mauritius examinations syndicate mauritius...

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Mauritius Examinations Syndicate

Primary School Achievement Certificate

Grade 6 Modular History & Geography Specimen Assessment Booklet

February 2018

This document contains the History & Geography specimen assessment booklet for Grade 6 students as part of the PSAC Assessment in 2018. It also contains the explanatory notes which include useful information on the modular assessment for this subject as well as the specimen mark scheme.

Let the mind manage the bodyQue l’esprit gère le corps

MES

Mens Gerat Corpus

MAURITIUS EXAMINATIONS SYNDICATE

2

The Primary School Achievement Certificate (PSAC) Assessment has been designed in line with

the goals and objectives of the National Curriculum Framework (NCF) for Primary Education.

The design and format of the History & Geography Assessment Paper aim at aligning the

assessment objectives in the assessment syllabus with the aims and objectives of the revised NCF

for Grades 1-6 and the learning outcomes in the Teaching and Learning Syllabus. They also

seek to enhance the pedagogical experience pupils would derive from the assessment.

The design has changed with the focus being on the assessment of understanding and application

across the whole ability range rather than just knowledge of content.

History & Geography will be assessed in a modular fashion and the modular assessment in

History & Geography at Grade 6 is being introduced as from the year 2018. The Grade 6

assessment will contribute to 50% of the PSAC assessment for this subject.

The purpose of the PSAC Assessment in History & Geography is to measure and certify pupils’

levels of achievement in History and Geography at the end of the primary cycle.

The History & Geography specimen Assessment Booklet lays a stronger emphasis on the

development of pupils’ conceptual understanding and application of knowledge, while still

ensuring that pupils have solid subject knowledge base.

The aims of the assessment in History & Geography are aligned with those of the National

Curriculum Framework Grades 1 to 6, October 2015 and the Teaching and Learning History

and Geography syllabus Grades 1 to 6, October 2015, which are to develop:

• Pupils’ knowledge and understanding of the subject;

• Pupils’ acquisition of inquiry skills, critical thinking and communication skills;

• Positive attitudes and values such as respect for different cultures and heritage;

• Pupils’ sense of belonging to the nation.

2. Purpose of the Assessment

1. Introduction

2

The Primary School Achievement Certificate (PSAC) Assessment has been designed in line with

the goals and objectives of the National Curriculum Framework (NCF) for Primary Education.

The design and format of the History & Geography Assessment Paper aim at aligning the

assessment objectives in the assessment syllabus with the aims and objectives of the revised NCF

for Grades 1-6 and the learning outcomes in the Teaching and Learning Syllabus. They also

seek to enhance the pedagogical experience pupils would derive from the assessment.

The design has changed with the focus being on the assessment of understanding and application

across the whole ability range rather than just knowledge of content.

History & Geography will be assessed in a modular fashion and the modular assessment in

History & Geography at Grade 6 is being introduced as from the year 2018. The Grade 6

assessment will contribute to 50% of the PSAC assessment for this subject.

The purpose of the PSAC Assessment in History & Geography is to measure and certify pupils’

levels of achievement in History and Geography at the end of the primary cycle.

The History & Geography specimen Assessment Booklet lays a stronger emphasis on the

development of pupils’ conceptual understanding and application of knowledge, while still

ensuring that pupils have solid subject knowledge base.

The aims of the assessment in History & Geography are aligned with those of the National

Curriculum Framework Grades 1 to 6, October 2015 and the Teaching and Learning History

and Geography syllabus Grades 1 to 6, October 2015, which are to develop:

• Pupils’ knowledge and understanding of the subject;

• Pupils’ acquisition of inquiry skills, critical thinking and communication skills;

• Positive attitudes and values such as respect for different cultures and heritage;

• Pupils’ sense of belonging to the nation.

2. Purpose of the Assessment

1. Introduction

3

The assessment syllabus is closely linked to the History & Geography curriculum within the

National Curriculum Framework developed by the Mauritius Institute of Education.

The Grade 6 History & Geography Question Paper for the PSAC Assessment has been designed

to measure the levels of learning in terms of learning objectives/learning outcomes at the end of

Grade 6. It also endeavours to support and sustain learning over the following three years of the

Nine Year Continuous Basic Education cycle, and beyond. It seeks to assess what individual

pupils know, understand and can do after having completed the Grade 6 programme.

As mentioned above, the modular assessment in History & Geography is being introduced as

part of the new end of primary cycle assessment, the Primary School Achievement Certificate

(PSAC). The modular assessment will be taken in two parts: the first part of the assessment will

be at the end of Grade 5 and the second part will be towards the end of Grade 6. The Grade 5

assessment, introduced in 2017, is based on the Grade 5 syllabus. The pupils will take the second

part of the modular assessment when they will complete the Grade 6 learning programme in

2018. The Grade 6 assessment will be based on the Grade 6 syllabus mainly.

With the introduction of the modular assessment in History & Geography as part of the PSAC

assessment, a complete review of the design and format of the assessment at Grades 5 and 6 was

carried out. The new Grade 6 specimen Assessment Booklet has been designed and developed

guided by principles of fairness, the need to set learning standards, the importance of ensuring

positive washback, the educational value of the inquiry-based approach, and the contribution

of the subject to the overall education of pupils.

The types of questions range from objective-type questions such as MCQ/Fill-in-the-blanks to

Open-Ended/Short Answer Structured questions. The questions will assess knowledge,

understanding, application and skills in a graded manner. The reduction in content in terms of

3. Modular Assessment

4. Guiding Principles

4

number of units and topics in the new curriculum will allow teachers to put due emphasis on the

development of key concepts and core skills and a deeper understanding of the subject. This

justifies the new weightings of 40% to the Assessment Objective ‘Understanding’ and 30% to

the Assessment Objective ‘Application’.

The weighting and individual marks allocated to multiple choice questions have been reviewed

to reduce the importance and influence of this question format on the overall assessment. In the

modular Grade 6 assessment paper, the items in the MCQs and other objective type questions

such as fill-in-the-blanks and matching types will carry only one mark each. A variety of

question formats is used to encourage learners to develop a range of subject skills such as

application and enquiry skills, thinking and reasoning skills as well as writing answers in a clear

and concise manner using appropriate vocabulary.

The specimen assessment paper illustrates the design and format of the PSAC Grade 6

assessment and the types of questions that might be set and the level at which the different

content and skills are treated. The specimen assessment paper has been set in accordance with a

blueprint (table of specifications) which respects the weightings of the assessment objectives

given in the Annual Programme for the PSAC Assessment. It is presented in an assessment

booklet which contains 7 questions, carries a total of 50 marks and is of a duration of 1 hour.

There will be Multiple Choice items, True or False items, fill-in-the-blanks items, word

association format/matching type questions and graded questions assessing the ability to read,

extract and interpret information from maps, diagrams, pictures, tables and graphs/charts. The

questions will also assess subject specific skills.

The following also needs to be highlighted:

The Paper, which carries a total of 50 marks, will be of a duration of 1 hour and will

comprise 7– 8 questions on both History and Geography.

5. Paper Description

4

number of units and topics in the new curriculum will allow teachers to put due emphasis on the

development of key concepts and core skills and a deeper understanding of the subject. This

justifies the new weightings of 40% to the Assessment Objective ‘Understanding’ and 30% to

the Assessment Objective ‘Application’.

The weighting and individual marks allocated to multiple choice questions have been reviewed

to reduce the importance and influence of this question format on the overall assessment. In the

modular Grade 6 assessment paper, the items in the MCQs and other objective type questions

such as fill-in-the-blanks and matching types will carry only one mark each. A variety of

question formats is used to encourage learners to develop a range of subject skills such as

application and enquiry skills, thinking and reasoning skills as well as writing answers in a clear

and concise manner using appropriate vocabulary.

The specimen assessment paper illustrates the design and format of the PSAC Grade 6

assessment and the types of questions that might be set and the level at which the different

content and skills are treated. The specimen assessment paper has been set in accordance with a

blueprint (table of specifications) which respects the weightings of the assessment objectives

given in the Annual Programme for the PSAC Assessment. It is presented in an assessment

booklet which contains 7 questions, carries a total of 50 marks and is of a duration of 1 hour.

There will be Multiple Choice items, True or False items, fill-in-the-blanks items, word

association format/matching type questions and graded questions assessing the ability to read,

extract and interpret information from maps, diagrams, pictures, tables and graphs/charts. The

questions will also assess subject specific skills.

The following also needs to be highlighted:

The Paper, which carries a total of 50 marks, will be of a duration of 1 hour and will

comprise 7– 8 questions on both History and Geography.

5. Paper Description

5

The questions and items/part questions will be graded and will be based on the first three

levels of Bloom’s taxonomy.

There will be no specific multiple choice question to assess map skills exclusively.

Map skills have been integrated in the Geography & History topics in the curriculum.

They will be assessed in a topical way (within topics where relevant) as shown in the

specimen question paper.

The multiple choice question will not comprise more than 8 items, each carrying one

mark.

A variety of question formats and stimulus is used to develop a range of skills. For

example, Question 2 in the Specimen Booklet assesses important skills in History

through three sub-questions and Question 7 assesses relevant skills in the study of one

natural hazard, tropical cyclones.

A structured question/an open-ended question on a specific theme or topic will not carry

more than 10 marks.

Due importance will be given to the development of understanding, the skills of inquiry

and application skills.

The Specimen Mark Scheme gives indications about the examiner’s expectations and

standards to be reached.

The boxes found alongside each question/part question in the specimen paper indicate the

Assessment Objectives (AO), the units/topics and the learning objectives/outcomes which

are found in the Teaching and Learning Syllabus and the curriculum textbooks.

6

The format of the Grade 6 PSAC question paper is not fixed. The type and level of

questions will vary. This will give more flexibility in the paper setting process and will

make the assessment less predictable and rigid to avoid rote learning and too much focus

on past paper practice.

Learners should be able to:

Knowledge and Understanding

• demonstrate relevant factual knowledge and understanding of concepts.

Application of Knowledge

• construct explanations with relevant and reliable information;

• select and apply knowledge;

• make inferences and/or find information to support ideas; and

• observe patterns and relationships in both content and ideas.

Subject Specific skills

use and apply map skills; draw and label a diagram;

read, extract and interpret information from materials presented in the form of

historical sources, maps, tables, charts/graphs, diagrams, pictures and photographs.

Note: Environmental Education and subject skills such as map skills which are integrated

wherever appropriate in the curriculum units and relevant topics will be assessed in the

context of the questions set on given topics/themes.

The paper description for the History & Geography assessment in Grade 6 is given in the Annual

Programme for the PSAC Assessment 2018.The following is an extract from the document:

The assessment will have a modular approach. The first assessment will be carried out at the end of Grade 5 based on the Grade 5 syllabus and the second assessment will be set towards the end

6. Assessment Objectives

6

The format of the Grade 6 PSAC question paper is not fixed. The type and level of

questions will vary. This will give more flexibility in the paper setting process and will

make the assessment less predictable and rigid to avoid rote learning and too much focus

on past paper practice.

Learners should be able to:

Knowledge and Understanding

• demonstrate relevant factual knowledge and understanding of concepts.

Application of Knowledge

• construct explanations with relevant and reliable information;

• select and apply knowledge;

• make inferences and/or find information to support ideas; and

• observe patterns and relationships in both content and ideas.

Subject Specific skills

use and apply map skills; draw and label a diagram;

read, extract and interpret information from materials presented in the form of

historical sources, maps, tables, charts/graphs, diagrams, pictures and photographs.

Note: Environmental Education and subject skills such as map skills which are integrated

wherever appropriate in the curriculum units and relevant topics will be assessed in the

context of the questions set on given topics/themes.

The paper description for the History & Geography assessment in Grade 6 is given in the Annual

Programme for the PSAC Assessment 2018.The following is an extract from the document:

The assessment will have a modular approach. The first assessment will be carried out at the end of Grade 5 based on the Grade 5 syllabus and the second assessment will be set towards the end

6. Assessment Objectives

7

of the 2nd term of Grade 6 and will be essentially based on the Grade 6 syllabus in History & Geography. Each paper will be of a duration of 1 hour and will each carry a total of 50 marks. Each assessment paper will carry a weighting of 50%.

The papers will comprise 7- 8 questions each with a number of items graded in terms of difficulty level.

The papers will comprise Multiple Choice items, fill-in-the-blanks, word association/matching type, diagram labelling, and open-ended/structured short answer questions. The questions will also assess subject specific skills. The following table shows the weightings of the assessment objectives in History & Geography.

Weightings of the Assessment Objectives in the History & Geography Assessment Booklet

Assessment Objectives Weighting %

Knowledge 30

Understanding 40

Application 30

Based on the above framework for assessment, the Specimen Assessment Booklet has been

developed using a blueprint (or specification grid). The blueprint is annexed to this document. It

gives useful information to enable teachers to understand that a question paper/an assessment

booklet is based on a sample of topics and learning outcomes and that different question formats

may be used to assess learning outcomes at different levels.

7. Blueprint/Specification Grid

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MAURITIUS EXAMINATIONS SYNDICATE Primary School Achievement Certificate Specimen Paper - Grade 6 Modular Assessment for 2018 History & Geography Time: 1 hour Total marks: 50 INSTRUCTIONS TO CANDIDATES 1. Check that this assessment booklet contains 7 questions printed on 10 pages numbered

2, 3, 4, 5, 6, 7, 8, 9, 10 and 11.

2. Write your Index Number on the assessment booklet in the space provided above.

3. You should not use red, green or black ink in answering questions.

4. Write all your answers clearly in the assessment booklet.

5. Attempt all questions.

Question

Marking

Revision

Control

Marks Sig Marks Sig Marks Sig

1

2

3

4

5

6

7

TOTAL

Signature (HoG)

2

Marks

AO: Knowledge of facts and understanding of concepts

Unit 1 – Topic 2 – P 21 L.Os: Name the sugar mills; describe the changes in the sugar industry

Unit 1 – Topic 2 – P17 L.O: Define terms related to agriculture/farming

Unit 3 – Topic 1.6 – P 92 L.O: Show an understanding of the causes of natural hazards

Unit 1 – Topic 1 – P 9 L.O: Identify the different types of land use

For each item in Question 1, circle the letter which shows the correct answer. Example: Mauritius is found in the

A Arctic Ocean.

B Atlantic Ocean.

C Indian Ocean.

D Pacific Ocean.

QUESTION 1 (8 marks) 1. The type of land use where land is used for planting crops is known as A industrial land use.

B agricultural land use.

C residential land use.

D recreational land use. 2. Which one of these sugar mills is found in the South of Mauritius? A Médine

B Terra (Belle Vue)

C Alteo (F.U.E.L)

D Omnicane (Savannah)

3. The growing of vegetables, flowers and fruits for sale is called

A market gardening.

B pastoral farming.

C plantation agriculture.

D mixed farming.

4. A tsunami is caused by A a tropical cyclone.

B a powerful earthquake under the ocean.

C water which overflows the banks of rivers.

D heavy rainfall within a few hours.

2

Marks






For each item in Question 1, circle the letter which shows the correct answer. Example: Mauritius is found in the

A Arctic Ocean.

B Atlantic Ocean.

C Indian Ocean.

D Pacific Ocean.





B Terra (Belle Vue)

C Alteo (F.U.E.L)



A market gardening.

B pastoral farming.


D mixed farming.





3

Marks

Unit 2 – Topic 1 – P 67 L.O: Discuss the contribution of the Chinese immigrants to the development of Mauritius

Unit 2– Topic 1.8 – P 73 L.O: Name the missionary who promoted education for the poor and describe his contribution

Unit 2 – Topic 1. 9 – P 71 L.O: Name the various diseases and discuss their consequences on the population in the 19th century

Unit 4– Topic 1.4 – Pp 101, 102 L.O: Identify and explain the significance of the colours of the National Flag

5. The Chinese immigrants who settled near sugar estates during the 19th century worked as

A labourers.

B shopkeepers.

C carpenters.

D fishermen.

6. Who built schools for the poor in Mauritius in the 19th century?

A Charles Decaen

B Philibert Marragon

C Reverend Jean Lebrun

D Sir Robert Farquhar 7. In the 19th century, many people left Port Louis because of the malaria epidemic.

These people went to live in the district of

A Black River.

B Flacq.

C Grand Port.

D Plaine Wilhems. 8. The National Flag of the Republic of Mauritius is made up of four bands of different

colours: red, blue, yellow and green.

Which colour represents the struggle for freedom and independence?

A Red

B Blue

C Yellow

D Green [8]

Please turn over this page

4

Marks QUESTION 2 (8 marks) 1. Study Picture 1 carefully. It shows a historical event at the Champ de Mars in Port Louis

on 12th March 1968.

Picture 1

(a) Name one important personality shown in Picture 1.

…………….......................................................................................................………………………………………….. [1]

(b) Which important historical event was held at the Champ de Mars on

12th March 1968?

…………….......................................................................................................………………………………………….. [1]

2. Picture 2 shows a building which was used as a warehouse near the harbour in Port Louis in the past.

Give one reason why this building should be protected and preserved.

…………………………………………….……………………………………………………………………………………………………………..……………..………

…………………………………………….……………………………………………………………………………………………………………..……………..……… [2]

Picture 2

Unit 5 – Topic 1.8 – P 120 L.O: Describe the importance of old buildings and monuments

Unit 4 – Topic 1.3 – P 99 L.O: Recognise the contribution of important personalities in achieving the independence of the country

4


on 12th March 1968.

Picture 1


…………….......................................................................................................………………………………………….. [1]

(b) Which important historical event was held at the Champ de Mars on

12th March 1968?

…………….......................................................................................................………………………………………….. [1]



…………………………………………….……………………………………………………………………………………………………………..……………..………

…………………………………………….……………………………………………………………………………………………………………..……………..……… [2]

Picture 2



5

Marks

L.Os: Historical enquiry: find about the past using a range of information Describe the changes in the island as a result of European settlement Read and interpret information from a chart Unit 2 - Pp. 49, 51

3. Study Diagram 1 carefully. It shows the population of settlers, free workers and slaves in Mauritius in 1807. Then answer the questions which follow.

Diagram 1: The population of settlers, free workers and slaves in Mauritius in 1807

(a) Which group had the largest number of people in 1807?

…………………………...............................................................……………………… [1]

(b) In 1807, the population of settlers was 6,500 persons.

From which country had most of the settlers come?

…………………………...............................................................……………………… [1]

(c) Most of the free workers lived in Port Louis. Name two jobs that they did.

(i) …………………………............................................................................................................................……………………… [1]

(ii) …………………………............................................................................................................................……………………… [1]


6

Marks AO: (a) Demonstrate knowledge of facts (history) (b) Use and apply map skills

Unit 2 – Topic 3 – P 51 L.O: Identify and locate on the map places from where the settlers, slaves and immigrants (Indian & Chinese) came to the island

Unit 2 – Topic 3 – Pp. 50-52 L.O: Discuss the contributions of the slaves in the development of the island

QUESTION 3 (7 marks)

Map 1 shows slave routes and the countries from which slaves were brought to Ile de France in the past. Use Map 1 to answer questions (a), (b) and (c).

(a) Country 1 is Madagascar. What is the name of Country 2? Tick () the correct name.

Mozambique Senegal [1]

(b) In Map 1, the slave routes from countries 1, 2 and 4 to Ile de France have been

drawn for you. TRACE the slave route from Country 3 to Ile de France.

(c) Give one reason why it was easier to bring slaves to Ile de France from Madagascar than from Countries 2, 3 and 4.

..............………………………………................................................................................................................................................................................................ ........………………………………....................................................................................................................................................................................................... [2]

(d) Explain why the French Governors brought many slaves to Ile de France. ..............………………………………................................................................................................................................................................................................ ........………………………………....................................................................................................................................................................................................... [2]

Map 1

[2]

6






(a) Country 1 is Madagascar. What is the name of Country 2? Tick () the correct name.





..............………………………………................................................................................................................................................................................................ ........………………………………....................................................................................................................................................................................................... [2]


Map 1

[2]

7

Marks

Unit 4 – Topic 1.5 – Pp 103-104 L.O: - Identify and examine the different features of the Coat of Arms for Mauritius

QUESTION 4 (6 marks) Study Diagram 2 carefully. It shows the Coat of Arms of Mauritius. Then answer questions (a) to (d).

(a) Name one animal on the Coat of Arms which was brought to Mauritius by the Dutch. …………………………………………………...............................................................................……………………….. [1] (b) Name the crop which is shown on both sides of the Coat of Arms.

…………………………………………………...............................................................................……………………….. [1] (c) Fill in the blanks in the sentence below.

During the British rule, Mauritius became known as the “…………………...............................................…………..

and …………...................................................………………. of the Indian Ocean”. [2]

(d) Suggest one reason why a sailing ship is shown on the Coat of Arms. ……………………………………………………………………................................................................................................................................……………

……………………………………………………..................................................................................................................……………………………………… [2]



Diagram 2

8

Marks AO: Application of knowledge Unit 1 – Topic 3 – P 34 & 35 L Os: Show understanding of land use / change in land use for tourism

Recognise the importance of the tourist industry in Mauritius/Rodrigues

QUESTION 5 (5 marks) Picture 3 shows the location of a tourist hotel in Mauritius. Study it carefully and answer questions (a), (b) and (c).

Picture 3: Location of a tourist hotel in Mauritius

(a) Fill in the blank in the sentence below.

Choose from this list of words. residential industrial recreational

The land where the tourist hotel has been built is being used for …………………………......................................………………… purposes. [1]

(b) Give one reason why this is a good location for a tourist hotel. ......………………...………..............................................................................................................................................................................................................

......………………...……….............................................................................................................................................................................................................. [2]

(c) Give two benefits of the tourism sector to the localities near the tourist hotel.

(i) ………………………………………………………………………..……………….…………………………………………………………………………………

(ii) ………………………………………………………………..……………….……………………………………………………………………………………….... [2]

8



QUESTION 5 (5 marks) Picture 3 shows the location of a tourist hotel in Mauritius. Study it carefully and answer questions (a), (b) and (c).

Picture 3: Location of a tourist hotel in Mauritius


Choose from this list of words. residential industrial recreational

The land where the tourist hotel has been built is being used for …………………………......................................………………… purposes. [1]


......………………...……….............................................................................................................................................................................................................. [2]


(i) ………………………………………………………………………..……………….…………………………………………………………………………………

(ii) ………………………………………………………………..……………….……………………………………………………………………………………….... [2]

9

Marks AO: Knowledge and Understanding (History) Unit 2 – Topics 1.4, 1.6 L.Os: Identify places where indentured labourers came from Discuss the living and working conditions of indentured labourers Reflect upon the contributions of ‘immigrants’ in the development of the island

P 65

P 61

Pp. 63-64


(a) Name one port in India from which the indentured labourers embarked onto ships. …………………………………………….......................................................................................................………………………………………………… [1]

(b) State whether the following statements about the indentured labourers are True or False. (i) They cleared the land and planted sugar cane. (ii) They were paid monthly wages for their work.

(iii) They lived in big and comfortable houses on estate camps. [3]

(c) Most of the indentured labourers chose to stay in Mauritius after they

had completed their contract of five years as indentured labourers.

Suggest one reason why.

……………………………………………………………………………………........................................................................................................................

……………………………………………………………………………………………………………………………………………………………….................... [2]

After the abolition of slavery in 1835 in Mauritius, the British encouraged the sugar cane planters to bring workers from India. The Indian immigrants came from different parts of India. They worked as indentured labourers on the

sugar estates.


10

Marks

AO: Application of knowledge Construct relevant explanations with reliable information Interpret information presented in various formats

L.O: Describe the weather conditions associated with tropical cyclones

Unit 3 - P 94

P 79

QUESTION 7 (10 marks) 1. Tropical cyclones are the most common natural hazards which affect our islands.

Study Table 1 carefully. It shows major tropical cyclones which affected Mauritius from 1960 to 2002. Then answer the questions which follow.

Table 1

Year Date/Month Name Nearest distance

from Mauritius Highest gusts

(winds) in km/hour

recorded in Mauritius

1960 25-29 Feb Carol Over Mauritius 256

1975 5-7 Feb Gervaise Over Mauritius 280

1979 21-23 Dec Claudette Over Mauritius 221

1994 9-11 Feb Hollanda 20 km North West 216

2002 20-22 Jan Dina 50 km North 228

(a) In which month did most tropical cyclones affect Mauritius? ........…..……………………….................................................................. [1]

(b) Using suitable information given in Table 1, give one reason why cyclone Gervaise brought higher gusts than cyclone Dina.

……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [1]

(c) Give one condition for the formation of a tropical cyclone.

……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [2]

10

Marks



Unit 3 - P 94

P 79


Study Table 1 carefully. It shows major tropical cyclones which affected Mauritius from 1960 to 2002. Then answer the questions which follow.

Table 1



(winds) in km/hour









……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [1]


……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [2]

11

Marks L.O: Describe the consequences of natural hazards (tropical cyclones); Pp. 79, 81

L.O: List the precautions that should be taken in the event of a tropical cyclone P.82

2. Read the news report below on tropical cyclone Bella which affected the Island of

Rodrigues in 1991. Then answer questions (a) and (b).

“Cyclone Bella was an intense tropical cyclone. On 31st January 1991, Bella passed about

50 km West of Rodrigues. There were strong winds. The highest gusts reached 210

km/hour. Rough seas and high waves caused floods in Port Mathurin. About 1,500 homes

were damaged and 1,000 people became homeless. Bella also caused big damage to

crops, roads, and to the electricity network.”

(a) A tropical cyclone is a ‘natural hazard’ because it is a natural event which can affect people’s lives and the environment. How did cyclone Bella affect:

(i) people’s lives? ………………………………...............................................................................……………………………………

………………………………………………………………………………………................................................................................…......……… [2]

(ii) the environment? ………………………………...............................................................................………………………………

……………………………………………………………………………………….................................................................................…......……… [2]

(b) Give one reason why people are advised to boil water for drinking after the passage of a tropical cyclone.

……..........…..…………………….......................................................................................................................................................................................

……………………………………………………………………………………………………………………………………………………………......................... [2]

12

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P14

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)

mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius mauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritiusexaminationssyndicatemauritius Index Number: ........................................................................................................

MAURITIUS EXAMINATIONS SYNDICATE Primary School Achievement Certificate Specimen Paper - Grade 6 Modular Assessment for 2018 History & Geography (Rodrigues) Time: 1 hour Total marks: 50 INSTRUCTIONS TO CANDIDATES 1. Check that this assessment booklet contains 7 questions printed on 10 pages numbered

2, 3, 4, 5, 6, 7, 8, 9, 10 and 11.

2. Write your Index Number on the assessment booklet in the space provided above.

3. You should not use red, green or black ink in answering questions.

4. Write all your answers clearly in the assessment booklet.

5. Attempt all questions.

Question

Marking

Revision

Control

Marks Sig Marks Sig Marks Sig

1

2

3

4

5

6

7

TOTAL

Signature (HoG)

2

Marks






For each item in Question 1, circle the letter which shows the correct answer. Example: Rodrigues is found in the

A Arctic Ocean.

B Atlantic Ocean.

C Indian Ocean.

D Pacific Ocean.





B Terra (Belle Vue)

C Alteo (F.U.E.L)



A market gardening.

B pastoral farming.


D mixed farming.





2

Marks






For each item in Question 1, circle the letter which shows the correct answer. Example: Rodrigues is found in the

A Arctic Ocean.

B Atlantic Ocean.

C Indian Ocean.

D Pacific Ocean.





B Terra (Belle Vue)

C Alteo (F.U.E.L)



A market gardening.

B pastoral farming.


D mixed farming.





3

Marks

Unit 2 – Topic 1 – P 67 L.O: Discuss the contribution of the Chinese immigrants to the development of Mauritius

Unit 2– Topic 1.8 – P 73 L.O: Name the missionary who promoted education for the poor and describe his contribution

Unit 2 – Topic 1. 9 – P 71 L.O: Name the various diseases and discuss their consequences on the population in the 19th century

Unit 4– Topic 1.4 – Pp 101, 102 L.O: Identify and explain the significance of the colours of the National Flag

5. The Chinese immigrants who settled near sugar estates during the 19th century worked as

A labourers.

B shopkeepers.

C carpenters.

D fishermen.

6. Who built schools for the poor in Mauritius in the 19th century?

A Charles Decaen

B Philibert Marragon

C Reverend Jean Lebrun

D Sir Robert Farquhar 7. In the 19th century, many people left Port Louis because of the malaria epidemic.

These people went to live in the district of

A Black River.

B Flacq.

C Grand Port.

D Plaine Wilhems. 8. The National Flag of the Republic of Mauritius is made up of four bands of different

colours: red, blue, yellow and green.

Which colour represents the struggle for freedom and independence?

A Red

B Blue

C Yellow

D Green [8]


4


on 12th March 1968.

Picture 1


…………….......................................................................................................………………………………………….. [1]

(b) Which important historical event was held at the Champ de Mars on 12th March

1968?

…………….......................................................................................................………………………………………….. [1]



…………………………………………….……………………………………………………………………………………………………………..……………..………

…………………………………………….……………………………………………………………………………………………………………..……………..……… [2]

Picture 2



4


on 12th March 1968.

Picture 1


…………….......................................................................................................………………………………………….. [1]

(b) Which important historical event was held at the Champ de Mars on 12th March

1968?

…………….......................................................................................................………………………………………….. [1]



…………………………………………….……………………………………………………………………………………………………………..……………..………

…………………………………………….……………………………………………………………………………………………………………..……………..……… [2]

Picture 2



5

Marks

L.Os: Historical enquiry : find about the past using a range of information Describe the changes in the island as a result of European settlement Read and interpret information from a chart Unit 2 - Pp. 49, 51

3. Study Diagram 1 carefully. It shows the population of settlers, free workers and slaves in Mauritius in 1807. Then answer the questions which follow.

Diagram 1: The population of settlers, free workers and slaves in Mauritius in 1807

(a) Which group had the largest number of people in 1807?

…………………………...............................................................……………………… [1]

(b) In 1807, the population of settlers was 6,500 persons.

From which country had most of the settlers come?

…………………………...............................................................……………………… [1]

(c) Most of the free workers lived in Port Louis. Name two jobs that they did.

(i) …………………………............................................................................................................................……………………… [1]

(ii) …………………………............................................................................................................................……………………… [1]


6






(a) Country 1 is Madagascar. What is the name of Country 2? Tick ( ) the correct name.





..............………………………………................................................................................................................................................................................................ ........………………………………....................................................................................................................................................................................................... [2]


Map 1

[2]

7

Marks

Unit 4 – Topic 1.5 – P 107 L.O: - Identify and examine the different features of the Coat of Arms for Rodrigues

QUESTION 4 (6 marks) Study Diagram 2 carefully. It shows the Coat of Arms of Rodrigues. Then answer questions (a) to (d).

(a) Name one bird which is shown on the Coat of Arms of Rodrigues. …………………………………………………...............................................................................……………………….. [1] (b) Name the flower which is shown on the Coat of Arms of Rodrigues.

…………………………………………………...............................................................................……………………….. [1] (c) Name two features on the Coat of Arms which represent products of Rodrigues.

(i) …………………....................................................………….. (ii) …………………....................................................………….. [2]

(d) Explain the importance of the word 'solidarité' shown on the Coat of Arms for the

people in Rodrigues. ……………………………………………………………………................................................................................................................................……………

……………………………………………………..................................................................................................................……………………………………… [2]



Diagram 2

8



QUESTION 5 (5 marks) Picture 3 shows the location of a tourist hotel in Rodrigues. Study it carefully and answer questions (a), (b) and (c).

Picture 3: Location of a tourist hotel in Rodrigues


Choose from this list of words.

residential industrial recreational The land where the tourist hotel has been built is being used for …………………………......................................………………… purposes. [1]


......………………...……….............................................................................................................................................................................................................. [2]


(i) ………………………………………………………………………..……………….…………………………………………………………………………………

(ii) ………………………………………………………………..……………….……………………………………………………………………………………….... [2]

8



QUESTION 5 (5 marks) Picture 3 shows the location of a tourist hotel in Rodrigues. Study it carefully and answer questions (a), (b) and (c).

Picture 3: Location of a tourist hotel in Rodrigues


Choose from this list of words.

residential industrial recreational The land where the tourist hotel has been built is being used for …………………………......................................………………… purposes. [1]


......………………...……….............................................................................................................................................................................................................. [2]


(i) ………………………………………………………………………..……………….…………………………………………………………………………………

(ii) ………………………………………………………………..……………….……………………………………………………………………………………….... [2]

9

Marks AO: Knowledge and Understanding (History) Unit 2 – Topics 1.4, 1.6 L.Os: Identify places where indentured labourers came from Discuss the living and working conditions of indentured labourers Reflect upon the contributions of ‘immigrants’ in the development of the island

P 65

P 61

Pp. 63-64


(a) Name one port in India from which the indentured labourers embarked into ships. …………………………………………….......................................................................................................………………………………………………… [1]

(b) State whether the following statements about the indentured labourers are True or False. (i) They cleared the land and planted sugar cane. (ii) They were paid monthly wages for their work.

(iii) They lived in big and comfortable houses on estate camps. [3]

(c) Most of the indentured labourers chose to stay in Mauritius after they

had completed their contract of five years as indentured labourers.

Suggest one reason why.

……………………………………………………………………………………........................................................................................................................

……………………………………………………………………………………………………………………………………………………………….................... [2]

After the abolition of slavery in 1835 in Mauritius, the British encouraged the sugar cane planters to bring workers from India. The Indian immigrants came from different parts of India. They worked as indentured labourers on the

sugar estates.


10

Marks



Unit 3 - P 94

P 79


Study Table 1 carefully. It shows major tropical cyclones which affected Mauritius

from 1960 to 2002. Then answer the questions which follow.

Table 1



(winds) in km/hour









……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [1]


……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [2]

10

Marks



Unit 3 - P 94

P 79


Study Table 1 carefully. It shows major tropical cyclones which affected Mauritius

from 1960 to 2002. Then answer the questions which follow.

Table 1



(winds) in km/hour









……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [1]


……..........…..……………………...................................................................................................................................................................................................

…………………………………………………………………………………………………………………………………………………………….................................. [2]

11

Marks L.O: Describe the consequences of natural hazards (tropical cyclones); Pp. 79, 81

L.O: List the precautions that should be taken in the event of a tropical cyclone P.82

2. Read the news report below on tropical cyclone Bella which affected the Island of

Rodrigues in 1991. Then answer questions (a) and (b).

“Cyclone Bella was an intense tropical cyclone. On 31st January 1991, Bella passed about

50 km West of Rodrigues. There were strong winds. The highest gusts reached 210

km/hour. Rough seas and high waves caused floods in Port Mathurin. About 1,500 homes

were damaged and 1,000 people became homeless. Bella also caused big damage to

crops, roads, and to the electricity network.”

(a) A tropical cyclone is a ‘natural hazard’ because it is a natural event which can affect people’s lives and the environment. How did cyclone Bella affect:

(i) people’s lives? ………………………………...............................................................................……………………………………

………………………………………………………………………………………................................................................................…......……… [2]

(ii) the environment? ………………………………...............................................................................………………………………

……………………………………………………………………………………….................................................................................…......……… [2]

(b) Give one reason why people are advised to boil water for drinking after the passage of a tropical cyclone.

……..........…..…………………….......................................................................................................................................................................................

……………………………………………………………………………………………………………………………………………………………......................... [2]

12

Marks

Blank Page

12

Marks

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HISTORY & GEOGRAPHYSpecimen Assessment Booklet

Specimen Mark scheme

PRIMARY SCHOOL ACHIEVEMENT CERTIFICATE

Mauritius Examinations Syndicate

Let the mind manage the bodyQue l’esprit gère le corps

MES

Mens Gerat Corpus

of 5

Mauritius Examinations Syndicate PSAC Assessment 2018 - Specimen Assessment Booklet for Grade 6 HISTORY & GEOGRAPHY – SPECIMEN MARK SCHEME

Question 1 (8 marks)

Give ONE mark to: 1. B 2. D 3. A 4. B 5. B 6. C 7. D 8. A Question 2 (8 marks)

1. Give ONE mark to: (a) Dr/Sir Seewoosagur Ramgoolam/Sir John Shaw Rennie

(b) Independence

2. Give TWO marks to:

It is/forms part of our national heritage; it is a precious heritage It is a historical building; it tells us how buildings were built/used long ago It reminds us of the history of the sugar industry For education purposes; to educate young people about the past; to know/learn

about the past It can be used for other purposes such as for leisure/a museum etc.; to promote

tourism/cultural tourism Give ONE mark to:

It is old; it is an old building It was used as a warehouse It was used in the past It was an important building/place in the port

No mark to: it was/is found near/in the harbour/in Port Louis

3. Give ONE mark to:

(a) Slaves;slave group/population (b) France

(c) Give ONE mark each to any two of these answers:

sailors; artisans/craftsmen; traders; carpenters; masons; shopkeepers + blacksmiths; dockers/dockworkers; ship builders; boatsmen; farmers

x 8 1

1

2

1

1

1

1 1

8

of 5

Mauritius Examinations Syndicate PSAC Assessment 2018 - Specimen Assessment Booklet for Grade 6 HISTORY & GEOGRAPHY – SPECIMEN MARK SCHEME


Give ONE mark to: 1. B 2. D 3. A 4. B 5. B 6. C 7. D 8. A Question 2 (8 marks)

1. Give ONE mark to: (a) Dr/Sir Seewoosagur Ramgoolam/Sir John Shaw Rennie

(b) Independence

2. Give TWO marks to:

It is/forms part of our national heritage; it is a precious heritage It is a historical building; it tells us how buildings were built/used long ago It reminds us of the history of the sugar industry For education purposes; to educate young people about the past; to know/learn

about the past It can be used for other purposes such as for leisure/a museum etc.; to promote

tourism/cultural tourism Give ONE mark to:

It is old; it is an old building It was used as a warehouse It was used in the past It was an important building/place in the port

No mark to: it was/is found near/in the harbour/in Port Louis

3. Give ONE mark to:

(a) Slaves;slave group/population (b) France

(c) Give ONE mark each to any two of these answers:

sailors; artisans/craftsmen; traders; carpenters; masons; shopkeepers + blacksmiths; dockers/dockworkers; ship builders; boatsmen; farmers

x 8 1

1

2

1

1

1

1 1

8 Page 2 of 5


(a) Give ONE mark to a tick in the box for Mozambique

(b) Give TWO marks for correct tracing of the route on the ocean/sea from Country 3 to Ile de France around the Cape of Good Hope/South Africa Give ONE mark to a line drawn to link Country 3 to Ile de France

(c) Give TWO marks to:

It is near/nearer/close/closer to Ile de France; it is not far; other countries are far or country 2/ 3/ 4 is far

The voyage by ship is shorter; the sailing ships took less time; a shorter route Fewer slaves would die on the way; the sea route/voyage by sea is less risky/dangerous A good historical reason such as many slaves captured and active slave trade in

Madagascar at that time; there were treaties with the kingdom in Madagascar

Give ONE mark for a weaker or partially correct answer.

(d) Give TWO marks to any one of these relevant ideas:

They needed workers to develop the island/the colony/the port/town of Port louis They needed people/labour/workers to clear the forests or land/work the land/grow

crops/work on plantations/develop roads and build houses etc. They needed workers to work in the harbour/port They needed other people to colonise the island Slaves were a source of wealth; if you own many slaves you are a rich colony They were an easy source of labour from nearby countries or in the Indian Ocean

countries; they were available in the countries on the sea routes (a correct interpret- tation of the map)

Give ONE mark to:

Workers/labour/people were needed To develop the island/Ile de France; to work the land; to grow crops; to build houses Slaves were property; they had no rights; to do the hard work

Question 4 (6 marks) Mauritius

(a) Give ONE mark to : Deer; Sambur deer. Accept stag

(b) Give ONE mark to: sugar cane

(c) Give ONE mark for ‘star’ and ONE mark for ‘key’

7

1

2

1

1

2

2

2

of 5

(d) Give TWO marks to any relevant idea related to:

the importance of the maritime navigation/trade; ship is the symbol of colonisation/trade/immigration into the island/ communications with the rest of the world

the fact that the people/we all came by the sea from different parts of the world Because of the strategic location in this part of the world / Indian Ocean. Mauritius was used as a stop over / a port of call / a refreshment station.

It was the only means of transport/link with the world/other countries

Give ONE mark to: because of trade/our ancestors/colonisation Question 4 (6 marks) Rodrigues

(b) Give ONE mark to : The Solitaire; La Fauvette/a warbler

(b) Give ONE mark to: the Hibiscus/ hibiscus flower

(c) Give ONE mark each to any two of the following: maize Fish Basketery/crafts/vannerie; Accept straw hats/hat

(d) Give TWO marks to a relevant idea related to ‘solidarité’:

To show the importance/pride of autonomy To construct the island’s future/destiny in unity/harmony To care for the welfare of everyone in the Rodrigues/ the Republic of Mauritius It is a symbol of unity and strength It is important to show the ties/bonds/friendship among the islands forming part

of the Republic For the welfare of its people/citizens without solidarity there can be no pride/ no strong sense of belonging

Give ONE mark to: because of autonomy/our origins; because of our identity/destiny

Question 5 (5 marks) Mauritius and Rodrigues

(a) Give ONE mark to: recreational

(b) Give TWO marks to any one of these natural factors based on a correct interpretation of Picture 3:

Because of the beach(es)/sandy beach(es) Nearness to a lagoon/ the sea; it is located/found at the seaside On the coast; in a coastal area Sunny beaches/ warm seas or lagoons

1

2

2

6

2

2

1

1

6

of 5

(d) Give TWO marks to any relevant idea related to:

the importance of the maritime navigation/trade; ship is the symbol of colonisation/trade/immigration into the island/ communications with the rest of the world

the fact that the people/we all came by the sea from different parts of the world Because of the strategic location in this part of the world / Indian Ocean. Mauritius was used as a stop over / a port of call / a refreshment station.

It was the only means of transport/link with the world/other countries

Give ONE mark to: because of trade/our ancestors/colonisation Question 4 (6 marks) Rodrigues

(b) Give ONE mark to : The Solitaire; La Fauvette/a warbler

(b) Give ONE mark to: the Hibiscus/ hibiscus flower

(c) Give ONE mark each to any two of the following: maize Fish Basketery/crafts/vannerie; Accept straw hats/hat

(d) Give TWO marks to a relevant idea related to ‘solidarité’:

To show the importance/pride of autonomy To construct the island’s future/destiny in unity/harmony To care for the welfare of everyone in the Rodrigues/ the Republic of Mauritius It is a symbol of unity and strength It is important to show the ties/bonds/friendship among the islands forming part

of the Republic For the welfare of its people/citizens without solidarity there can be no pride/ no strong sense of belonging

Give ONE mark to: because of autonomy/our origins; because of our identity/destiny

Question 5 (5 marks) Mauritius and Rodrigues

(a) Give ONE mark to: recreational

(b) Give TWO marks to any one of these natural factors based on a correct interpretation of Picture 3:

Because of the beach(es)/sandy beach(es) Nearness to a lagoon/ the sea; it is located/found at the seaside On the coast; in a coastal area Sunny beaches/ warm seas or lagoons

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Give ONE mark to an idea related only to the warm/sunny climate with no mention of beach/lagoon or sea. e.g it is sunny/ warm climate

(c) Give ONE mark each to any two of the following benefits:

Creation of jobs. e.g the people get jobs; people can work as waiters/drivers etc. Farmers can sell their crops/products Fishermen can sell their catch/fish/sea products It encourages small crafts/people to sell souvenirs It promotes conservation of the natural/historical sites/buildings/ monuments/heritage It improves the infrastructure in the villages/localities such as electricity, water provision It develops trade/shopping facilities for the people who live there It develops roads/communications with other parts of the island The people have recreational facilities; it develops sea sport activities It brings money/income/foreign currencies It raises the standards of living of the people


(a) Give ONE mark to: Calcutta/Bombay/Madras Accept modern names: Kolkata/Mumbai/Chennai (a) Give ONE mark to:

(i) TRUE (ii) TRUE (iii) FALSE

(b) Give TWO marks to any one of these relevant answers:

They had started to build a life on the island They saved some money and could buy land/ a plot of land They could/were able/wanted to work and to save some money to settle They could re-engage/renew their contracts on the sugar estates They were not offered/given free return passage to India; they had to pay for their

return themselves Part of their wages which was deducted/retained for their return was only given back to

them to spend They were free/allowed to buy land/to set up settlements/villages They could create/re-create their ways of life in the country They could maintain their religions/traditions and culture They could prosper with their hard work They wanted to improve their living and working conditions They worked and lived in peace; they were peaceful/worked and lived peacefully They contributed to the development of the sugar industry/economy They wanted to improve their standards of living/the lives of their families and children They could create/have a family life in Mauritius

Give ONE mark for a weaker or partially correct answer: e.g they liked to work here; They liked the country; they had money; they had families/places of worship etc. 6

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Question 7 (10 marks) 1. (a) Give ONE mark to: February/Feb

(b) Give ONE mark to: Gervaise/it passed over the island/Mauritius/the country

Dina passed 50 km away/North; Dina did not pass over Mauritius/the island

(c) Give TWO marks to: SEASON + sea surface temperature Or warm sea temperature + high evaporation Or an accurate answer on minimum sea surface temperature

In summer when the sea surface temperature is warm/hot/high The sea is warmer in summer/ during summer months/ a named summer month (When) the sea temperature is high(er), evaporation is high/more evaporation The sea surface temperature is above 26-27 degrees Celsius/C

Give ONE mark to a vague answer related only to season or climate:

summer; it is hot/hotter; hot climate; tropical climate

2. (a) Give TWO marks to any one of these facts/extracts from the report:

(i) People’s lives: it damaged their homes/many people were homeless About 1500 homes were damaged 1000 people were/became homeless/were without homes

(ii) The Environment:

It caused damage to crops/farming/agriculture/livestock/cattle It damaged roads/it affected transport The electricity network was damaged/people did not get electricity Damage to infrastructure

Give ONE mark to answers related to

(i) loss of lives/people injured/people’s death; (ii) damage to environment not mentioned in the extract, e.g. the airport had to stop

operating; (b) Give TWO marks to:

The water contains/may contain germs/microbes To kill the germs/microbes To avoid contamination The water may be contaminated

Accept: The water contains mud/suspended materials which may harm our health Give ONE mark to:

Not to get ill/sick; Because of health problems/to keep their health

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