*W10*

Pre-Junior Cycle Final Examination 2021

History
(Option A)
Common Level
Time – 2 hours
360 marks

Name:
School:
Address:
Class:
Teacher:
Instructions

There are ten questions in this paper.

Answer all questions.

Write your answers in blue or black pen.

Write your answers in the spaces provided in this booklet. There is space for extra work at the
end of the booklet. Label any such extra work clearly with the ques on number and part.

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Opti onal planning or rough work:

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Question 1

Using both sources below, answer the quest i ons which follow.

Source 1

Source 2
We’ve all visited a museum at some point in our lives, whether it was during a school trip
or with family on holiday. Approximately 850 million people visit American museums each year,
but have you ever stopped to wonder how many people that museum impacted or why it came
to be?

In 1683, the first museum (the Ashmolean Museum in Oxford) opened its doors and the
rest is history. For centuries, museums have played an integral role in preserving the history
of our society. Exhibits tell us stories about how our nat i on, our communit i es and our
cultures came to be and without them, those stories could be forgot t en.

Museums possess what the classroom may not: the materials and informat i on that
enrich and create an experience that is memorable. Yes, the informa t i on found in museums
can also be found within a textbook in a school’s library, a classroom or on the web through
search engines such as Google, but what those materials don’t always effec t i vely show is the
impact that those stories had on the places our students live.

“The collec t i ons within a museum are a significant resource to the community. They
allow people to experience things from all over the world without ever leaving town,” said Jill
Krieg-Accrocco, Curator of Anthropology and Exhibi t i ons with the Boonsho Museum of
Discovery.

“My favorite thing about working in a museum is when I have the chance to show children
visit ng from a school a fossil or an object on display, and explain to them what it is and why it is
important. When they look up at me and smile, I can see the impact that we are making,” said
Krieg-Accrocco.
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(a) What is it called when a museum displays artefacts based on specific themes as seen in the
image in Source 1 above?

(b) Why is conserva t i on a very important role of museums?

(c) Why is visi t i ng museums and archives important for historians? Give an example to
prove your point.

(d) How many people, approximately, visit American museums each year according to
the document above?

(e) What is the integral role that museums play in society according to the document above?

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(f) What advantage does a museum have over a classroom or digital technology as detailed above?

(g) Describe any museum/archive/historical site that you have visited and explain how your visit
added to your understanding of history.

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Ques on 2

Using both images below, answer the ques t i ons which follow.

Image 1

Image 2

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(a) What is the structure depicted in both images above called?

(b) What is the purpose of this structure?

(c) How do you know from the above images that the people of Cel c Ireland were skilled
builders?

(d) Explain how a historian/archaeologist would iden fy the site of a se lement as seen in the
images above.

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(e) The Celts did not keep any writt en sources. How do we know so much about Cel t i c Ireland?

(f) Describe how people in Cel t i c Ireland would have built their houses.

(g) Write a brief account of how society was organised in Cel t i c Ireland.

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Ques on 3

Using the sources below, answer the ques t i ons which follow.

Image 1 shows a 'plague doctor' from the Middle Ages.

Image 2 depicts pa ents suffering from the ‘Black Death’ during the Middle Ages.

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This document is an extract wri t t en by Giovanni Boccacio, an Italian writer talking about
the spread of the Black Death in Italy during the 1300s.

The symptoms were not the same as in the East, where a gush of blood from the nose was
the plain sign of inevitable death… the symptoms changed and black or purple spots appeared
on the arms or thighs or any other part of the body, someti mes a few large ones, someti mes
many li le ones. These spots were a certain sign of death.

No doctor’s advice, no medicine could overcome or alleviate this disease. An enormous

number of ignorant men and women set up as doctors in additi on to those who were
trained. In any case, very few recovered; most people died within about three days of the
appearance of the tumours described above, most of them without any fever or other
symptoms. The violence of this disease was such that the sick communicated it to the healthy
who came near them, just as a fire catches anything dry or oily near it. And it even went
further. To speak to or go near the sick brought infec t i on and a common death to the living;
and, moreover, to touch the clothes or anything else the sick had touched or worn gave the
disease to the person touching.

(a) What were the symptoms of the Black Death as described by Boccacio?

(b) What, according to Boccacio, was a certain sign of death?

(c) According to Boccacio, why would a doctor be unable to help someone who had caught
the Black Death?

(d) Why is the doctor in Image 1 wearing the mask?

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(e) How does the author describe the disease spreading?

(f) Do you think that the descript i on of the disease in the document matches with the image
of the plague sufferers in Image 2? Give a reason for your answer.

(g) How did ci es and towns deal with outbreaks of the Black Death?

(h) Describe how the Black Death led to the end of the Feudal System in the Middle Ages.

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Ques on 4

Using both sources below, answer the ques t i ons which follow.

This document is by one of Michaelangelo’s students during his me pain

t i ng the Sisti ne Chapel for the Pope.

While Michaelangelo was pain ng, Pope Julius o en wanted to go and inspect the work;
he would climb up by a ladder and Michelangelo would hold out a hand to him to help him up
onto the scaffolding. And, being one who was by nature impetuous and impati ent of wai
t i ng, as soon as the work was half done, that is from the door to midway on the vault, he
wanted Michelangelo to uncover it while it was s ll incomplete and had not received the last
touches. The opinion and the expecta t i on which everyone had of Michelangelo brought all
of Rome to see this thing, and the Pope also went there before the dust raised by the
dismantling of the scaffold had se led.

This image shows detail from the ceiling and walls of the Sis ne Chapel inside the Vati can City.

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(a) Why did the Pope want to see what Michaelangelo was painti ng?

(b) Why, do you think, would Michaelangelo not want to show the Pope his work?

(c) How do you know from this document that Michaelangelo was a famous painter?

(d) How did Michaelangelo paint the ceiling of the Sisti ne Chapel?

(e) How can you tell from the photograph of the Sisti ne Chapel that Michaelangelo spent a long
me pain ng it?

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(f) Why was it important for arti sts like Michaelangelo to have a patron like the Pope?

(g) Describe two improvements made in pain t i ng/sculpture/architecture during the

Renaissance.

(h) Write a brief account of the impact of the printi ng press on the spread of the Renaissance.
15
Ques on 5
Using both sources below, answer the questi ons which follow.

The image below is a picture of a Portuguese Caravel from the 15th century.

This document is a journal entry by Bartholomeu Dias.

“January-February 1488

We were hit by very strong headwinds that drove us out to sea. With no land in sight,
we were forced to head south for almost two weeks. We then headed eastward in hopes of
finding the shore. Only a er this en re ordeal did I realise that we must have already sailed past
the most southern t i p of Africa. Changing course once again, we headed north and fi nally on
February 3, 1488, we spott ed land. It was the east coast of Africa! At this point of our journey,
the crew was physically and mentally exhausted from the difficult voyage. A er 7 long months
at sea, our provisions were running low. Food was limited to salted meats, fish, beans and stale
bread. We drank mostly wine, as the water which we kept in barrels had become foul. Living
conditi ons were cramped and uncomfortable. With no galley on the ships, the crew prepared
meals using a fire pit on the main deck. The crew also slept on the main deck, while myself and
the senior crew slept below deck.

A er much anxiety from the crew, I called a mee ng, and it was unanimous that the goal
of our expediti on had been met. They all felt that it was t i me to turn around, and head
back to Portugal. I wanted to conti nue on and survey the coastline, but the crew would only
agree to give me a few more days to explore before we began our return home.”

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(a) Explain what Lateen sails and Square sails were used for on the ship depicted in the image
above.

(b) Name and explain two advantages that the Caravel had over previous ships used
for explorati on.

(c) Why did the Portuguese King sponsor voyages of explorati on in the early 1400s?

(d) Why, according to the document above, was Bartholomeu Dias blown off course?

(e) How long was the ship at sea when they finally arrived at the east coast of Africa?

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(f) Describe living conditi ons aboard the ship according to the document.

(g) Why do you think the crew wanted Dias to return home immediately? Give a reason for your
answer.

(h) Write a brief account of the impact of European countries discovering a new sea route to India.

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Questi on 6

Study the four sources below and answer the questi ons which follow.

Image 1 is a wanted poster for IRA Image 2 is a commemorati ve monument

volunteer Dan Breen, who was at the site of the Soloheadbeg ambush, in
involved in the Soloheadbeg ambush in Solohead, Co. Tipperary.
January 1919.

Image 3 shows the mee ng of the 27 TDs of the first Dáil that took place in the
Mansion House, Dublin, on 21st January, 1919.

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 This document is an extract from a speech by the first President of the Dáil,
Cathal Brugha, on 21st January, 1919.

The Dáil issued a declarati on of independence affirming the 1916 proclamati on of an

Irish Republic that was read by Patrick Pearse on the steps of the GPO on the first day of the
Rising.

The Dail’s declarati on said: “We the elected representati ves of the ancient Irish people
in the Nati onal Parliament assembled . . . rati fy the establishment of the Irish Republic and
pledge ourselves and our people to make this Declarati on effecti ve by every means at our
command. We ordain . . . that the Irish Parliament is the only Parliament to which people will
give its allegiance. We solemnly declare foreign government in Ireland to be an invasion of our
nati onal right which we will never tolerate, and we demand evacuati on of our country by the
English garrison.”

(a) Why are monuments like that commemorati ng the Soloheadbeg ambush in Image 2
above important for historians?

(b) How much was the reward offered for Dan Breen and what was he accused of?

(c) What were the IRA mobile units called during the Irish War of Independence?

(d) Why were there only 27 TDs at the fi rst meeti ng of Dáil Eireann on 21st January 1919?

(e) Who read the proclamati on of the Irish Republic in 1916?

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(f) To what, according to the document, do all Irish people owe their allegiance?

(g) What demands were made in the document above?

(h) Write an account of any famous incident from the Irish War of Independence, 1919-21, that
you have studied on your course. You may include:

Where the incident took place; who was involved in the incident, what were the causes of
the incident, what happened during the incident, what was the outcome of the incident etc.

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Questi on 7

From your knowledge of life in Germany under the Nazis or life

in the Soviet Union under Communism during the 1930s, write
an account of the life and/or experiences of a child/woman/any
other person living in either of the countries during the 1930s.
You may include the following:

• Educa on
• Laws and regulati ons
• Influence of the leader
• The impact of the new laws
• Secret police

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23
Ques on 8

This document is an extract from Neville Chamberlain's Peace in Our Time speech to
the House of Commons, 30th September 1938.

The Prime Minister:

Before I come to describe the

Agreement which was signed at
Munich in the small hours of Friday
morning last, I would like to remind
the House of two things which I think
it very essent i al not to forget when
those terms are being considered.
The first is this: We did not go there
to decide whether the predominantly
German areas in the Sudetenland
should be passed over to the German
Reich. That had been decided already.
Czechoslovakia had accepted the Anglo-French proposals. What we had to consider was the
method, the conditi ons and the t i me of the transfer of the territory. The second point to
remember is that me was one of the essenti al factors. All the elements were present on the
spot for the outbreak of a conflict which might have precipitated the catastrophe. We had
popula t i ons inflamed to a high degree; we had extremists on both sides ready to work up and
provoke incidents; we had considerable quan t i t i es of arms which were by no means
confined to regularly organised forces. Therefore, it was essen t i al that we should quickly
reach a conclusion, so that this painful and difficult opera on of transfer might be carried out at
the earliest possible moment and concluded as soon as was consistent, with orderly procedure,
in order that we might avoid the possibility of something that might have rendered all our att
empts at peaceful soluti on useless. . . .

Before giving a verdict upon this arrangement, we should do well to avoid describing
it as a personal or a nati onal triumph for anyone. The real triumph is that it has shown
that representati ves of four great powers can find it possible to agree on a way of
carrying out a
difficult and delicate opera on by discussion instead of by force of arms, and thereby they have
averted a catastrophe which would have ended civilisa t i on as we have known it. The relief
that our escape from this great peril of war has, I think, everywhere been mingled in this
country with a profound feeling of sympathy.
24
(a) What was the purpose of the Munich Conference according to Neville Chamberlain?

(b) What had the Czechoslovakian government already agreed to before the Munich Conference?

(c) Why was avoiding an armed conflict so important according to Chamberlain? Refer to the
document in your answer.

(d) What was the real triumph of the agreement according to the document?

(e) Why did Nazi Germany want to take over the Sudetenland from Czechoslovakia?

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(f) Name any leader other than Chamberlain that was at the Munich Conference in 1938.

(g) Explain what is meant by the Policy of Appeasement.

(h) Write a brief account of the ways in which Hitler and Germany dismantled the Treaty
of Versailles during the 1930s.

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Ques t i on 9

Study the sources below and answer the quest i ons which follow.

Image 1 is a photograph of Dublin City Centre from the 1950s.

Image 2 is a photograph from rural Ireland in the 1950s.

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Image 3 is a map showing populat i on change in Ireland between 1926 and 1961.

Source: Seán Duffy, ed., “ Atlas of Irish History” (p. 121). Gill & Macmillan.

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(a) Image 1 and Image 2 show images of Ireland from the 1950s. Point out two differences
in transport that you can see from the images.

(b) How can you tell from Image 1 that Dublin was a very busy place?

(c) What evidence is there in Image 2 to show that agriculture was important in rural Ireland?

(d) Explain two differences between urban and rural life in Ireland during the 1950s.

(e) How many counties south of the border had an increase in population during the period
1906 –1961?

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(f) Between 1954 and 1961, which year had the highest annual emigration from Northern Ireland?

(g) Why was emigration from the Republic of Ireland so high during the 1950s?

(h) Give an account of the major changes that have taken place in rural life in Ireland
between 1945 and 2000.

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Ques on 10

The document below is an extract from a speech given by then Taoiseach Jack Lynch commenti
ng on rioti ng in Derry in October 1968. The poster is adverti sing a Northern Ireland Civil Rights
Associati on march in Derry in October 1968.

In October 1968, the Taoiseach, Jack Lynch,

spoke in response to unrest and violence in Derry
several days before when a NICRA rally was
violently broken up by the RUC on 5th October
1968.

“In commenti ng briefly at Kilkenny… I

expressed the hope that the root causes of such
demonstrati ons would soon be eliminated so
that people of different religious and poli cal
persuasions and convicti ons would be able to
live together in peace and harmony, free to
exercise and enjoy their lawful democrati c
rights.

The people of Ireland know what these

root causes are. I know them. The Northern
Ireland prime minister knows them and the Bri
sh prime minister knows them also. Par on is
the first and foremost root cause. And Par on
arose out of Bri sh policy. The methods
necessary to maintain
Par on against the wishes of the vast majority of the Irish people and local majoriti es in areas
like Derry – that is, gerrymandering, discriminati on in jobs and housing, suppression of free
speech and the right of peaceful process – could not be conti nued without the poli t i cal and
the huge financial support received from Britain.

I trust that the efforts of all men of good will, North and South, will be directed towards
the crea on of healthy and wholesome community rela ons in the Six Coun es – not only to
eliminate discrimina on and bigotry and to establish the full and free exercise of democra c
rights, but to eliminate the dissension among Irishmen in the North – that is, the Par on of our
country against the wishes of the overwhelming majority of the Irish people.”
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(a) What date and me was the Civil Rights March due to take place according to the poster?

(b) What group had organised the march?

(c) Where was the march due to end and what was to happen when it got there?

(d) How can you tell from the photograph with the document that the RIC had broken up the
march in a violent fashion?

(e) What rights did Jack Lynch hope all people could exercise in future in a peaceful manner?

(f) What are the root causes of the problems according to the document?

(g) What are the wishes of the overwhelming majority of the Irish people?

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(h) Explain the following terms: (i) sectarianism, and (ii) gerrymandering.

Sectarianism:

Gerrymandering:

(i) Briefly explain why a civil rights movement began in Northern Ireland in the 1960s.

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Op t i onal wri t i ng space: label all work clearly with the questi on number and part.

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Blank Page
Acknowledgements

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Pre-Junior Cycle Final Examination – Common Level

History
Time: 2 hours