss the landmarks and issues

connected to the Language Question.

6.1k Identify facts about the first two

Maltese political parties of 1879 and 1880.

6.2k Describe the main characteristics of

Maltese political parties and/or political

leaders between 1879 and 1914.

Sigismondo Savona, Fortunato Mizzi, Gerald

Strickland, Ignazio Panzavecchia

6.3k Compare and contrast the

characteristics and aims of the Maltese

political parties and/or political leaders

between 1879 and 1914.

Sigismondo Savona, Fortunato Mizzi, Gerald

Strickland, Ignazio Panzavecchia

6.1l List facts about the 1887 Constitution. 6.2l Describe the main features of the 1887

Constitution.

6.3l Discuss the reasons and/or

consequences of the suspension of the 1887

Constitution.


Page 21 of 89

Subject Focus 7: Malta’s social and economic development since 1800

Learning

Outcome 7:

(Controlled)

I can trace, describe and evaluate nineteenth and twentieth century social and economic development in

Malta with the help of various primary and secondary sources.

Instances of economic booms and recessions in nineteenth century Malta; unemployment and emigration; the

Continental Blockade; the Crimean War; the opening of the Suez Canal; the role and influence of the Catholic Church

in British Malta; the post-war Development Plans to diversify the economy in view of Independence.


7.1a Identify events leading to economic

booms and/or recessions in nineteenth

century Malta.

Continental Blockade, The Plague of 1813,

Crimean War, The opening of the Suez

Canal, Decline of the local cotton industry.

7.2a Describe instances of economic booms

and/or recessions in nineteenth century

and/or early twentieth Malta with reference

to their historical context.

Continental Blockade, The Plague of 1813,

Crimean War, The opening of the Suez

Canal, Decline of the local cotton industry,

Construction of the Breakwater.

7.3a Discuss the major instances of

economic booms and/or recessions in

nineteenth century Malta.

The Plague of 1813, Crimean War, The

opening of the Suez Canal, Decline of the

local cotton industry, Extensive Public Works

projects – Drainage works and extension of

the Grand Harbour.

7.1b Identify the causes and/or

consequences of the Continental Blockade on

the Maltese economy.

7.2b Explain the causes and/or

consequences of the Continental Blockade on

the Maltese economy.

7.3b Discuss the importance of the

Continental Blockade on the Maltese

economy.

7.1c List the positive and/or negative effects

of the Crimean War on Malta.

7.2c Explain the positive and/or negative

effects of the Crimean War on Malta.

7.3c Analyse the short and/or long term

consequences of the Crimean War on Malta.

7.1d List the advantages of the opening of

the Suez Canal.

7.2d Explain the consequences which the

opening of the Suez Canal had on Malta’s

economic and/or social development.

7.3d Analyse the positive and/or negative

effects of the opening of the Suez Canal on

Malta’s economic and/or social development.

7.1e List reasons for emigration in

nineteenth and twentieth century Malta.

7.2e Explain causes for unemployment

and/or emigration in nineteenth and

twentieth century Malta.

7.3e Discuss the causes and/or

consequences of unemployment and

emigration in nineteenth and twentieth

century Malta.


Page 22 of 89

7.1f Match the main infectious diseases to

the measures to combat them.

Plague, cholera, smallpox, undulant fever,

trachoma, tuberculosis.

7.2f Explain the causes of the main

infectious diseases and the measures taken

to combat them.



7.3f Discuss the causes and effects of

infectious diseases and the measures taken

to eradicate them.



7.1g List developments in public health and

sanitation.

Naval, military and civil hospitals, water

supply, underground sewage.

7.2g Describe the developments in public

health and sanitation.



7.3g Describe the developments in public

health and sanitation.



7.1h Identify roles and/or influences of the

Catholic Church throughout the British

period.

7.2h Explain the roles and/or influences of

the Catholic Church throughout the British

period.

7.3h Discuss the impact of the roles and/or

influences of the Catholic Church in British

Malta.

7.1i List the areas for social and economic

reform and/or development after the war.

War damage reconstruction, infrastructure,

housing, taxation, education, emigration.

7.2i Describe the areas for social and

economic reform and/or development after

the war.

Woods Report on War Damage, War damage

reconstruction, infrastructure, housing,

taxation, education, emigration.

7.3i Discuss the major recommendations of

the Roskill Report (1950) and Balogh and

Seers Report (1955) on Malta’s financial and

economic development.

7.1j Identify the features of Malta’s fortress

economy and/or the new economy as they

feature in the Development Plans of 1959

and 1964.

7.2j Explain features of Malta’s fortress

economy and/or the new economy based on

the Development Plans of 1959 and 1964.

7.3j Compare and contrast the main features of

Malta’s fortress economy with the new

economy based on the Development Plans of

1959 and 1964.


Page 23 of 89

Subject Focus 8: Malta’s political and constitutional development (1921-2008)

Learning

Outcome 8:

(Controlled)

I can trace, describe and evaluate Malta’s political and constitutional development from the granting of

self-government in 1921 to membership in the European Union in 2004 with the help of various primary

and secondary sources.

The 1921 and 1947 Constitutions; the politico-religious crisis of 1930; the arguments for and against Integration and

Dominion Status; the politico-religious crisis of 1962; the granting of Independence in 1964 and the amendments of

1974; the contribution made by the leaders of the main political parties of the time. The Defence and Financial Agreements of 1964 and 1972; changes in Malta’s foreign policy under various

administrations; the closure of the British military base and Malta as a neutral state; Malta’s road towards E.U.

membership (1970-2004); the arguments for and against EU membership. Political and constitutional development since 1921

8.1a Identify facts about the 1921 and/or

the 1947 Constitutions.

8.2a List the main features of the 1921

and/or the 1947 Constitutions and their

historical significance.

8.3a Discuss the 1921 and/or the 1947

Constitutions and their historical background.

8.1b Identify the main events of the politico-

religious conflict of 1930.

8.2b List causes and/or consequences of the

politico-religious conflict of 1930.

8.3b Analyse the causes, significant events

and/or consequences of the politico-religious

conflict of 1930.

8.1c Differentiate between facts pertaining to

‘Integration’ and ‘Dominion Status’.

8.2c Explain Integration and/or Dominion

Status in the context of their historical

background.

8.3c Compare and contrast the motives for

Integration and Dominion Status giving

reasons for their success or failure.

8.1d Identify the main events of the politico-

religious conflict of 1962.

8.2d List causes and/or consequences of the

politico-religious conflict of 1962.

8.3d Compare and contrast the causes,

significant events and/or consequences of the

politico-religious conflicts of 1930 and 1962.

8.1e Describe the events which led to the

granting of Independence and/or the

declaration of the Republic.

8.2f Explain the significant events and

arguments that led to the granting of

Independence and/or the declaration of the

Republic.

8.3e Analyse the arguments for and/or

against Independence and the Independence

Constitution of 1964.

8.1f Identify key facts about the Maltese

leaders of the time.

8.2g Comment on aspects from the

character, leadership and political aims of

the Maltese leaders of the time.

8.3f Compare and contrast the character,

leadership and political aims of Maltese

leaders of the time.



Page 24 of 89

Gerald Strickland, Enrico Mizzi, Paul Boffa,

Ġorġ Borg Olivier, Dom Mintoff, Mabel

Strickland, Archbishop Michael Gonzi







Malta’s foreign policy since 1964

8.1g Identify the reasons and/or the main

features of the Financial and Defence

Agreements of 1964 and 1972.

8.2g Explain the reasons for the Financial

and Defence Agreement in 1964 and/or its

revision in 1972.

8.3g Compare and contrast the Financial and

Defence Agreements of 1964, and 1972 in

the context of their historical background.

8.1h Identify the developments and/or

changes in Malta’s foreign policy since

independence.

8.2h Explain the implications of major

changes in Malta’s foreign policy after 1964.

8.3h Discuss changes in Malta’s foreign

policy under various governments.

8.1i List the implications of Malta’s neutral

foreign policy.

8.2i Explain neutrality and/or its implication

on Malta’s foreign policy after 1979.

8.3i Discuss Malta’s neutral policy after

1979.

8.1j Identify landmarks leading to Malta’s

E.U. membership.

8.2j List the landmarks of Malta’s road to E.U.

membership.

8.3j Discuss Malta’s road to E.U.

membership.

8.1k Differentiate between arguments for

and against Malta’s EU membership.

8.2k Explain arguments in favour and/or

against Malta’s EU membership.

8.3k Evaluate the arguments used for and/or

against Malta’s EU membership.


Page 25 of 89

Subject Focus 9: Europe and Malta in the Two World Wars

Learning

Outcome 9:

(Coursework &

Controlled)

I can discuss and analyse the causes, the political developments and diplomatic incidents that led to the

outbreak of the First World War, the technological changes in warfare and the aftermath of that war, and

the developments that contributed to Hitler’s rise to power and the outbreak of the Second World War, the

main local and foreign events and developments about Malta during the Two World Wars with the help of

various primary and secondary sources.

The formation of the European alliances; rivalry between the Great Powers; the Balkan Crises and the Sarajevo

assassination in 1914; how the First World War was fought and how it came to an end; the Peace Treaty of Versailles

and the League of Nations.

Problems faced by the German Weimar Republic; Hitler’s rise to power from obscurity to German Chancellor; the

Holocaust; features of the Nazi dictatorship; the causes of the Second World War; how the war came to an end.

Malta’s role during the Two World Wars and her contribution to the Allied victory; the Sette Giugno Riots of 1919; the

defence of Malta during the Second World War; the social and economic effects of the World Wars on the Maltese.

The causes and consequences of the First World War


9.1a Identify the countries that made up the

Triple Alliance and/or the Triple Éntente.

9.2a Explain reasons for the formation of the

Triple Alliance and the Triple Éntente.

9.3a Analyse the process of the formation of

the two rival alliances between 1879 and

1907.

9.1b Identify the major disputes between the

European Great Powers prior to the outbreak

of World War I.

9.2b Explain the major disputes between the

European Great Powers prior to the outbreak

of World War I.

9.3b Analyse the major disputes between

the Great Powers prior to the outbreak of

World War I.

9.1c Identify reasons for the Balkan crisis

between 1908-1914.

The annexation of Bosnia by Austria-Hungary

in 1908, The Balkan Wars, the Sarajevo

assassination in 1914.

9.2c List the causes and /or consequences of

the Balkan crisis between 1908-1914.

The annexation of Bosnia by Austria-Hungary

in 1908, The Balkan Wars, the Sarajevo

assassination in 1914.

9.3c Discuss the causes and /or

consequences of the Balkan crisis between

1908-1914.

The annexation of Bosnia by Austria-

Hungary in 1908, The Balkan Wars, the

Sarajevo assassination in 1914.

9.1d Identify weapons and/or strategies

introduced during World War I.

poison gas, trench warfare on a grand scale,

tank and submarine warfare, aircraft, war of

attrition

9.2d Describe the weapons and/or strategies

introduced during World War I.


tank and submarine warfare, aircraft, war of

attrition

9.3d Discuss the effects of the weapons

and/or strategies introduced during World

War I.


tank/submarine warfare, the aeroplane, war

of attrition


Page 26 of 89

9.1e Identify the major clauses from the

Treaty of Versailles.

9.2e List the major territorial changes that

took place in Europe as a result of World War

I and the Treaty of Versailles.

9.3e Analyse the impact of the Treaty of

Versailles on Germany.

9.1f Identify facts on the League of Nations.

9.2f List instances where the League of

Nations was successful and/or unsuccessful

in preventing war.

9.3f Discuss the successes and/or failures of

the League of Nations during the inter-war

period.

Hitler’s rise to power and the Second World War

9.1g Identify problems faced by the Weimar

Republic.

9.2g List the main problems faced by the

Weimar Republic.

9.3g Analyse the internal problems faced by

the Weimar Republic.

9.1h Identify the landmarks in Hitler’s rise to

power.

9.2h Outline Hitler’s rise to power (1923-

1933).

9.3h Discuss the events in Weimar Germany

contributing to Hitler’s rise to power (1923-

1933).

9.1i Identify features of the Nazi dictatorship

and/or facts about the Holocaust and the

Nazi genocide.

9.2i Describe features of the Nazi

dictatorship and/or facts about the Holocaust

and the Nazi genocide.

9.3i Analyse features of the Nazi

dictatorship and/or facts about the

Holocaust and the Nazi genocide.

9.1j Identify the causes leading to the

outbreak of the Second World War.

9.2j Explain the causes leading to the

outbreak of the Second World War.

9.3j Analyse the causes for the outbreak of

the Second World War.

9.1k Identify the major causes leading to the

defeat of the Axis powers during the Second

World War.

9.2k Explain the major causes leading to the

defeat of the Axis powers during the Second

World War.

9.3k Analyse the major causes leading to

the defeat of the Axis powers during the

Second World War.


Page 27 of 89

Malta in the Two World Wars

9.1l Differentiate between facts about Malta

during the First and the Second World War.

9.2l Describe the contribution of Malta to the

Allied victory in the First and/or Second

World War.

9.3l Compare and contrast Malta’s role and

contribution to the Allied victory in the First

and the Second World War.

9.1m List causes and/or consequences of the

Sette Giugno riots.

9.2m Explain the causes and/or

consequences of the Sette Giugno riots.

9.3m Discuss the causes and/or

consequences of the Sette Giugno riots.

9.1n Identify military features of Malta’s

siege during the Second World War.

(e.g. Air Raids, Radar, Convoys, Shelters

etc.)

9.2n Describe the military features of Malta’s

siege during the Second World War.

9.3n Analyse the effectiveness of Malta’s

defence during the Second World War.

9.1o Identify socio-economic effects on Malta

during and immediately after the Second

World War.

9.2o Describe the socio-economic effects on

Malta during and immediately after the

Second World War.

9.3o Discuss the socio-economic effects on

Malta during and immediately after the

Second World War.


Page 28 of 89

Scheme of Assessment

School candidates

The assessment consists of:

Coursework:

(40% of the total marks; comprising four tasks of equal weighting i.e. 10% each) set

during the three-year course programme.

Controlled assessments:

(60% of the total marks; comprising of a two-hour written exam) set at the end of the

programme and differentiated between two tiers:

a. MQF levels 1 and 2;

b. MQF levels 2 and 3.

Candidates can obtain a level higher than Level 1 if they satisfy the examiners in both

coursework and controlled assessments, irrespective of the total marks obtained.

The coursework will be based on LO3, LO5, LO6 and LO9. The controlled paper will focus

on LO2, LO4, LO7, LO8 and assessment criteria from Learning Outcomes identified for

coursework.

The controlled paper (Option MQF Level 1-2 and MQF Level 2-3) is divided into THREE

Sections.

Coursework (40% of the total mark)

The Coursework consists of four practical assignments consisting of a combination of at

least two of the following modes:

(ii) Research Project

(iii) Primary Source Investigation Report;

(iv) Site Visit Report;

(v) Thematic Time-line Chart; and

(vi) Presentation

Coursework will be used to evaluate skills that cannot be assessed by a conventional

summative examination. It is recommended that a significant proportion of coursework

is done in class under direct teacher supervision. These assignments will be set and

marked by the teacher.

Coursework can be pegged at either of two categories:

A coursework at MQF level categories 1-2 must identify assessment criteria from

these two MQF levels. The ACs are to be weighted within the assignment's scheme

of work and marking scheme at a ratio of 40% at Level 1 and 60% at Level 2.

A coursework at MQF level categories 1-2-3 must identify assessment criteria from

each of Levels 1, 2, and 3. These ACs are to be weighted within the assignment’s

scheme of work and marking scheme at a ratio of 30% at each of Levels 1 and 2

and 40% at Level 3.


Page 29 of 89

As indicated in Table 3, the first coursework assignment is to be carried out in Year 9

(Form 3), the second and third assignments in Year 10 (Form 4), and the fourth

assignment in Year 11 (Form 5). These shall be based on Learning Outcomes 3, 5, 6 and

9. And also include skills identified from the assessment criteria in Learning Outcome 1.

All assignments accompanied by the marking scheme/s are to be available at the

candidates’ schools for moderation by the Markers’ Panel by the date established by the

MATSEC Board. Teachers can opt for other modes of assessment besides those listed but

they need prior written approval by MATSEC.

Each coursework assignment is marked out of 100 marks and will carry 10% of the total

assessment mark. The combined marks of the four coursework assignments will contribute

to 40% of the total marks of the assessment. Each of the coursework assignments can be

presented by the students in English or in Maltese.

The coursework assignments will be distributed as follows:

Conducted

in

Total

Exam

Weighting

Assessment Modes and Learning

Outcomes

Coursework 1 Year 9 10% Mode: (any)

Learning Outcomes: (any one from

LO3, LO5, LO6 and LO9.)










Each coursework should be based on one Learning Outcome from LO3, LO5,

LO6 and LO9. Only one coursework assignment can be assigned on the same

Learning Outcome. During the three-year programme at least TWO different

modes of assessment should be used.

Table 3: Coursework: modes and weighting


Page 30 of 89

Controlled Assessment

Controlled Assessment (60% of the total mark)

Written Examination (100 marks; 2 hours)

The controlled component of the assessment will consist of ONE paper having a two-hour

duration which will carry 60% of the final mark and assessed externally. The paper will be

set in English and Maltese.

The controlled assessment is differentiated between two categories. Candidates must choose

to sit either the examination paper at MQF Level 1-2 or at MQF Level 2-3.

The examination paper is divided into THREE Sections: Sections A, B and C.

Section A (20%) consists of compulsory short answer questions focusing on content from

one or more LOs designated for coursework and may include assessment criteria from all

the syllabus.

Section B (40%) consists of TWO compulsory source questions focusing on the content of

the LOs designated for controlled assessment and may include assessment criteria from

all the syllabus. One question will be on Maltese History and one question on

European/International History. Questions carry equal marks.

Section C (40%) consists of four essay question, from which candidates must choose TWO

questions: one question on Maltese History and one question on European/International

History. The questions focus on the content of the LOs designated for controlled

assessment and may include assessment criteria from all the syllabus. Questions carry

equal marks.

Levels 1 – 2

The written paper will consist of questions covering assessment criteria from the syllabus

in ratio Level 1 40%; Level 2 60%. Questions will be objective (multiple choice questions,

completion, true/false, cloze, matching etc.), and structured, requiring short responses.

Questions may include stimulus materials such as maps, graphs, diagrams and

photographs.

Levels 2 – 3

The written paper will consist of questions covering assessment criteria from the syllabus

in ratio Level 2 40%; Level 3 60%. Questions will be varied and will include objective,

problem solving and free response writing. The questions set will assess the students’

understanding and application of the main concepts of the programme and the acquisition

of basic skills.


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Private candidates

Private candidates will not be expected to submit the four coursework assignments as

school candidates. Instead private candidates need to sit for another controlled paper as

an alternative to the coursework. Private candidates will be assessed by means of TWO

controlled papers, one of which is common with school candidates.

Paper 1 – Private Candidates Only (40% of the total mark)

This paper will have a two-hour duration and consist of FOUR compulsory questions. The

paper will assess all Learning Outcomes designated for coursework, and may include

assessment criteria from all the syllabus.

Levels 1 – 2

The paper will consist of questions covering assessment criteria from the syllabus in ratio

Level 1 40%; Level 2 60%. Questions will be objective (multiple choice questions,

completion, true/false, cloze, matching etc.), and structured, requiring short responses.

Questions may include source materials such as written documents, drawings, pictorial

sources and photographs.

Levels 2 – 3

The paper will consist of questions covering assessment criteria from the syllabus in ratio

Level 2 40%; Level 3 60%. Questions will be varied and will include objective, problem

solving and free response writing. Questions may include source materials such as

written documents, drawings, pictorial sources and photographs.

Paper Two is common with school candidates. (60% of the total mark)


Page 32 of 89

Coursework Modes

This section presents sample assessments with respective marking schemes. Teachers

may use these guiding documents to develop an assignment based on one of the modes

presented in this syllabus. Otherwise, teachers may develop their own assignment and

select an appropriate assessment tool other than those listed in the syllabus as long as

this assignment is sent to MATSEC for approval before being given to students. A

marking scheme is not a list of model answers, but a guideline of how expected answers

should be marked.

Research Project

100 marks

10% of total marks

The research project should be enquiry-based and in line with the

aims and objectives of the learning outcome. It involves the

identification of one or more questions or hypothesis in a specific

area. Select, collect and present information and sources in the form

of an illustrated research essay. The project should include FIVE

illustrated primary or secondary sources related to the title of the

research (e.g. maps, portraits, historical events represented in

paintings, illustrated secondary sources from history books, plans,

diagrams, sketches etc.). All illustrated sources have to include a

caption describing the source and acknowledge the author or artist

that produced it. Students can present the essay in either English or

in Maltese.

Indicative word count:

Level 1-2: 250 to 450 words


Marks are assigned according to the following marking scheme:

Structure, presentation and referencing (10%)

Aim of work and/or hypothesis (10%)

Data collection (20%)

Knowledge and understanding (20%)

Discussion and/or analysis (20%)

Conclusion and/or recommendations (20%)

Students should be able to:

carry out an independent research as a further study on a

particular aspect associated with the identified learning

outcome;

use research skills to navigate on the Internet, or selecting

information from reference books etc., select, adapt and

summarise information as per title of the project;

present and communicate findings, information and ideas

using appropriate terminology with the help of a range of

graphical techniques and ICT skills and competences;

reach and communicate conclusions that are consistent with

historical evidence;

quote other people’s work and integrate new information into

an existing body of knowledge;


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Research Project

exemplars

Learning Outcome 3

Learning Outcome 9

Napoleon’s Rise to Power

Students are to explore Napoleon’s rise to power in France from

1799-1804 after the reign of Terror as mentioned in the learning

programme. The research should include a description, evaluation,

historical significance and illustrations of at least THREE events (e.g.

Coup d'etat brumaire, First Consul, Consul for life, Emperor of the

French).

Malta in World War II 1940-1943: The Battle of Malta

Students are to explore the role of Malta in World War II as well as

the impact of World War II on Malta. The research should include a

background assessment of the balance of power in the central

Mediterranean in 1940; the main challenges facing the defenders in

the Battle of Malta; the relevance of the Battle of Malta in the history

of World War II; the social impact of the war on the Maltese

population; and the reasons behind the defeat of the Axis in the

Mediterranean theatre of war.


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Primary Source Investigation Report 100 marks 10% of total marks

The primary source report involves a case-study, or study, investigation report on ONE primary source document from a historical archival depository in Malta and Gozo (e.g. the National Archives at Santo Spirito, Rabat). Teachers are required to plan beforehand and book the visit to these places according to the standard procedure/s in place. The investigation should begin with an orientation tour about the history of the building and how it is used as an archival centre. Students should be shown samples of documents housed there. The students are to work on the primary documents under the guidance and supervision of their teacher. The worksheets can be answered in English or in Maltese and the source analysis report can be written in English or in Maltese. This investigation consists of a two parts:

A worksheet with structured and graded questions on the selected document under study;

A report (extended writing) to assess students’ understanding

of the wider historical context and conclusions reached after having worked out the document worksheet. The worksheets are to be included in the report as an appendix.

Indicative word count: Level 1-2: 250 to 450 words


Marks are assigned according to the following marking scheme: Structure, presentation and referencing (10%) Aim of investigation and formulated claim (10%) Identification and Investigation (20%) Data collection & Evaluation (20%) Analysis (20%) Interpretations & Conclusions (20%)

Students should be able to: Read and understand the language of the selected document/s; Identify the subject matter and the historical event or period of

the selected document/s: Answer fully all the questions about the selected document/s from

the worksheet provided; Produce a written report on the historical significance of the

selected document/s within its broader historical context.


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Primary source investigation report exemplars

Any of the selected primary documents and worksheets from the National Archives at Rabat listed below can be used by the teacher for this task: Source A: CSG 01, File 944/1938. An Air Raid Precautions report

on an incident involving a Demolition Gang during World War II that took place in Mġarr in April 1941. (LO9)

Source B: OPU Malta Ordinances 1836-1841 Vol VIII Proclamation No 4, 1839 p.30-34. The law that enacted the freedom of the press and the law of libel in Malta. (LO6)

Source C: CSG 01 (Departmental Files) 14683/1901. Photograph of a mass meeting organized by the Partito Nazionale outside Porte de Bombes in 1901 together with a police report on the event. (LO6)

Source D: GMR 745/25. Police report about the list of persons wounded or killed during the Sette Giugno Riots of June 1919. (LO9)

Source E: The Malta Government Gazette of 1835 and 1849. The official proclamation which granted Malta the Constitutions and the Council of Government of 1835 and 1849. (LO6)

Source F: PHO. Photographs on the war damage to the Cottonera cities as result of the Axis bombings duirng World War II. (LO9)

Source G: CSG01 3336/1914. Report onGerman prisoners of war held in Malta during World War I. (LO9)

Source H: GOV 2/1/1, 1801-1806. Letter dispatch to High Commissioner Sir Alexander Ball on the evacuation of British troops from Malta following the signing of the Treaty of Amiens in 1802. (LO6)


Page 36 of 89

Site Visit Report

100 marks 10% of total marks

Reports must be compiled by individual candidates and based on

experience gained during the visit organised by the school directly

related to one of the LOs as indicated in this learning programme.

The report should be supplemented with a map indicating clearly the

site, photographs taken by the students, and when appropriate

accompanied with images, statistics, time-line, graphs, sketches and

diagrams. The students can compile and present the site visit report

in English or in Maltese. Teachers are to discuss with students the purpose of the site visit,

how it relates to the learning programme, data-gathering and asking

pertinent questions on-site. The teachers must prepare related

worksheets to be completed by students during the visit.

Indicative word count: Level 1-2: 250 to 450 words



Structure, presentation and referencing (10%)

Aim of visit/hypothesis (10%)

Methodology and preparatory documents (20%)

Data collection (desktop and site) and data presentation (20%)

Discussion and analysis (20%)

Recommendations and/or conclusions (20%) Students should be able to: study and report on a historical site in a particular locality;

select, use and combine information from a range of sources;

use aerial photos, maps, the internet to locate the geographical

location of the selected site;

present and communicate findings, information and ideas using

appropriate terminology with the help of maps, visual images and

a range of graphical techniques and ICT skills and competences;

quote other people's work and to integrate new information into

an existing body of knowledge;

reach and communicate conclusions that are consistent with the

evidence

Site Visit Report

exemplar

Learning Outcome 5

Site visit report on a Hospitaller building or fortification in

Valletta (e.g. St John’s Co-Cathedral, The Palace Armoury, the

fortifications of the Valletta ditch, Fort St Elmo, etc.).

Students should be able to: locate the site on an appropriate map;

take photographs that depict different parts, sections aspects of

the site under investigation;

work out on site any worksheets provided by the teacher during

the visit;

research additional information from books, brochures,

newspapers articles or from the Internet about the site under

investigation;

present a hard copy of material produced during and as a follow-

up of the site visit, bound or gathered together in a file.


Page 37 of 89

Thematic Time-line Chart

100 marks

10% of total marks

The thematic time-chart or spreadsheet must be tied to one specific

learning outcome. The time-line must be designed in such a way as

to demonstrate the knowledge and skills specified in the assessment

criteria of the selected learning outcome. It has to contain a visible

time-line drawn to scale with particular dates showing the key

historical events, incidents, turning points, causes, triggers and

consequences directly linked to the theme of the time-line. One key

feature of the time-line is visual sources about the key events and

people mentioned, a task which implies research from books or

online in searching, selecting, downloading, printing and designing

the layout of the time-line. The chart should also contain text boxes

with brief descriptions of the events and important people mentioned

in the time-line. The portfolio can be compiled in English or in

Maltese. The text of the time-line can be presented in either English

or Maltese.

The time-line should be presented as a chart or spreadsheet.


description of the time-line (20%);

drawing time-line according to scale (20%);

chronological structure of the time-line (20%);

time-line visuals (20%);

historical significance of the time-line (20%)

Students should be able to: navigate between online sources and select relevant information

effectively;

use primary and secondary sources of evidence such as

photographs, paintings, portraits, drawings, posters, slogans,

caricatures, sketches, diagrams, maps independently, to find out

about one particular historical event or development and arrange

them in chronological order;

Design a time-line and locate events on it with an appropriate

time-scale;

present and communicate findings, information and ideas using

appropriate terminology using a range of graphical techniques and

ICT skills and competences;

Demonstrate a sound knowledge of the subject theme of the time-

line, by focusing on the significant events and explain briefly their

historical significance or impact.


Page 38 of 89

Thematic time-line exemplar Learning Outcome 6

The French invasion and occupation of Malta

The time-line or spreadsheet should include a time-frame, drawn to

scale from June 1798 to September 1800, corresponding with the

French invasion and occupation of the Maltese Islands. It should

include reference and sources on the major events, developments

and turning point, such as the capitulation of the Order; Napoleon’s

stay in Malta; the leaders of the Maltese and the French at that time;

the revolt of the Maltese; foreign intervention on the side of the

Maltese; and the subsequent blockade from the French and the

Maltese perspective. The task has to be augmented with related

visual sources about some of the key events, turning points,

buildings, places and leading people mentioned in the time-line.


Page 39 of 89

Presentation 100 marks 10% of total marks

Students are expected to present their responses to the assessment

criteria chosen from the selected learning outcome. Students must

present their work and findings in a presentation, based on the

assessment criteria chosen by the teacher. Students should use a

visual presentation to present their ideas, supplemented with text,

images, diagrams and possibly video clips. Given the nature of the

learning outcomes, the inclusion of graphs and statistical data, when

necessary, is required. Students are expected to present their

findings in a clear and coherent form. Students will be credited for

accurate use of business terminology and clarity of arguments. The

students can present the digital and oral presentation in English or in

Maltese.

Indicative presentation length;

MQF 1-2: 3 to 5 minutes

MQF 2-3: 5 to 6 minutes

Students are marked on:

Structure, presentation and referencing of written part (10%)

Aim of presentation/hypothesis in written part (10%)

Methodology and preparatory documents (20%)

Data collection and data presentation in written part (20%)

Discussion and analysis of written part (10%)

Recommendations and/or conclusions in written part (20%)

Oral presentation (including use of resources or tools) (10%)

Students should be able to:

critically navigate between published material or online sources and

select information effectively;

present findings using a range of illustrations, maps and graphs by

using the appropriate;

communicate through a variety of digital devices and applications;

quote other people’s work and to integrate new information into an

existing body of knowledge;

use spoken language to present their thinking logically and clearly

and can talk to engage an audience.


Page 40 of 89

Oral presentation

exemplars Learning Outcome 3 Applicable to Learning Outcomes 3, 6 & 9.

Investigate one case study on the Industrial Revolution in Britain or in Continental Europe

Students are to investigate the cause/s, highlight the main events and developments and the effects of ONE aspect of the Industrial Revolution in Britain or in one Continental European country during the nineteenth century. Some examples of aspects that can be chosen are: the use of child labour during the early phase of the Industrial Revolution; the invention and use of the railway during the early Industrial Revolution; the Factory Mill and the working conditions of the workers there, etc.

The presentation ought to include a variety of primary and secondary illustrated sources accompanied with captions and/or brief explanatory text (e.g. photographs, paintings, posters, article headings/adverts from contemporary newspapers, caricatures/cartoons, time-line, maps, plans, video clips and sound (as applicable) and bibliographical references to sources consulted (e.g. books, articles and websites).

Investigating historical political cartoons or caricatures Students are to investigate TWO political cartoons/caricatures about the same theme within one learning outcome. The presentation ought to include, besides the TWO political cartoons//caricatures selected for the investigation, other illustrated sources accompanied with captions and/or brief explanatory text, video clips (as applicable) and bibliographical references to sources consulted (e.g. books, articles and websites). The project is to be presented in the following format: a printed hard copy of the presentation and a written report on each ONE of the two selected political cartoons/caricatures.


Page 41 of 89

Coursework Marking Schemes

HISTORY RESEARCH PROJECT

MQF 1 MQF 2 MQF 3

Structure, presentation & referencing 3 6 10

Aim of work &/or hypothesis 3 6 10

Data collection 6 12 20

Knowledge & understanding 6 12 20

Discussion &/or analysis 6 12 20

Conclusion &/or recommendations 6 12 20

TOTAL 30 60 100

Structure, presentation & referencing

1-3 4-6 7-10

The project is poorly

structured, or where there

is a recognizable structure

there is minimal focus. No

or little referencing or

bibliography.

The project is generally

structured and organized.

More could have been done

overall, and some

deficiencies are evident.

Some referencing and

bibliography.

The project is well

structured, focused and

effectively organized. It is

clear, coherent and

supported with illustrations

or examples. Adequate

referencing and

bibliography.

Aim of research project / hypothesis

1-3 4-6 7-10

The aim of the research

project / hypothesis is not

explicitly identified


project / hypothesis is

implied but not clearly

identified.


project / hypothesis is

clearly and explicitly

identified.

Data collection & data presentation

1-6 7-12 13-20

Data is collected from

primary and secondary

sources that are not

relevant to the research

question. Relevant data is

missing or collected data is

not relevant to the

research question. The

report does not include any

illustrations or includes

illustrations that are not

labelled, not captioned,

unclear or are not relevant

to the research question.

Data is collected from a

limited range of relevant


sources. Some collected

data is not presented

clearly or is not relevant to

the research question. The

report includes illustrations

that are poorly labelled,

not captioned, unclear or

not relevant to the aim of

the research question.


relevant primary and/or

secondary sources.

Collected data is presented

clearly and is relevant to


report includes well-

labelled, captioned and

clear illustrations that are


question.


Page 42 of 89

Knowledge & understanding

1-6 7-12 13-20

Short and limited

discussion of the chosen

project. No data or

information is used to

inform or support analysis.

Limited but logical

discussion on the chosen

project. Collected data or

information is used, in a

limited way, to inform and

support analysis.

Well-developed and

comprehensive discussion

on the chosen project.

Data or information is used

to inform and support

analysis.

Discussion & analysis

1-6 7-12 13-20

Short and limited


topic. Analysis of the

information and data

collected is mostly lacking.

The content is mostly

descriptive.

Limited but cogent


topic. There are some

elements of analysis of the

information and data

collected but it lacks

development. The data is

used, in a limited way, to

inform and support

analysis.

Well-developed and


on the chosen topic. Strong

element of analysis that is

well developed and offers

an evaluation of different

plausible interpretations of

the data and information

collected.

The data is used to inform

and support analysis.

Recommendations &/or conclusions

1-6 7-12 13-20

The conclusion lacks

relevance to the research

question. Collected data is

not used to support the

conclusions reached.

Recommendations are not

offered, lack relevance or

are not based on collected

data or information.

The conclusion partially

answers the research

question. Limited use of

collected data to support

the conclusions reached.

Not all recommendations

are relevant or based on

the collected data or

information.

The conclusion answers the


collected data is used to

support the conclusions

reached.

Recommendations are

relevant and based on the

collected data and

information.


Page 43 of 89

HISTORY PRIMARY SOURCE INVESTIGATION

MQF 1 MQF 2 MQF 3

Structure, presentation and referencing 3 6 10

Aim of investigation and formulated claim 3 6 10

Identification and Investigation 6 12 20

Data collection & Evaluation 6 12 20

Analysis 6 12 20

Interpretations & Conclusions 6 12 20

TOTAL 30 60 100


1-3 4-6 7-10

The investigation report is

poorly structured, or where

there is a recognizable

structure there is minimal

focus. No or little

referencing and

bibliography.


generally structured and

organized. More could have

been done overall, and

some deficiencies are

evident. Some referencing

and bibliography.


well structured, focused

and effectively organized.

It is clear, coherent and



referencing and

bibliography.

Aim or main claim of the investigation

1-3 4-6 7-10

The aim or main claim

formulated are implied but

not explicitly identified.

There is no, or very little,

justification of the

connection between the

investigation and the aim

and claim identified.


formulated are clearly

identified. There is some

justification of the

connection between the

investigation and the aim

or main claim identified.


formulated are clearly and

explicitly identified. There

is a clear justification of

the connection between

the investigation and the

identified aim or main

claim.

Identification and Investigation

1-6 7-12 13-20

Identification of basic

information extracted from

the primary source (form,

authorship, audience).

Limited investigation that

elicits basic historical facts

and opinions from the

chosen source. No or

limited contextualisation of

the source is offered.

Identification of basic

information about the

source and the author of

the source extracted from

the primary source.

Investigation elicits

historical facts and views

from the chosen source,

but does not succeed to

extract all the possible

facts found within the

chosen primary source.

Limited contextualisation

and few links to the

historical events that

characterised the historical

period of the source are

offered.

Identification of the

information about the

source and the author of

the source extracted from

the primary source.

Investigation elicits the

historical facts and

opinions from the chosen

source. Contextualisation

and links to the historical

events that characterised

the historical period of the

source are offered.


Page 44 of 89

Data collection & Evaluation

1-6 7-12 13-20

Little or no historical data

is extracted from the


The extracted data is

presented poorly in the

investigation. There is little

evaluation of the historical

importance of the

extracted data. The

identified and extracted

information is not

compared to the

information found in other

primary or secondary

sources on the same

subject.

Some historical data is

extracted from the chosen

primary source. The

extracted data is presented

in the investigation. There

is some evaluation of the

historical importance of the

extracted data. The


information is compared to

the information found in a

small number other

primary or secondary

sources on the same

subject

Appropriate historical data

is extracted from the


The extracted data is

presented in the

investigation. There is

extended evaluation of the

historical importance of the

extracted data. The


information is compared to

the information found in

other primary or secondary

sources on the same

subject.

Analysis

1-6 7-12 13-20

There is little interpretation

on the role or importance

played by the chosen

source/author of the

source. There is little

interpretation to how the

audience would react to

the content of the chosen

source. There is no

analysis of the

effectiveness of the chosen

source for its intended

use/function. The identified

claim is not explored or

only partially answered. No

analysis of the limitations

or bias found in the


the source

There is some

interpretation on the role

or importance played by

the chosen source/author

of the source. There is

some interpretation to how

the audience would react

to the content of the

chosen source. There is a

limited analysis of the




claim is partially explored

and only partially

answered. Limited analysis

of the limitations or bias

found in the information

extracted from the source

Interpretation on the role

or importance played by

the chosen source/author

of the source is offered.

Interpretation to how the

audience would react to

the content of the chosen

source is offered. There is

analysis of the




claim is explored and

answered. Comprehensive

analysis of the limitations

or bias found in the


the source.

Interpretations and Conclusions

1-6 7-12 13-20

Very basic and limited

conclusion. The conclusion

partially describes the facts

but offers no reasons for

their cause and effect. No

interpretations of the facts

in their historical context is

offered. No or few links

offered between the

content of the source and

the historical events that

inform it. Little or no

analysis of how the source

Basic but comprehensive


describes the facts and

offers some reasons for

their cause and effect.

Some interpretations of the

facts in their historical

context is offered. A

considerable number of

links offered between the

content of the source and

the historical events that

inform it. Some analysis of

Offers a strong, analytical

and comprehensive


describes the facts and

offers reasons for their

cause and effect.

Interpretations of the facts

in their historical context is

offered. An exhaustive

number of links offered

between the content of the

source and the historical

events that inform it.


Page 45 of 89

confirms or changes

current understanding of

the historical period or

topic.

how the source confirms or

changes current

understanding of the

historical period or topic.

Comprehensive analysis of

how the source confirms or

changes current

understanding of the

historical period or topic.


Page 46 of 89

HISTORY SITE VISIT

MQF 1 MQF 2 MQF 3


Aim of visit 3 6 10

Methodology 6 12 20

Data collection and data presentation 6 12 20

Discussion and analysis 6 12 20

Recommendations and/or conclusions 6 12 20

TOTAL 30 60 100


1-3 4-6 7-10

The project is poorly

structured, or where there


there is minimal focus. No

or little referencing or

bibliography.

The project is generally

structured and organized.

More could have been done

overall, and some

deficiencies are evident.

Some referencing and

bibliography.

The project is well



clear, coherent and



referencing and

bibliography.

Aim of visit

1-3 4-6 7-10

The aim of the visit is not

explicitly identified.

The aim of the visit is

implied but not clearly

identified.

The aim of the visit is


identified.

Methodology

1-6 7-12 13-20

The method of the

investigation is presented

but is not related to the

aim of the visit.

The method of the

investigation is briefly

described and related to

the aim of the visit.

The method of the

investigation is described

in detail and is relevant to

the aim of the visit.

Data collection and data presentation

1-6 7-12 13-20




relevant to the aim of the

visit. Relevant data is



the visit. The report does

not include any illustrations

or includes illustrations

that are not labelled, not

captioned, unclear or are


the visit.







the aim of the visit. The

report includes illustrations

that are poorly labelled,

poorly captioned, unclear

or are not relevant to the

aim of the visit.



secondary sources.



the aim of the visit. The

report includes well-



relevant to the aim of the

visit.


Page 47 of 89

Discussion and analysis

1-6 7-12 13-20

Analysis of the information

and data collected is

mostly lacking. The content

is mostly descriptive.

There are some elements

of analysis of the data

collected but it lacks

development. The data is


inform and support

analysis.

The collected data is

analysed in detail. The

data is used to inform and

support analysis.

Recommendations and/or conclusions

1-6 7-12 13-20


relevance to the aim of the

visit. Collected data is not

used to support the





data.


addresses the aim of the

visit. Limited use of





the collected data.

The conclusion addresses

the aim of the site visit.

The collected data is used

to support the conclusions

reached.

Recommendations are


collected data.


Page 48 of 89

HISTORY THEMATIC TIME-LINE CHART

MQF 1 MQF 2 MQF 3

Overview of the thematic time-line 6 12 20

Drawing time-line according to scale 3 6 10

Chronological structure of the time-line 3 6 10

Time-line visuals 6 12 20

The historical significance of the time-line 6 12 20

Inter-connection analysis within the time-line 6 12 20

TOTAL 30 60 100

Overview of the thematic time-line

1 – 6 7 – 12 13 – 20

The title identifying the main historic/religious events mentioned on the time-line was not precise and points were written on few events.

Identification of most of the main historic/religious events on the time-line was correct but with vague captions/descriptions on each.

Identification of all the main historic/religious events mentioned in the time-line included correct and clear captions/descriptions on each.

Drawing time-line according to scale

1 – 3 4 – 6 7– 10

The units of time used (days, months, years, decades, centuries, etc.) were not of equal length. Dates on the segments of the time-line were not included. Historical/religious events mentioned were not correctly indicated on the time-line.

The units of time were divided into segments that were of equal length. Dates on the segments of the time-line were included but exactly to scale. Historical/religious events mentioned were approximately located on the time-line.

The units of time were divided into segments that were of equal length and labelled correctly. Dates on the segments of the time-line were exactly to scale. Historical/religious events mentioned were located exactly on the time-line.

Chronological structure of the time-line

1 – 3 4 – 6 7– 10

Events marked on the time-line have no chronological structure (a sequence of earliest to latest).

Events marked on the time-line have an inconsistent chronological sequence.

Events marked on the time-line were presented in correct chronological order.

Time-line visuals

1 – 6 7 – 12 13 – 20

Events on the time-line were included with some illustrated sources and descriptive captions missing.

Events on the time-line were included with illustrations but with vague descriptive captions.

Events on the time-line were included with appropriate illustrated sources with clear descriptive captions and brief information about any short and long term consequences or significance of the events.


Page 49 of 89

The historical/religious significance of the time-line

1 – 6 7 – 12 13 – 20

The events mentioned in the time-line had no or some vague information about the historical/religious events.

The events mentioned in the time-line had very brief and vague references to short and long term consequences or historical significance of the events.

The events mentioned in the time-line had clear and comprehensive references to short and long term consequences or historical significance of the events.

Inter-connection analysis within the time-line

1 – 6 7 – 12 13 – 20

The events in the time-line are very superficially analysed, with several errors. Some basic segmental connection of events over time is attempted, but to poor effect.

The events in the time-line are partially analysed, with some errors, and a superficial attempt at connecting the various segments over time is attempted.

The events in the time-line are analysed in context and connected to each other so as to provide a contextual understanding of the progress of the said events over time.


Page 50 of 89

HISTORY PRESENTATION

MQF 1 MQF 2 MQF 3


Research question of the presentation 3 6 10

Data collection and data presentation 6 12 20

Discussion and analysis 6 12 20

Recommendations and/or conclusions 6 12 20

Oral presentation (incl. use or resources / tools) 6 12 20

TOTAL 30 60 100

Structure, presentation and referencing

1-3 4-6 7-10

The presentation is poorly

structured or where there


there is minimal focus on

the aim/hypothesis. The

necessary terminology is

lacking. Very poor

referencing and

bibliography.

The presentation is

structured, generally

organized and can be

followed. Lacks clarity,

coherence and relevant

illustrations. The necessary

terminology is lacking.

Adequate referencing and

bibliography but contains

errors, omissions or

inaccuracies.

The presentation is well



clear, coherent and


where appropriate. Correct

use of terminology

throughout. Adequate

referencing and

bibliography.

Research question of the presentation

1-3 4-6 7-10

The research question is

implied but not explicitly

identified.


clearly identified.



identified.

Data collection and data presentation

1-6 7-12 13-20





question. Relevant data is


not relevant to the


report does not include any

illustrations or includes

illustrations that are not

labelled, not captioned,

unclear or are not relevant

to the research question.








presentation includes

illustrations that may be

poorly labelled, not

captioned, unclear or are

not relevant to the

research question.



secondary sources.




presentation includes well-




question.


Page 51 of 89

Discussion and analysis

1-6 7-12 13-20

Short and limited

discussion of the research

question. No data is used

to inform and support

anaysis.

Limited but logical

discussion of the research



inform and support

analysis.

Well-developed and


of the research question.

Collected data is used to

inform and support

analysis.

Recommendations and/or conclusions

1-6 7-12 13-20


relevance to the research


not used to support the





data.


answers the research

question. Limited use of





the collected data.

The conclusion answers the


collected data is used to

support the conclusions

reached.

Recommendations are


collected data.

Oral presentation (incl. use or resources / tools)

1-6 7-12 13-20

The presentation is mostly

unclear and does not follow

a logical sequence. There

are very few or no relevant

visual aids to support the

presentation. Very limited

use of the correct

terminology.

The presentation is mostly

clear and sequential. The

candidate uses some

relevant visual aids to

support the presentation.

The correct and

appropriate terminology is

used sporadically.

The presentation is clear

and sequential. The

candidate uses relevant

visual aids to support the

presentation. The correct

and appropriate

terminology is used

throughout. The

presentation is highly

engaging.


Page 52 of 89

Specimen Assessments: Controlled Paper MQF 1-2

MATRICULATION AND SECONDARY EDUCATION

CERTIFICATE EXAMINATIONS BOARD

SECONDARY EDUCATION CERTIFICATE LEVEL

SAMPLE PAPER – ALL CANDIDATES

SUBJECT: History

PAPER NUMBER: Level 1 – 2

DATE:

TIME: 2 Hours

Answer ALL questions in Sections A and B and TWO question from section C. Questions can

be answered in either English or Maltese.

SECTION A – SHORT QUESTIONS (TOTAL 20 MARKS)

1. Underline TWO inventions that were made during the early Industrial Revolution in

Britain: (computer, steam engine, stainless steel, radar, railway, aeroplane) (2)

2. List THREE events that led to Napoleon’s downfall.

i. __________________________________________________________________

ii. __________________________________________________________________ iii. __________________________________________________________________

(3)

3. List THREE problems which the Order of St John in Malta had to face in the

eighteenth century. __________________________________________________________________

__________________________________________________________________

__________________________________________________________________ (3) 4. Briefly describe the events of the Revolt of the Priests in 1775.

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ (4)


Page 53 of 89

5. Give TWO arguments for and TWO arguments against the granting of the liberty of the press in Malta in 1839.

i. __________________________________________________________________

ii. __________________________________________________________________ iii. __________________________________________________________________

iv. __________________________________________________________________

(4) 6. Describe ONE socio-economic effect on the Maltese people during the Second World War and ONE socio-economic effect on the Maltese people after the Second World War.

i. __________________________________________________________________

__________________________________________________________________

ii. __________________________________________________________________

__________________________________________________________________

(4) (Total: 20 marks)

SECTION B – SOURCE QUESTIONS (TOTAL 40 MARKS)

Question B1

Study the following sources and answer ALL the questions that follow.

Source A Source B

‘In the normal course of events many men and women are born with various

remarkable qualities and talents … but occasionally … a single person is … endowed

by heaven with beauty, grace, and talent in such abundance that he leaves other

men far behind … and indeed everything that he does clearly comes from God rather

than from human art.

Everyone acknowledged that this was true of Leonardo da Vinci … an artist who …

cultivated his genius so brilliantly that all problems he studied he solved with ease.’

Source C Giorgio Vasari, Life of Leonardo da Vinci, 1568. In: Lives of the Artists, Volume

1, Penguin 1987.


Page 54 of 89

a. Identify to which of the above sources, (Source A and Source B) do these terms

apply.

The Human Form - Portrait – La Gioconda – Sistine Chapel

Source A

(i) ___________________________________________________________

(ii) ___________________________________________________________

Source B

(iii) ___________________________________________________________

(iv) ___________________________________________________________ (4)

b. (i) Identify the artist who painted Source A.

_____________________________________________________________ (1)

(ii) Identify the city where this work of art is found?.

_____________________________________________________________ (1)

c. (i) Identify the artist who painted Source B.

_____________________________________________________________ (1)

(ii) Identify ONE other feature (not protraiture) that makes this painting important in Western art.

______________________________________________________________ (1)

d. Describe how Source A illustrates the rediscovery of the classical period.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ (4)

e. With reference to Source C:

(i) Identify Giorgio Vasari’s view on Leonardo da Vinci from source C.

______________________________________________________________ (2)

(ii) Is Source C a primary or secondary source and give a reason for your answer?

______________________________________________________________

______________________________________________________________ (3)


Page 55 of 89

f. Describe the contribution of Michelangelo Buonarroti to the Renaissance.

________________________________________________________________

_________________________________________________________

________________________________________________________________ (3)

(Total: 20 marks)

Question B2

Study the sources below and then answer ALL the questions that follow.

Source A. A £5 Bank note used in Malta in 1967.

a. Identify the female figure shown in Source A and state why she was inserted on

the currency note above.

______________________________________________________________ (2)

b. Underline the Maltese currency shown in Source A.

(The Maltese Lira, the English Sterling, the Maltese Pound, the Euro) (1)

The Republic of Malta

(1) Malta is a democratic republic founded on work and on respect for the

fundamental rights and freedoms of the individual. ...

(3) Malta is a neutral state actively pursuing peace, security and social progress

among all nations by adhering to a policy of non-alignment and refusing to

participate in any military alliance.

Source B. Extract from the 1974 Constitution of the Republic of Malta.


Page 56 of 89

c. (i) Was Malta an independent country when this Bank Note was in use?

Write YES or NO.

___________________________________________________________ (1)

(ii) How did you reach this conclusion?

___________________________________________________________ (1)

d. (i) Using Source B describe the constitutional change that took place in the State of

Malta in 1974?

___________________________________________________________ (1)

(ii) How did this change, affect the office of the Head of State of Malta?

___________________________________________________________ (2)

e. Source B states that “Malta is a neutral state …adhering to a policy of non-alignment

and refusing to participate in any military alliance”. Briefly explain the implications

of this policy on Malta. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

______________________________________________________________ (4)

f. Briefly explain Integration and Dominion Status as they feature in Malta’s political

development in the late 1950’s and early 1960’s.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

______________________________________________________________ (4)


Page 57 of 89

g. The 1974 Constitution states that “Malta is a democratic republic.” Briefly explain

TWO arguments in favour of Malta being declared a republic.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

______________________________________________________________ (4)

(Total: 20 marks)

SECTION C – ESSAY QUESTIONS (TOTAL 40 MARKS)

Answer ONE question from European History and ONE question from Maltese History.

European History

Either

Question C1

a. Name TWO western leaders among the ‘Big Three’ whose decisions influenced

international relations after 1945. (2)

b. Name TWO reasons why the ‘Cold War’ started in 1945. (2)

c. Mention the TWO rival military alliances which developed in Europe as a result of the

Cold War. (2)

d. Name TWO main features of the Cold War in Europe. (2)

e. Explain why the Berlin Wall was built and what were its consequences. (6)

f. Elaborate on THREE major events that contributed to the end of the Cold War. (6)

(20 marks)

Or

Question C2

a. Name the THREE leaders involved in the Cuban Missile Crisis. (3)

b. Explain what caused the Cuban Missile Crisis. (4)

c. Identify the leader associated with the terms Glasnost and Perestroika. (1)

d. Explain briefly some of the reforms that fall under the terms Glasnost and

Perestroika. (6)

e. Mention FOUR common patterns leading to the fall of the Communist regimes in

Europe in 1989. (4)

f. Explain ONE of the common patterns leading to the fall of the Communist regimes in

Europe in 1989. (2)

(20 marks)


Page 58 of 89

Maltese History

Either

Question C3

In the post-World War II period, plans were underway to diversify Malta’s fortress

economy. a. Identify THREE features of Malta having a ‘fortress economy’ before 1964. (3)

b. Explain why Malta had a fortress economy before 1964. (4) c. Give TWO reasons why many Maltese emigrated after the Second World War. (2) d. Explain the reasons mentioned in question c? (4) e. State THREE features of the new economy as featured in the First Development

Plan of 1959-1964. (3) f. Explain briefly how this development plan intended to modernise the Maltese

economy. (4)

(20 marks)

Or

Question C4

In the nineteenth century, Malta’s economy was dependent on the needs of the British

colonial government.

a. List TWO positive and TWO negative effects of the Crimean War on Malta. (4) b. Explain how the Crimean War affected the Maltese economy (4) c. List TWO advantages that the opening of the Suez Canal. (2) d. Explain ONE consequence that the opening of the Suez Canal had on Malta’s

economic development. (4) e. Mention TWO aspects of Maltese society in which the Catholic Church exercised

considerable influence during the British period. (2) f. Explain the role of the Catholic Church in British Malta. (4)

(20 marks)


Page 59 of 89

HISTORY - CONTROLLED PAPER (ALL Candidates) LEVEL 1 – 2

SAMPLE PAPER

Specification Grid

Question No. Total Marks Learning Outcome Level 1 Level 2

Section A

1 2 3 2

2 3 3 3

3 3 5 3

4 4 5 4

5 6 4 4

6 9 4 4

Section B

1a 4 2 4

1b 2 2 2

1c 2 2 2

1d 4 2 4

1ei 2 1 2

1eii 2 1 3

1f 3 2 3

2a 2 1 2

2b 1 1 1

2ci 1 1 1

2cii 1 8 1

2di 1 8 1

2dii 2 8 2

2e 4 8 4

2f 4 8 4

2g 4 8 4

Section C *

1a 2 4 2

1b 2 4 2

1c 2 4 2

1d 2 4 2

1e 6 4 6

1f 6 4 6

2a 3 4 3

2b 4 4 4

2c 1 4 1

2d 6 4 6

2e 4 4 4

2f 2 4 2

3a 3 7 3

3b 4 7 4

3c 2 7 2

3d 4 7 4

3e 3 7 3


Page 60 of 89

* Candidates have to choose TWO questions out of FOUR.

3f 4 7 4

4a 4 7 4

4b 4 7 4

4c 2 7 2

4d 4 7 4

4e 2 7 2

4f 4 7 4

100 % 40 % 60 %


Page 61 of 89

Specimen Assessments: Controlled Paper MQF 2-3




SAMPLE PAPER – ALL CANDIDATES

SUBJECT: History


DATE:

TIME: 2 Hours

Answer ALL questions in Sections A and B and TWO question from section C. Questions can be answered in either English or Maltese.

SECTION A – SHORT QUESTIONS (TOTAL 20 MARKS)

Answer ALL questions.

1. Briefly explain the impact of the invention of the railway made during the Industrial Revolution.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ (3) 2. Explain how the Inquisition Tribunal operated in Malta between 1575 and 1798?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ (2)

3. Mention TWO restrictions imposed by the European Powers upon the Order on its

corsairing activity.

_________________________________________________________________

_________________________________________________________________ (2)

4. Mention TWO reforms attempted by Napoleon Bonaparte in Malta. ________________________________________________________________ ________________________________________________________________ (2) 5. What was the meaning of these phrases in the context of the Malta Language Question:

a. parri passu: ________________________________________________

________________________________________________

b. free choice: ________________________________________________

________________________________________________ (2)


Page 62 of 89

6. (i) How was Malta involved in the First World War?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ (2)

(ii) Discuss socio-economic effects of the Second World War on Malta.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

________________________________________________________________ (5)

(Total: 20 marks)

SECTION B – SOURCE QUESTIONS (TOTAL 40 MARKS)

Answer ALL questions.

Question B1

Read and observe the following sources and then answer ALL the questions that follow.

Source A

‘As if she were the queen of Italy, Florence sits between the Tyrrhenian and Adriatic

Seas.…Within the city one can find astounding riches, unparalleled splendor,

magnificent architecture, and exquisite amenities. The villas around her, moreover,

offer stupendous and unheard-of delights. Indeed, Florence’s splendor eclipses not only

all Italian cities, but those of the entire world.’ Source B. Leonardo Bruni, Praise for the City of Florence, around 1404.


Page 63 of 89

a. Refer to Source A.

(i) Describe the architectural feature shown of the photo.

______________________________________________________________

______________________________________________________________ (2)

(ii) Why was the city shown in the source so important for the Italian Renaissance?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (4)

b. Refer to Source B.

(i) From Source B explain the reasons why the Renaissance started in Italy.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (6)

(iv) Explain the importance of another city which was also a centre of the Renaissance.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (4)

‘When the Last Judgement was revealed it was seen that Michelangelo had not only excelled the masters who had worked there previously but had also striven to excel even the vaulting that he had made so famous; for the Last Judgement was finer by far, and in it Michelangelo outstripped himself. He imagined to himself all the terror of those days and he represented, for the greater punishment of those who have not lived well, the entire Passion of Jesus Christ, depicting in the air various naked figures carrying the cross, the column, the lance, the sponge, the nails and the crown of thorns. These were shown in diverse attitudes and were perfectly executed with consummate facility.’ Source C. Giorgio Vasari, Life of Michelangelo Buonarroti, 1568. In: Giorgio Vasari, Lives of

the Artists, Volume 1, Penguin 1987.


Page 64 of 89

c. Refer to Source C.

Briefly discuss the Last Judgement by Michelangelo.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________ (4)

(Total: 20 marks)

Question B2

Read observe the following sources and then answer ALL the questions that follow.

Source A. The promulgation of the Amery-Milner Constitution

a. When did the event in Maltese history commemorated in Source A take place?

_______________________________________________________________ (1)

On the 11th June 1928, the Estimates Appropriation Bill was defeated

in the Senate, the two ecclesiastical members voting with the

Opposition. Strickland had expected the Bishops to take a stand

against the participation of ecclesiastics in local politics and to direct

the ecclesiastics’ representatives in the Senate to support the

government. Source B. Joseph Bezzina, ‘Church and State in an Island Colony’, in The

British Colonial Experience 1800-1964, V. Mallia-Milanes, Editor. p 66.


Page 65 of 89

b. Briefly discuss the historical background that led to the granting of the

Constitution commemorated in Source A.

_______________________________________________________________ _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________ (4)

c. This Constitution granted Malta ‘Responsible Government’. List TWO features of the

Amery Milner Constitution.

_______________________________________________________________

_______________________________________________________________ (2)

d. Briefly discuss the features mentioned in question c.

_______________________________________________________________ _______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________ (4)

e. What triggered the politico-religious dispute mentioned in Source B?

_______________________________________________________________

_______________________________________________________________ (3)

f. In about 40 words, analyse two opposite standpoints during the politico-religious

conflict mentioned in Source B.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________ (4)

g. Mention TWO consequences of this politic-religious dispute on the outcome of the

general elections of 1932?

______________________________________________________________

______________________________________________________________ (2)

(Total: 20 marks)


Page 66 of 89

SECTION C – ESSAY QUESTIONS (TOTAL 40 MARKS)

Answer ONE question from European History and ONE question from Maltese History.

European History

Either

Question C1

(a) Explain TWO causes that led to the division of Europe after the Second World War. (8)

(b) Analyse the consequences of this division on Germany and Berlin during the Cold War. (12)

Or

Question C2

(a) Explain why the ESCE set up a few years after the end of the Second World War. (8)

(b) Discuss the landmarks and the developments which transformed the ESCE (1951) into

the European Union (1992). (12)

Maltese History

Either

Question C3

(a) Explain TWO causes for widespread unemployment and mass emigration in

ninetheenth century Malta. (8)

(b) During the nineteenth century, Malta’s economy was not only characterised by

periods of economic growth but also by times of recession. Discuss. (12)

Or Question C4

(a) Explain the features of Malta’s fortress economy under the British. (8)

(b) Discuss Malta’s new economic setup introduced by the Development Plans of 1959

and 1964. (12)


Page 67 of 89

* Candidates have to choose TWO questions out of FOUR.

HISTORY - CONTROLLED PAPER (ALL Candidates) LEVEL 2 – 3

SAMPLE PAPER

Specification Grid


Section A

1 3 3 3

2 2 5 2

3 2 5 2

4 2 6 2

5 4 6 4

6 2 9 2

7 5 9 5

Section B

1a 2 2 2

1b 4 2 4

1c 6 2 6

1d 4 2 4

1e 4 2 4

2a 1 1 1

2b 4 8 4

2c 2 8 2

2d 4 8 4

2e 3 8 3

2f 4 8 4

2g 2 8 2

Section C*

1a 8 4 8

1b 12 4 12

2a 8 4 8

2b 12 4 12

3a 8 7 8

3b 12 7 12

4a 8 7 8

4b 12 7 12

100 % 40 % 60 %


Page 68 of 89

Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 1-2




SAMPLE PAPER – PRIVATE CANDIDATES ONLY

SUBJECT: History


DATE:

TIME: 2 Hours

Answer ALL questions. Questions can be answered in either English or Maltese.

Question 1

Study carefully the following sources and then answer ALL the questions.

a. Match these inventions of the Industrial Revolution with the picture sources shown

below by writing the name of the invention in the blank row. spinning jenny - power loom - flying shuttle - steam engine (4)

Source A

Source B

Source C

Source D

b. Mention TWO impacts of the invention of Source C on transport and communication

during the early phase of the Industrial Revolution in Britain. ______________________________________________________________ ______________________________________________________________ (2)

c. Mention TWO consequences of the invention shown in Source D on industrial production during the early phase of the Industrial Revolution in Britain. ______________________________________________________________

______________________________________________________________ (2)

https://www.google.com.mt/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwip2u3AtdPZAhVB2aQKHUGGAlYQjRx6BAgAEAY&url=https://www.akg-images.co.uk/archive/Spinning-Jenny-2UMDHUFLPF2Y.html&psig=AOvVaw1XJUZ6Deo82vGZyXRfNs7c&ust=1520278647446822

https://commons.wikimedia.org/wiki/File:Shaw_drop_box_loom-Marsden.png

https://www.google.com.mt/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjB5ZWhttPZAhVJDOwKHXtZCJwQjRx6BAgAEAY&url=https://commons.wikimedia.org/wiki/File:PSM_V39_D320_Common_fly_shuttle_loom.jpg&psig=AOvVaw2jb-GRn2mhfst0xCvCNYSg&ust=1520278703414733

https://www.google.com.mt/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwiwi4z-k5PhAhVIy6QKHbWWDA4QjRx6BAgBEAU&url=https://www.pinterest.com/pin/570479477778577926/&psig=AOvVaw2L4q0pYbhxGP3SgajRxPaf&ust=1553255003075825


Page 69 of 89

d. Read carefully Source E and then answer ALL the questions.

(i) Identify the city described in the above source.

_______________________________________________________________(1)

(ii) Who is the author of the above source?

______________________________________________________________ (1)

(iii) To which period in European history does the source refer to?

_____________________________________________________________ (1)

(iv) Give TWO reasons why this period started in Britain?

_____________________________________________________________

_____________________________________________________________ (2)

(v) Is Source E a primary or secondary source?

_____________________________________________________________ (1)

(vi) Identify TWO bad conditions for the working classes which the author mentions in the source.

_____________________________________________________________

_____________________________________________________________ (2)

e. Mention TWO positive effects of this historical period in 19th century Britain.

_____________________________________________________________

_____________________________________________________________ (2)

Such is the Old Town of Manchester, and on re-reading my description, I am forced to admit that instead of being exaggerated, it is far from black enough to convey a true impression of the filth, ruin, and [decay], the defiance of all considerations of cleanliness, ventilation, and health which characterise the construction of this single district, containing at least twenty to thirty thousand inhabitants…If any one wishes to see in how little space a human being can move, how little air…he can breathe…it is only necessary to travel hither. True…the people of Manchester emphasise the fact whenever anyone mentions to them the frightful condition of this Hell upon Earth; but what does that prove? Everything which here arouses horror and indignation is of recent origin, belongs to the industrial epoch.

Source E. Adapted from Friedrich Engels, The Condition of the Working-Class in England in

1844 (London, 1892).


Page 70 of 89

f. Briefly describe the conditions of working class children during the early phase of this

historical period.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ (3)

g. Explain how this historical period contributed to make Germany a great European power after 1871?

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ (4)

(Total: 25 marks)

Question 2

Study the following sources and answer ALL the questions which follow.

Came the Great Siege of 1565, and the Turkish batteries mounted on the high ground overlooking the harbour defences reduced them to mounds of rubble. The siege was won, but damage and loss of life was tremendous on both sides. It was a time when the Order embarked on a huge building programme which was to transform Malta into a veritable treasure-house of architecture. Source A

Adapted from M. Ellul, ‘The Fortifications of Malta’ in G. Mangion (ed.), Maltese Baroque,

Union Print, Valletta, 1989, 9.

Corsairing was in those days seen as a commercial activity and did not have a bad reputation. It was a widely practiced activity, carried out by businessmen-investors and protected by statesmen. It blossomed on a large scale … in the Mediterranean … after the Battle of Lepanto in 1571. Corsairing had often had little to do with either country or faith, but was merely a means of making a living. Source B

Adapted from T. Freller, Knights, Corsairs, and Slaves in Malta: An eyewitness

account, Publikazzjonijiet Indipendenza, Pieta, 1999, 56)


Page 71 of 89

a. Identify the major event that is mentioned in Source A?

________________________________________________________________ (1)

b. Identify from source A TWO consequences of the event mentioned in the source.

____________________

____________________ (2)

c. Explain TWO consequences of this event on the history of the Order of St John in

Malta.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________ (4)

d. Give the name of the city which the author of Source A describes as a huge building

programme. ________________________________________________________________ (1)

e. (i) Identify ONE building dating to the Knights period which can be rightly described

as ‘a treasure-house of architecture.’

______________________________________________________________ (1)

(ii) Describe the above buildng project undertaken by the Order to embellish the city referred to in Source A.

______________________________________________________________

______________________________________________________________

______________________________________________________________ (3)

f. Give TWO reasons why the Corso was organised under the Order.

________________________________________________________________

________________________________________________________________ (2)

g. How did the Order contribute to the Battle of Lepanto mentioned in Source B?

________________________________________________________________

________________________________________________________________ (2)


Page 72 of 89

h. Give THREE facts about how the Maltese organised the corso under the Knights.

_________________________________________________________________

_________________________________________________________________ (3)

i. With reference to Source B, explain how the Order organised the Corso industry in

Malta.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________ (4)

j. Mention TWO restrictions in the 18th century, imposed on the Order which had to be obeyed by Maltese corsairs.

_________________________________________________________________

_________________________________________________________________ (2)

(Total: 25 marks)

Question 3

Read through the sources below and answer ALL the questions that follow.

Source A. Tickets of the Malta Railway

a. (i) Who issued the tickets shown in Source A?

_________________________________________________________________(1)

‘How can we, in the central Mediterranean, surrounded by Latin peoples, how can

we, us 160,000 souls adopt as our language the Anglo-Saxon tongue?’ Source C. Fortunato Mizzi, addressing the Council of Government, 19 April 1899.

‘I do not hesitate to say that English, and English only through the medium of

Maltese, should be the language taught until the pupils reach the third or fourth

class; when, if their intellects are equal to the acquisition of another language,

which I very much doubt.’ Source B. Patrick Keenan, Report Upon the Educational System of Malta, 1880.


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(ii) Explain the reason why these tickets were issued in English and Italian?

____________________________________________________________ (2)

b. (i) State if Sources A, B and C are primary or secondary. ________________ (1)

(ii) Give a reason for your answer.

____________________________________________________________

____________________________________________________________ (2)

c. Underline Patrick Keenan’s role in Maltese history.

(i) as British Governor in Malta;

(ii) as British Royal Commissioner in Malta;

(iii) as an official member in the Malta Council of Government;

(iv) as Director of Education. (2)

d. What is Keenan suggesting in Source B about the teaching of English in schools?

_______________________________________________________________

_______________________________________________________________ (2)

e. Which Council of Government was in force at the time of Source C?

(1835, 1849, 1887, 1903) (2)

f. Explain why Keenan preferred English to Italian in his report?

_______________________________________________________________

_______________________________________________________________ (2)

g. (i) How does Fortunato Mizzi refer to the English language in Source C?

_____________________________________________________________ (1)

(ii) Which language does Fortunato Mizzi favour in Source C? ______________ (1)

(iii) How did you arrive to this conclusion?

_______________________________________________________________

____________________________________________________________ (2)


Page 74 of 89

(iv) Why did Fortunato Mizzi object to the teaching of English in elementary schools?

____________________________________________________________ ____________________________________________________________ ____________________________________________________________ (3)

h. Explain how the ‘Language Question’ affected Maltese politics in the late nineteenth

century?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________ (4) (Total: 25 marks)

Question 4

Look carefully at the following sources about the Second World War and answer ALL the

questions that follow.

Source A Source B

Source C Source D

a. What is Adolf Hitler doing in Source A? ______________________________________________________________ (1)

b. Name the political party which he set up in Germany after the First World War. ______________________________________________________________ (1)


Page 75 of 89

c. Give TWO reasons for Hitler’s popularity with the German people in the 1930s? ______________________________________________________________ ______________________________________________________________ (2)

d. Underline the ONE that is associated with Hitler’s regime in Germany in the 1930s: (i) The Treaty of Versailles

(ii) The Yalta Conference

(iii) The Night of the Broken Glass

(iv) The Great Depression (1)

e. Underline Hitler’s ally in Europe during the Second World War? (Stalin, Churchill, Mussolini, Roosevelt) (1)

f. Which event marked the beginning of World War Two in Europe?

______________________________________________________________ (1)

g. What does the photograph of Source B show?

______________________________________________________________ (1)

h. What can you say about the children seen in Source B?

______________________________________________________________ ______________________________________________________________ (2)

i. What does the word ‘Holocaust’ mean in the context of the Second World War? ______________________________________________________________ ______________________________________________________________ (2)

j. Mark with an X the events leading to Germany’s defeat. (3)

(i) Hitler appointed Chancellor of Germany.

(ii) The Sudetenland in Czechoslovakia are given to Germany.

(iii) THE USA joins the Allies

(iv) The Allies invade Normandy on D-Day.

(v) German army surrenders in Stalingrad.

k. (i) What is the Source C showing? ___________________________________________________________ (1)


Page 76 of 89

(ii) Describe the use and structure places, shown in Source C, during the World War Two?

___________________________________________________________

___________________________________________________________ (2)

(ii) What is Source D showing? ___________________________________________________________ (1)

(iv) Describe the reasons why Malta needed what is shown in Source D?

___________________________________________________________

___________________________________________________________ (2)

l. Describe the contribution of Malta to the Allied victory of the Second World War.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

______________________________________________________________ (4)

(Total: 25 marks)


Page 77 of 89

HISTORY - CONTROLLED PAPER (Private Candidates Only) LEVEL 1 – 2

SAMPLE PAPER

Specification Grid


1a 4 3 4

1b 2 3 2

1c 2 3 2

1d(i) 1 1 1

1d(ii) 1 1 1

1d(iii) 1 1 1

1d(iv) 2 3 2

1d(v) 1 1 1

1d(vi) 2 3 2

1e 2 3 2

1f 3 3 3

1g 4 3 4

2a 1 1 1

2b 2 5 2

2c 4 5 4

2d 1 5 1

2e(i) 1 5 1

2e(ii) 3 5 3

2f 2 5 2

2g 2 5 2

2h 3 5 3

2i 4 5 4

2j 2 5 2

3a(i) 1 1 1

3a(ii) 2 6 2

3b(i) 1 1 1

3b(ii) 2 6 2

3c 2 1 2

3d 2 6 2

3e 2 1 2

3f 2 6 2

3g(i) 1 1 1

3g(ii) 1 1 1

3g(iii) 2 1 2

3g(iv) 3 6 3

3h 4 6 4

4a 1 9 1

4b 1 9 1

4c 2 9 2

4d 1 9 1

4e 1 9 1

4f 1 9 1


Page 78 of 89

4g 1 9 1

4h 2 9 2

4i 2 9 2

4j 3 9 3

4k(i) 1 9 1

4k(ii) 2 9 2

4k(iii) 1 9 1

4k(iv) 2 9 2

4l 4 9 4

100 % 40 % 60 %


Page 79 of 89

Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 2-3




SAMPLE PAPER – PRIVATE CANDIDATES

SUBJECT: History


DATE:

TIME: 2 Hours

Answer ALL questions. Questions can be answered in either English or Maltese.

Question 1

Read and observe the following sources and then answer ALL the questions that follow.

Source B. Cartoon published by Punch on 3rd July, 1858

‘I traversed this day by steam-boat the space between London and Hangerford

Bridges between half-past one and two o’clock…The appearance and the smell of

the water forced themselves at once on my attention. The whole river was an

opaque pale brown fluid…The smell was very bad, and common to the whole of

the water; it was the same as that which now comes up from the gully-holes in

the streets; the whole river was for the time a real sewer. Having just returned

from out of the country air, I was, perhaps, more affected by it than others…

I have thought it a duty to record these facts, that they may be brought to the

attention of those who exercise power or have responsibility in relation to the

condition of our river…’

Source A. Extract from a Letter to the Editor of the Times of London, by Professor Michael

Faraday, 7th July 1855.

https://www.google.com.mt/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=2ahUKEwjMg8zwgfDfAhXMPOwKHZbCCacQjRx6BAgBEAU&url=https://www.bl.uk/collection-items/father-thames-introducing-his-offspring-to-the-fair-city-of-london-from-punch&psig=AOvVaw32cgNcOPJNkFzKVyW2AXZ_&ust=1547649321304968


Page 80 of 89

a. State whether Source A and Source B are primary or secondary and give ONE

reason for your answer. _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ___________________________________________________________ (4)

b. Suggest a reason why the author of Source A addressed the letter to the editor

of the Times of London. _____________________________________________________________ ___________________________________________________________ (2)

c. How does the author describe the River Thames? _____________________________________________________________ ___________________________________________________________ (2)

d. Why did the River Thames end up in this way? _____________________________________________________________ ___________________________________________________________ (2)

e. Describe TWO effects which the condition of the River Thames would have had

on the general public at that time.

_____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ ___________________________________________________________ (4)

f. Explain the meaning of the caption in the cartoon: ‘Father Thames introducing his

Offspring to the Fair City of London’. _____________________________________________________________ ____________________________________________________________ (2)

g. Whom does the figure wearing a crown in the cartoon represent? ____________________________________________________________ (1)


Page 81 of 89

h. Briefly discuss why this economic transformation was taking place in Britain at

the time of Sources A and Source B. _____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________ (4)

i. Explain the impact of the introduction of the factory mill and the invention steam engine on this economic transformation. _____________________________________________________________ _____________________________________________________________ ____________________________________________________________ (4)

(Total: 25 marks)

Question 2 Read and observe the sources below and answer ALL the questions that follow.

‘Came the Great Siege of 1565, and the Turkish batteries mounted on the high ground

overlooking the harbour defenses reduced them to mounds of rubble. The siege was

won, but damage and loss of life was tremendous on both sides. It was a time…when

the Order embarked on a huge building programme which was to last for over two-

and-half centuries, and which was to transform Malta into a veritable treasure-house

of architecture. Source A. Adapted from M. Ellul, ‘The Fortifications of Malta’ in G. Mangion (ed.),

Maltese Baroque, Union Print, Valletta, 1989, 9.

Corsairing was in those days seen as a commercial activity and did not have a bad

reputation. It was an international phenomenon carried out by businessmen-investors

and protected by statesmen. It blossomed on a large scale when the major hostilities

in the Mediterranean ceased to exist after Lepanto…Privateering often had little to do

with either country or faith, but was merely a means of making a living. Source B. Adapted from T. Freller, Knights, Corsairs, and Slaves in Malta: An

eyewitness account, PIN, Pieta, 1999, 56.


Page 82 of 89

a. Explain the consequences of the Great Siege on the Order of St John.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________________________________________________________(5)

b. From Source A give an analysis of the long term consequences of the victory of the

Great Siege of 1565 on the Maltese population.

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________________________________________________________(4)

c. Describe the contribution of the Order of St John in the Battle of Lepanto (1571)

mentioned in Source B. ________________________________________________________________

________________________________________________________________

________________________________________________________________

_______________________________________________________________ (2)

d. With reference to Source B, discuss why corsairing was an important activity under

the Knights. ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

______________________________________________________________ (5)

e. Mention THREE restrictions on the corso placed on the Order and imposed on the

Maltese.

i________________________________________________________________

ii________________________________________________________________

iii________________________________________________________________

(3)


Page 83 of 89

f. Discuss the motives for the restrictions and implications imposed on the corso.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

___________________________________________________________ (6)

(Total: 25 marks)


Page 84 of 89

Question 3 Read and observe carefully the following sources and answer ALL the questions that

follow.

a. Identify the countries represented by the Bull Dog and the Corsican Monkey in

Source A. ______________________________________________________________ ____________________________________________________________ (2)

b. Identify why in Source A, Malta is depicted as a ‘Bone of Contention’.

______________________________________________________________ ____________________________________________________________ (2)

The British soon realised that in no way did Malta resemble their other colonies: it

did not produce sufficiently for local consumption, let alone for export. The island

was negligible as a market for British industrial products; it had only strategic

value, as an island fortress. And it stands to reason that the United Kingdom was

prepared to pay more for the upkeep of the fortress in times of war than in times

of peace, when the colony should try to be self-supporting.

Source B. A. Koster, Prelates and Politicians: Changing Power-balances between

Church and State in a Mediterranean Island Fortress, Amsterdam, 1981.

Source A. British Museum

Collection, London, 1803

entitled, The Bone of Contention [Malta] or the

English Bull Dog and the

Corsican Monkey.


Page 85 of 89

c. Explain the major features of the British Protectorate period until 1813?

______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ____________________________________________________________ (4)

d. Discuss Maitlan’s colonial administration.

______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

____________________________________________________________ (6)

e. Source B, states that the British considered Malta to have a ‘strategic value as an

island fortress’. Mention TWO events from the British Protectorate period in

which Malta served this role. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________________________________________________ (2)

f. List TWO arguments in favour and TWO arguments against the liberty of the press.

______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

______________________________________________________________

____________________________________________________________ (4)


Page 86 of 89

g. Discuss the effects of the liberty of the press on the Maltese

______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

______________________________________________________________

____________________________________________________________ (5)

(Total: 25 marks)


Page 87 of 89

Question 4

Look carefully at the sources about the Second World War and answer ALL the questions

that follow.

Source A Source B

Source C Source D

a. Outline how Adolf Hitler (shown in Source A) came to power in Germany? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________________ (4)

b. Briefly explain TWO causes to the outbreak of World War Two in Europe. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ___________________________________________________________ (6)


Page 88 of 89

c. With reference to Source B analyse facts about the Nazi Holocaust and genocide?

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________________________________________________(6)

d. With reference to Source C and Source D, analyse the effectiveness of Malta’s

defence during the Second World War. ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ____________________________________________________________(6)

e. Briefly discuss ONE socio-economic effect on the Maltese after the Second World

War. ______________________________________________________________ ______________________________________________________________

______________________________________________________________ ______________________________________________________________

______________________________________________________________

_____________________________________________________________(3)

(Total: 25 marks)


Page 89 of 89

HISTORY - CONTROLLED PAPER (Private Candidates Only) LEVEL 2 – 3

SAMPLE PAPER

Specification Grid


1a 4 1 4

1b 2 1 2

1c 2 1 2

1d 2 1 2

1e 4 3 4

1f 2 1 2

1g 1 1 1

1h 4 3 4

1i 4 3 4

2a 5 5 5

2b 4 5 4

2c 2 5 2

2d 5 5 5

2e 3 5 3

2f 6 5 6

3a 2 1 2

3b 2 1 2

3c 4 6 4

3d 6 6 6

3e 2 6 2

3f 4 6 4

3g 5 6 5

4a 4 9 4

4b 6 9 6

4c 6 9 6

4d 6 9 6

4e 3 9 3

100 % 40 % 60 %

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