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SEC 18 HISTORY
HISTORY
2023
SEC 18 Syllabus History
2024
MATSEC Examinations Board
SEC 18 HISTORY (2024): HISTORY
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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
sources. (Controlled)
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
sources. (Controlled)
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
sources. (Controlled)
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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
number of given sources.
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
number of given sources.
1.3g Explain instances of change and/or
continuity of a historical event from a
number of given sources.
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Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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.
Factory Mill, Spinning Jenny, Flying Shuttle,
Steam Engine
3.3i Explain the impact of the most
important early inventions on the course of
the Industrial Revolution in the 19th century.
Factory Mill, Spinning Jenny, Flying Shuttle,
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
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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.
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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
Communism in Eastern Europe.
4.3l Discuss the consequences of the fall of
Communism in Eastern Europe.
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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.
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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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.
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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
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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.
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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.
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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.
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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.
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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.
Plague, cholera, smallpox, undulant fever,
trachoma, tuberculosis.
7.3f Discuss the causes and effects of
infectious diseases and the measures taken
to eradicate them.
Plague, cholera, smallpox, undulant fever,
trachoma, tuberculosis.
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.
Naval, military and civil hospitals, water
supply, underground sewage.
7.3g Describe the developments in public
health and sanitation.
Naval, military and civil hospitals, water
supply, underground sewage.
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.
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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.
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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Gerald Strickland, Enrico Mizzi, Paul Boffa,
Ġorġ Borg Olivier, Dom Mintoff, Mabel
Strickland, Archbishop Michael Gonzi
Gerald Strickland, Enrico Mizzi, Paul Boffa,
Ġorġ Borg Olivier, Dom Mintoff, Mabel
Strickland, Archbishop Michael Gonzi
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.
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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
Assessment Criteria (MQF 1) Assessment Criteria (MQF 2) Assessment Criteria (MQF 3)
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.
poison gas, trench warfare on a grand scale,
tank and submarine warfare, aircraft, war of
attrition
9.3d Discuss the effects of the weapons
and/or strategies introduced during World
War I.
poison gas, trench warfare on a grand scale,
tank/submarine warfare, the aeroplane, war
of attrition
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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.
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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.
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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.
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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.)
Coursework 2 Year 10 10% Mode: (any)
Learning Outcomes: (any one from
LO3, LO5, LO6 and LO9.)
Coursework 3 Year 10 10% Mode: (any)
Learning Outcomes: (any one from
LO3, LO5, LO6 and LO9.)
Coursework 4 Year 11 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
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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)
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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
Level 2-3: 400 to 600 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
Level 2-3: 400 to 600 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)
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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
Level 2-3: 400 to 600 words
Marks are assigned according to the following marking scheme:
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.
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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.
Marks are assigned according to the following marking scheme:
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.
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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.
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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.
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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.
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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
The aim of the research
project / hypothesis is
implied but not clearly
identified.
The aim of the research
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
primary and secondary
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.
Data is collected from
relevant primary and/or
secondary sources.
Collected data is presented
clearly and is relevant to
the research question. The
report includes well-
labelled, captioned and
clear illustrations that are
relevant to the research
question.
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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
discussion on the chosen
topic. Analysis of the
information and data
collected is mostly lacking.
The content is mostly
descriptive.
Limited but cogent
discussion on the chosen
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
comprehensive discussion
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
research question. The
collected data is used to
support the conclusions
reached.
Recommendations are
relevant and based on the
collected data and
information.
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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
Structure, presentation & referencing
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.
The investigation report is
generally structured and
organized. More could have
been done overall, and
some deficiencies are
evident. Some referencing
and bibliography.
The investigation report is
well structured, focused
and effectively organized.
It is clear, coherent and
supported with illustrations
or examples. Adequate
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.
The aim or main claim
formulated are clearly
identified. There is some
justification of the
connection between the
investigation and the aim
or main claim identified.
The aim or main claim
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.
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Data collection & Evaluation
1-6 7-12 13-20
Little or no historical data
is extracted from the
chosen primary source.
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
identified and extracted
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
chosen primary source.
The extracted data is
presented in the
investigation. There is
extended evaluation of the
historical importance of the
extracted data. The
identified and extracted
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
information extracted from
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
effectiveness of the chosen
source for its intended
use/function. The identified
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
effectiveness of the chosen
source for its intended
use/function. The identified
claim is explored and
answered. Comprehensive
analysis of the limitations
or bias found in the
information extracted from
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
conclusion. The conclusion
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
conclusion. The conclusion
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.
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
Page 46 of 89
HISTORY SITE VISIT
MQF 1 MQF 2 MQF 3
Structure, presentation and referencing 3 6 10
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
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 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
clearly and explicitly
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
Data is collected from
primary and secondary
sources that are not
relevant to the aim of the
visit. Relevant data is
missing or collected data is
not relevant to the aim of
the visit. The report does
not include any illustrations
or includes illustrations
that are not labelled, not
captioned, unclear or are
not relevant to the aim of
the visit.
Data is collected from a
limited range of relevant
primary and secondary
sources. Some collected
data is not presented
clearly or is not relevant to
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.
Data is collected from
relevant primary and/or
secondary sources.
Collected data is presented
clearly and is relevant to
the aim of the visit. The
report includes well-
labelled, captioned and
clear illustrations that are
relevant to the aim of the
visit.
SEC 18 HISTORY (2024): HISTORY
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
used, in a limited way, to
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
The conclusion lacks
relevance to the aim of the
visit. Collected data is not
used to support the
conclusions reached.
Recommendations are not
offered, lack relevance or
are not based on collected
data.
The conclusion partially
addresses the aim of the
visit. Limited use of
collected data to support
the conclusions reached.
Not all recommendations
are relevant or based on
the collected data.
The conclusion addresses
the aim of the site visit.
The collected data is used
to support the conclusions
reached.
Recommendations are
relevant and based on the
collected data.
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
Page 50 of 89
HISTORY PRESENTATION
MQF 1 MQF 2 MQF 3
Structure, presentation and referencing 3 6 10
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
is a recognizable structure
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
structured, focused and
effectively organized. It is
clear, coherent and
supported with illustrations
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.
The research question is
clearly identified.
The research question is
clearly and explicitly
identified.
Data collection and 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
primary and secondary
sources. Some collected
data is not presented
clearly or is not relevant to
the research question. The
presentation includes
illustrations that may be
poorly labelled, not
captioned, unclear or are
not relevant to the
research question.
Data is collected from
relevant primary and/or
secondary sources.
Collected data is presented
clearly and is relevant to
the research question. The
presentation includes well-
labelled, captioned and
clear illustrations that are
relevant to the research
question.
SEC 18 HISTORY (2024): HISTORY
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
question. Collected data is
used, in a limited way, to
inform and support
analysis.
Well-developed and
comprehensive discussion
of the research question.
Collected data is used to
inform and support
analysis.
Recommendations and/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.
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.
The conclusion answers the
research question. The
collected data is used to
support the conclusions
reached.
Recommendations are
relevant and based on the
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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
SEC 18 HISTORY (2024): HISTORY
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 %
SEC 18 HISTORY (2024): HISTORY
Page 61 of 89
Specimen Assessments: Controlled Paper MQF 2-3
MATRICULATION AND SECONDARY EDUCATION
CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL
SAMPLE PAPER – ALL CANDIDATES
SUBJECT: History
PAPER NUMBER: Level 2 – 3
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)
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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
Question No. Total Marks Learning Outcome Level 1 Level 2
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 %
SEC 18 HISTORY (2024): HISTORY
Page 68 of 89
Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 1-2
MATRICULATION AND SECONDARY EDUCATION
CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL
SAMPLE PAPER – PRIVATE CANDIDATES ONLY
SUBJECT: History
PAPER NUMBER: Level 1 – 2
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)
SEC 18 HISTORY (2024): HISTORY
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).
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
Page 73 of 89
(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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
Page 77 of 89
HISTORY - CONTROLLED PAPER (Private Candidates Only) LEVEL 1 – 2
SAMPLE PAPER
Specification Grid
Question No. Total Marks Learning Outcome Level 1 Level 2
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
SEC 18 HISTORY (2024): HISTORY
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 %
SEC 18 HISTORY (2024): HISTORY
Page 79 of 89
Specimen Assessments: Controlled Paper (Private Candidates Only) MQF 2-3
MATRICULATION AND SECONDARY EDUCATION
CERTIFICATE EXAMINATIONS BOARD
SECONDARY EDUCATION CERTIFICATE LEVEL
SAMPLE PAPER – PRIVATE CANDIDATES
SUBJECT: History
PAPER NUMBER: Level 2 – 3
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
Page 83 of 89
f. Discuss the motives for the restrictions and implications imposed on the corso.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
___________________________________________________________ (6)
(Total: 25 marks)
SEC 18 HISTORY (2024): HISTORY
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.
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
Page 86 of 89
g. Discuss the effects of the liberty of the press on the Maltese
______________________________________________________________ ______________________________________________________________
______________________________________________________________ ______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________ (5)
(Total: 25 marks)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
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)
SEC 18 HISTORY (2024): HISTORY
Page 89 of 89
HISTORY - CONTROLLED PAPER (Private Candidates Only) LEVEL 2 – 3
SAMPLE PAPER
Specification Grid
Question No. Total Marks Learning Outcome Level 2 Level 3
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 %