History – Form 1 Secondary – L 5 – 6 -7 – 8 – 2012 – Specimen Paper – Guidelines Page 1 of 6

DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION Department for Curriculum Management and eLearning Educational Assessment Unit Annual Examinations for Secondary Schools 2012 – Specimen Paper

FORM 1 HISTORY GUIDELINES 1. Aims Assessment should provide valid and reliable feedback for teachers, learners and other stakeholders on the teaching and learning taking place in class. So it is important that:

� assessment tasks are consistent with the aims of each strand of learning in history and with the activities being done in class

� the examination paper covers the breadth of the whole curriculum done during the particular year i.e. it should have the right balance between all the units of work covered during the scholastic year

� in view of the recent educational reforms, the examination paper is graded to cater for various levels of difficulty.

Obviously for practical reasons the balance between the various components is set within a stipulated range of marks. This is done through carefully prepared specifications grids which assure that the examination measures a representative sample of the learning outcomes and the subject matter topics to be measured and caters for students who have various levels of attainment. 2.0 Strands of Learning 2.1 Examination to be based on Strands of Learning A strand of learning represents what a student can attain throughout his education in the Primary and Secondary schools. The strands for History are:

Strand 1: Learning about events, people and regions in the past This strand includes the recall of historical knowledge of various events, people and regions, an understanding of this knowledge and an exposure to and understanding of historical terminology. It also includes the construction and communication of historical expositions in a clear and coherent form using the right selection of relevant information. Strand 2: Mastering historical concepts This strand includes the technical and analytical concepts of time, sequence and chronology, change and continuity, causation and consequence, similarity and difference and the understanding of significance. Through these key historical concepts students will organise their knowledge and ideas about history, make generalisations, recognise similarities and differences, find patterns and establish connections.

LEVELS

5 – 6 – 7 – 8

History – Form 1 Secondary – L 5 – 6 -7 – 8 – 2012 – Specimen Paper – Guidelines Page 2 of 6

Strand 3: Nurturing historical skills This strand includes the development of the skill of empathy or the ability to look at events and issues from the perspective of people in the past thus being able to form an interpretation of motivation in history, a reconstruction of attitudes and beliefs of people in the past and an understanding of their actions and practices. It also includes the ability to work with sources and the critical handling of evidence including placing it in context, analysing it, detecting bias and pointing to gaps and inconsistencies, distinguishing between fact and opinion, developing a hypothesis through comparing evidence, reaching conclusions based on it and giving a balanced interpretation. 2.2 Balance in the examination between Strands These three strands will be given equal importance in the examination paper. The weighting of marks for each strand will be within these ranges. Strand 1: Learning about events, people and regions in the past 30-40 marks Strand 2: Mastering historical concepts 30-40 marks Strand 3: Nurturing historical skills 30-40 marks N.B. There may be examination items which cover more than one strand e.g. structured writing. 2.3 Specification Grid for this Specimen Paper (Strands) Strand 1: Learning about events, people and regions in the past 32 marks Strand 2: Mastering historical concepts 37 marks Strand 3: Nurturing historical skills 31 marks N.B. Exercise 8 deals with both Strands 1 and 2. So the 16 marks were divided between the two strands. 3.0 Breadth of Curriculum 3.1 Examination to be based on prescribed Units of Work The newly developed units of work will form the history curriculum for this scholastic year. It is expected that teachers cover all the objectives in each unit in 10 lessons. 3.2 Balance in the examination re. content in units All six units will be given equal importance in the examination paper. The weighting of marks for each unit will be within these ranges. Unit: HIS 7.1 Studying History 10-24 marks Unit: HIS 7.2 Before History 10-24 marks Unit: HIS 7.3 Meeting Civilisations 10-24 marks Unit: HIS 7.4 The Roman Eagle spreads its wings 10-24 marks Unit: HIS 7.5 Malta Under The Roman Eagle 10-24 marks Unit: HIS 7.6 Under the Rule of the Crescent 10-24 marks

History – Form 1 Secondary – L 5 – 6 -7 – 8 – 2012 – Specimen Paper – Guidelines Page 3 of 6

3.3 Specification Grid for this Specimen Paper (Units) Unit: HIS 7.1 Studying History 13 marks Unit: HIS 7.2 Before History 13 marks Unit: HIS 7.3 Meeting Civilisations 20 marks Unit: HIS 7.4 The Roman Eagle spreads its wings 18 marks Unit: HIS 7.5 Malta Under The Roman Eagle 20 marks Unit: HIS 7.6 Under the Rule of the Crescent 16 marks 4.0 Various levels of difficulty 4.1 A graded examination paper to cater for various levels of difficulty The examination paper will cater for students who have various levels of attainment though most questions will cater for students who are at Level 7, the level which Form 1 students are normally expected to attain. The weighting of marks for the various levels of attainment will be within these ranges.

Level 8 5-10 marks Level 7 55-65 marks Level 6 20-30 marks Level 5 10-15 marks

4.2 Specification Grid for this Specimen Paper (Levels)

Level 8 7 marks Level 7 58 marks Level 6 22 marks Level 5 13 marks

Further Clarification

� Questions 4.2, 6.6 and 7.5 are Level 8 questions (total 7 marks) � Questions 1.2, 2.3, 2.4, 3, 4.4, 4.7, 5.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, and 8 are

Level 7 questions (total 58 marks) � Questions 1.1, 1.3, 2.1, 4.1, 4.3, 4.5, 4.6, 5.2, 6.2, 6.3, 7.6, 7.7 and 7.8 are

Level 6 questions (total 22 marks) � Questions 2.2, 5.1 and 6.1are Level 5 questions (total 13 marks)

N.B. The last question in the examination paper will require extended writing. This should normally be of a general nature and hints would be given to students to render it a structured question and thus be more accessible to them.

History – Form 1 Secondary – L 5 – 6 -7 – 8 – 2012 – Specimen Paper – Guidelines Page 4 of 6

5. Key to Specimen Paper Every question in the specimen paper is explained in the following matrix. For each question there is the mark allotted, the strand being tested, the unit being tested, the level to which it belongs and the reference to the particular wording in the Level descriptor.

Ques.

No. Marks

allotted Strand Unit Level Reference to Level

1.1 2 2 7.1 6 Students start to understand the meaning of century and how dating by centuries works.

1.2 4 2 7.1 7 Students understand how dating by centuries works.

1.3 4 3 7.1 6 Students understand the difference between primary and secondary sources.

2.1 4 2 7.4 6 Students know how to put some of the main events of the Roman Empire in a sequence.

2.2 4 3 7.4 5 Students identify different types of evidence and are able to obtain simple information from them to find out how life looked like in the past. They can answer questions about the past by looking at pictures.

2.3 6 1 7.4 7 Students show good factual knowledge of the Roman civilisation and can identify specific historical names.

2.4 5 3 7.4 7 Students know how various people living in the Roman Empire could have felt and can interpret the role of a person living at that time.

3 4

3

1

2

7.5

7.1

7

7

Students show good factual knowledge and understanding of the Phoenicians. Students identify change and continuity from the past and can recognise similarities and differences with the present day.

4.1 1 3 7.3 6 Students understand the importance of evidence and are able to infer some information from various types of evidence.

4.2 3 2 7.3 8 Students can understand and analyse the significance in history of some of the major events.

History – Form 1 Secondary – L 5 – 6 -7 – 8 – 2012 – Specimen Paper – Guidelines Page 5 of 6

4.3 1 3 7.3 6 Students understand the importance of evidence and are able to infer some information from various types of evidence.

4.4 1 2 7.3 7 Students know the reasons why something happened and begin to understand its significance.

4.5 1 1 7.3 6 Students demonstrate a good knowledge of the people studied and can recall historical facts.

4.6 1 3 7.3 6 Students understand the importance of evidence and are able to infer some information from various types of evidence.

4.7 2 1 7.3 7 Students show good factual knowledge and understanding of the Egyptian civilisation and can identify specific historical names.

5.1 5 3 7.2 5 Students identify different types of evidence, are able to obtain simple information from them and understand their importance.

5.2 2 2 7.2 6 Students understand that changes are brought about due to some causes. They are able to give two causes of why man came to Malta.

5.3 6 3 7.2 7 Students can reconstruct a given historical situation in the past through the use of simple empathy.

6.1 4 3 7.3 5 Students identify evidence from Punic times and are able to obtain simple information from it.

6.2 1 1 7.3 6 Students can recall a substantial amount of historical facts and demonstrate good knowledge.

6.3 2 2 7.3 6 Students understand that events are brought about due to some causes. They are able to give two causes of why something happened.

6.4 1 2 7.3 7 Students understand that things happen for one reason or another and know why the Phoenicians were famous for their cloth.

6.5 1 2 7.3 7 Students can identify changes within different periods and can recognise similarities and differences.

6.6 1 2 7.3 8 Students understand and analyse the significance in history of some

History – Form 1 Secondary – L 5 – 6 -7 – 8 – 2012 – Specimen Paper – Guidelines Page 6 of 6

major event. 7.1 1 2 7.5 7 Students understand the meaning of

century and how dating by centuries works.

7.2 7.3 7.4

4 1 3

1 1 1

7.5 7.5 7.5

7 7 7

Students show good factual knowledge and understanding of the Malta during the Roman rule within a wider Mediterranean perspective. They know about the effects on Malta of foreign influences and can identify specific historical names.

7.5 3 2 7.5 8 Students display a sound awareness of change and continuity and identify changes and similarities across different periods of time.

7.6 1 1 7.5 6 Students demonstrate a good knowledge of the important people studied and can recall a substantial amount of historical facts.

7.7 1 2 7.5 6 Students understand that the actions of important people brought about some results and changes.

7.8 1 1 7.5 6 Students demonstrate a good knowledge of the important people studied and can recall a substantial amount of historical facts.

8 16* 1/2 7.6 7 Students show good factual knowledge and understanding of how the Arabs spread throughout the Mediterranean and took over Malta. They identify changes during the Arab period, know that there were different results of the Arab rule over Malta and begin to understand their significance.

* It has been calculated that there are 8 marks for each strand (Strands 1 & 2)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 1 minn 8

ID-DIRETTORAT GĦAL KWALITÀ U STANDARDS FL-EDUKAZZJONI Id-Dipartiment tal-Kurrikulu u l-eLearning It-Taqsima tal-Assessjar Edukattiv L-EŜamijiet Annwali għall-Iskejjel Sekondarji 2012 – Karta Mudell

L-EWWEL SENA L-ISTORJA IL-ĦIN: SIEGĦA U NOFS 1.1 a. X’inhu seklu? _______________________________________________________ (1) b. F’liema seklu qegħdin ngħixu? _________________________________________ (1) 1.2 F’liema sekli kienu jiāu dawn id-dati? a. 96 W.K. _______________________ b. 376 W.K. __________________________ c. 212 Q.K. ________________________ d. 41 Q.K. ___________________________ (4) 1.3 Liema minn dawn huma sorsi primarji u liema huma sorsi sekondarji?

a. b. It-tempju ta’ Ħal Tarxien Ktieb tal-istorja

___________________________ ___________________________ c. d.

Replika ta’ persuna Spiralli ___________________________ _________________________ (4)

(Total 10 marki)

IL-LIVELLI

5 – 6 – 7 – 8

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 2 minn 8

2.1 Ikteb in-numri biex tpoāāi dawn il-ārajjiet mill-istorja tal-Imperu Ruman fl-ordni kronoloāiku tajjeb. L-ewwel waħda hi mogħtija bħala eŜempju.

Kartaāni tiāi meqruda mill-armati Rumani. L-Imperu Ruman jinqasam f’Ŝewā partijiet. Twaqqfet il-belt ta’ Ruma. 1 Il-Pax Romana. Annibali jaqsam l-Alpi biex jattakka lil Ruma. Ruma u Kartaāni jiddikkjaraw gwerra fuq xulxin. Āulju êesri jiāi maqtul fis-Senat.

(4)

2.2 AgħŜel u ikteb l-ismijiet it-tajba taħt kull stampa.

(imperatur, suldat, skajv, gladjatur)

__________________________ ___________________________

___________________________ _______________________ (4)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 3 minn 8

2.3 Spejga dawn il-kliem b’referenza għall-Imperu Ruman. Il-Gwerer Puniëi ____________________________________________________________ Is-Senat ___________________________________________________________________ Thermae __________________________________________________________________ Plebej ___________________________________________________________________ Kolossew _________________________________________________________________ Pax Romana ________________________________________________________________ (6) 2.4 Immaāina li inti skajv/a tgħix fi Ŝmien l-Imperu Ruman. Ikteb paragrafu ta’ ħames

sentenzi biex tispjega l-kundizzjoni tiegħek u kif tħossok. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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________________________________________________________________________ (5)

(Total 19–il marka)

3. Sib is-seba’ Ŝbalji li hawn f’dan il-paragrafu u agħmel sing taħthom. Matul l-Ewwel Gwerra Punika l-Āeneral KartaāiniŜ Annibali pprova jinvadi l-Italja min- naħa tat-Tramuntana. Biex jagħmel dan, hu qasam għall-Āreëja bl-armata tiegħu fuq ix-xwieni tal-istim u għamel il-vjaāā twil fuq l-art sal-Alpi. Kien vjaāā diffi ëli ħafna billi ried jaqsam l-Alpi b’xi iljunfanti li hu kien juŜa fil-gwerra u xi trakkijiet li kienu jāorru l-provisti tal-ikel. Hu għeleb lir-Rumani f’diversi battalji għax is-suldati tiegħu kellhom azzarini aħjar. Hu baqa’ jiāāieled għal madwar sittax–il sena iŜda ma rnexxilux jirbaħ lil Ruma. Sadattant ir-Rumani attakkaw lil art twelidu Feniëja u hu kellu jmur lura f’pajjiŜu biex jgħin lil niesu. Miet waqt il-ālied fil-Battalja ta’ śama.

(7 marki)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 4 minn 8

4. Ħares lejn dawn is-sorsi u wara wieāeb il-mistoqsijiet.

Sors A Sors B Sors C 4.1 Ma’ liema ëiviltà huma assoëjati dawn is-sorsi? ______________________________ (1) 4.2 Spejga għala r-Rosetta Stone hi importanti ħafna. ___________________________________________________________________________ ________________________________________________________________________ (3) 4.3 X’qed tara f’sors B? ____________________________________________________ (1) 4.4 Għaliex dawn kienu āew mibnija? _______________________________________________________________________ (1) 4.5 Min għen fil-bini tagħhom? ________________________________________________________________________ (1) 4.6 X’qed tara f’sors C? ____________________________________________________ (1) 4.7 Agħti deskrizzjoni fil-qasir ta’ dak li qed tara f’sors C. ___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

(Total 10 marki)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 5 minn 8

5.1 Taħt kull stampa ikteb il-kelma t-tajba magħŜula minn dawn. (magħsar taŜ-Ŝejt, Għar Dalam, il-Mara l-Ħoxna, tempju, muŜajk)

___________________ ______________________ ________________________

_____________________________ _______________________________ (5) 5.2 Semmi Ŝewā vantaāāi li sab f’Malta l-ewwel bniedem. ___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

5.3 Immaāina li inti tifel/tifla tgħix f’Malta fil-preistorja. Ikteb paragrafu ta’ madwar sitt sentenzi biex tiddeskrivi jum tipiku f’ħajtek. ___________________________________________________________________________

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________________________________________________________________________ (6)

(Total 13–il marka)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 6 minn 8

6.1 Dawn l-istampi juru fdalijiet miŜ-Ŝmien Puniku. Ikteb taħt kull stampa l-isem it-tajjeb magħŜul minn dawn il-kliem.

(fuħħar, is-santwarju ta’ Ras il-Wardija, sarkofagu, êippus)

____________________ ______________________

______________________ ______________________ (4) 6.2 Min kienu l-Feniëi? ___________________________________________________________________________

________________________________________________________________________ (1)

6.3 Agħti Ŝewā raāunijiet għala l-Feniëi ddedikaw ruħhom għat-tbaħħir.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

6.4 Il-Feniëi kienu famuŜi għad-drapp tagħhom. Għala?

___________________________________________________________________________

________________________________________________________________________ (1)

6.5 X’kienet id-differenza prinëipali bejn il-Feniëi u l-KartaāiniŜi?

________________________________________________________________________ (1)

6.6 Għala s-sejba taë-êippus kienet importanti?

________________________________________________________________________ (1)

(Total 10 marki)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 7 minn 8

7.1 F’liema seklu r-Rumani ħadu lil Malta? Agħmel sing taħt it-tweāiba t-tajba. (l-ewwel seklu W.K., it-tielet seklu Q.K., l-ewwel seklu Q.K., it-tielet seklu W.K.) (1) 7.2 a.X’inhi d-Domus Romana? ______________________________________________ (1)

b. Fejn tinsab? _______________________________________________ (1)

c. Semmi Ŝewā fdalijiet li nistgħu nsibu hemmhekk.

_________________________ _______________________ (2)

7.3 X’kien ix-xogħol tal-Pretur Ruman?

________________________________________________________________________ (1)

7.4 a. Liema attività ekonomika kienet importanti f’Malta fi Ŝmien ir-Rumani?

________________________________________________________________________ (1)

b. Agħti l-ismijiet ta’ Ŝewā postijiet fil-gŜejjer Maltin li għandhom x’jaqsmu ma’ din l-

attivita'. _______________________ ______________________ (2)

7.5 Ikteb tliet sentenzi biex tispjega l-kundizzjoni tal-Maltin taħt ir-Rumani meta mqabbla maŜ-Ŝminijiet ta’ qabel. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (3)

7.6 Min kien Kajjus Verres?

________________________________________________________________________ (1)

7.7 Agħti raāuni waħda għala dan ma kienx popolari mal-Maltin?

___________________________________________________________________________

________________________________________________________________________ (1)

7.8 Min kien il-bniedem li akkuŜah quddiem is-Senat Ruman? ______________________ (1)

(Total-15 il marka)

L-Istorja – L-Ewwel Sena tas-Sekondarja – Livelli – 5 – 6 – 7 – 8 – 2012 – Karta Mudell Paāna 8 minn 8

8. Ikteb fit-tul dwar il-Ħakma Għarbija fuq Malta. Għandek tindika fil-qasir x’kienet ir-reliājon il-ādida tal-Islam u kif Ŝviluppat, kif l-Għarab xterdu madwar il-Mediterran u ħadu lil Malta, ir-riŜultati tal-ħakma tagħhom f’Malta u l-fdalijiet prinëipali ta’ dak iŜ-Ŝmien. ___________________________________________________________________________

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(16–il marka)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 1 of 8

DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION Department for Curriculum Management and eLearning Educational Assessment Unit Annual Examinations for Secondary Schools 2012 – Specimen Paper

FORM 1 HISTORY Time: 1h 30min 1.1 a. What is a century? ___________________________________________________ (1) b. In which century are we living? _________________________________________ (1) 1.2 To which centuries do these dates belong? a. 96 A.D. _________________________ b. 376 A.D. ___________________________ c. 212 B.C. ________________________ d. 41 B.C. ____________________________ (4) 1.3 Which is a primary and which is a secondary source?

a. b. Tarxien Temple History book

___________________________ ___________________________ c. d.

Replica of a person Spirals __________________________ _________________________ (4)

(Total 10 marks)

LEVELS

5 – 6 – 7 – 8

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 2 of 8

2.1 Write numbers to place these events from the history of the Roman Empire in the correct chronological order. The first one is given as an example.

Carthage is destroyed by the Roman armies. The Roman Empire is divided in two parts. The founding of the city of Rome. 1 The Pax Romana. Hannibal crosses the Alps to attack Rome. Rome and Carthage declare war. Julius Caesar is murdered in the Senate.

(4)

2.2 Look at these pictures. Choose the correct names and write them down under the picture.

(emperor, soldier, slave, gladiator)

__________________________ ____________________________

__________________________ _____________________________ (4)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 3 of 8

2.3 With reference to the Roman Empire, explain what you understand by these words and phrases. Punic Wars _________________________________________________________________ Senate _____________________________________________________________________ Thermae ___________________________________________________________________ Plebeians ___________________________________________________________________ Colosseum _________________________________________________________________ Pax Romana ________________________________________________________________ (6) 2.4 Imagine that you are a slave living during the times of the Roman Empire. Write a

paragraph of five sentences to explain your condition and your feelings. ___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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_______________________________________________________________________ (5)

(Total 19 marks)

3. Underline the seven mistakes which you find in this paragraph. During the First Punic War, the Carthaginian leader Hannibal tried to invade Italy from the north. To do so he crossed over to Greece with his army using steamships and did the long journey overland to the Alps. It was a very difficult journey since he had to cross the Alps with some elephants which he used in war and some trucks which carried his food supplies. He defeated the Roman army in several battles since his soldiers were supplied with better rifles. For about sixteen years he fought on but failed to win Rome. Meanwhile the Romans attacked his homeland Phoenicia and he had to rush home to help his people. He died fighting in the Battle of Zama. (7 marks)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 4 of 8

4. Look at these sources and answer the following questions.

Source A Source B Source C 4.1 Which civilisation are these sources associated with? _________________________ (1) 4.2 Explain why the Rosetta Stone is very important. ___________________________________________________________________________ ________________________________________________________________________ (3) 4.3 What are you seeing in Source B? _________________________________________ (1) 4.4 Why were these built? _______________________________________________________________________ (1) 4.5 Who helped in their building? ________________________________________________________________________ (1) 4.6 What are you seeing in Source C? _________________________________________ (1) 4.7 Describe briefly what you are seeing in Source C? ___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

(Total 10 marks)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 5 of 8

5.1 Choose the right word and write it under the correct picture. (oil press, Għar Dalam, Fat Lady, temple, mosaic)

___________________ ______________________ ________________________

_____________________________ _______________________________ (5) 5.2 Name two advantages that the first man found in Malta. ___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

5.3 Imagine that you are a ten-year old boy/girl living in Malta during Prehistoric times. Write a paragraph of about six sentences to describe a typical day in your life. ___________________________________________________________________________

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(Total 13 marks)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 6 of 8

6.1 Look at these pictures associated with Punic Times. Choose the correct names and write them down under the picture.

(pottery, Ras il-Wardija Santuary, Sacrophagus, Cippus)

____________________ ______________________

______________________ ______________________ (4) 6.2 Who were the Phoenicians? ___________________________________________________________________________

________________________________________________________________________ (1)

6.3 Give two reasons why the Phoenicians became dedicated to sea travel.

___________________________________________________________________________

___________________________________________________________________________

________________________________________________________________________ (2)

6.4 The Phoenicians were famous for their cloth. Why?

___________________________________________________________________________

________________________________________________________________________ (1)

6.5 What was the main difference between the Phoenicians and the Carthaginians?

________________________________________________________________________ (1)

6.6 Why was the discovery of the ippus important?

________________________________________________________________________ (1)

(Total 10 marks)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 7 of 8

7.1 During which century did Malta fall under the Romans? Underline the correct answer. (1st century A.D., 3rd century B.C., 1st century B.C., 3rd century A.D.) (1) 7.2 a. What is the Domus Romana? ___________________________________________ (1)

b. Where is this found? ____________________________________________ (1)

c. Name two remains that we can find here.

_______________________________ ___________________________ (2)

7.3 What was the work of the Roman Praetor (Pretur)?

________________________________________________________________________ (1)

7.4 a. Which economic activity was important in Malta during Roman times?

________________________________________________________________________ (1)

b. Give the names of two places in the Maltese islands that are derived from this activity.

_________________________ ________________________ (2)

7.5 Write three sentences to explain the condition of the Maltese under the Romans when compared with previous times? ___________________________________________________________________________

___________________________________________________________________________

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________________________________________________________________________ (3)

7.6 Who was Cajjus Verres?

________________________________________________________________________ (1)

7.7 Give a reason why he was unpopular with the Maltese?

___________________________________________________________________________

________________________________________________________________________ (1)

7.8 Who accused him before the Roman Senate? ________________________________ (1)

(Total 15 marks)

History – Form 1 Secondary – L 5 – 6 – 7 – 8 – 2012 – Specimen Paper Page 8 of 8

8. Write at length about the Arab rule in Malta. You should briefly indicate what the new religion of Islam was and how it developed, how the Arabs spread throughout the Mediterranean and took over Malta, the results of their stay in Malta and the main remains we have from Arab times. ___________________________________________________________________________

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(16 marks)