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PastmasterEverything youneed to know forthe Leaving Certhistory examPages 12-18

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No7:Other subjectsHowIGotMyA1Tips fromstudents

History,geographyand homeeconomicsfor theLeaving Cert

Thursday,February 12th, 2014

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THEIRISHTIMES irishtimes.com

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The purpose of this guide is to helpyou achieve your full potential in theLeaving Cert geography exam inJune. It will concentrate on four of

the main themes in the physical section,four in the regional section and one fromeachofthe electives, iethe economicandhu-man electives. The examiner is looking for15 SRPs for two marks each. An SRP is apointofgeographical information. Thesam-ple answers in this guide concentrate onSRPs. If you follow these guidelines youshould do very well in your exam.

ShortQuestionsHowtoanswertheShortQuestions:■ Twelve short questions will be asked.You have to answer 10 of them. Attemptall 12 and the examiner will mark your best10.■ Answers for Part 1 never require morethan one sentence and most of them involveone- or two-word answers.■ Most questions ask you to identify feat-ures/landforms and/or interpret graphs,charts, maps and photos.■ The only way to practise short questionsis to do as many from past exam papers asyou can.■ The purpose of the short questions is totest your understanding and interpretationof various topics and associated skills.

TypesofshortquestionsinPart11) Components of a feature/landform2) Types of regions3) Graph skills4) Map skills5) Photograph skills6) Satellite images7) Weather and climate maps8) Rock samples9) Matching terms in columns A & B

You have to answer 10short questions and fourother questions in total asfollows:

1) Short Questions (10)2) Physical Environmentquestion3) Regional Geographyquestion4) Elective question5) Option question

Part 1Short Questions

Part 2Section 1 (Core Unit)■ Patterns and processesin the physicalenvironment■ Regional geography

Section 2 (Electives)■ Patterns and processesin economic activitiesOR■ Patterns and processesin the human environment

Section 3 (Options)■ GlobalinterdependenceOR■ GeoecologyOR■ Culture and identityOR■ The atmosphere –ocean environment

ToachieveanA1inGeography,designyourstudyaroundtheexamformatandyoucan’tgowrong.Inmyexperience,pastpapersshouldbeyourbestfriendwhenitcomestotheshortquestions.Downloadingmultiplecopiesallowsyoutocompletethemagainandagainwithoutthepossibilityoftrickingyourself intothinkingyouknowthemifyouhaveabookofpastpapers.Shortquestionsareworth80

marks,equaltotheOptionssectionoftheexam,makingthemanimportantaspectifyouwantahighgrade.Inmyexperience,makingan

“SRPbook”isagoodapproach.ThisisanA4padwitheverySRPtopicthatyouwishtocoverinside.Remember, it isessentialtokeepeverythinginitscorrectsection,otherwisetheinformationwillbecomemuddledanditwillbeineffective.Whatmadethismethod

effectiveformeisthatallyourrelevantinformationisinoneeasy-to-reachplace,makingyourstudytimemoreeffectiveandproductive.Italsomeansyouarelearning

theSRPtopicsinyourownwordsratherthan,forexample,ateacher’s.Thismakesitmoreaccessibletoyouastheyareyournotes,whichwillmakeiteasiertolearnoverthecourseoftheyear.PractisewritingeachSRP

questionfirstonablankpieceofpaper–thatwayyourfinaldraft iscompletelyyourown,andwithoutrealisingityou’vecondensedtheinformationinyourownhead,meaningyou’vebeenlearningas

yougettothatfinaldraft intheSRPbook.YoucanapplytheSRPbook

techniquetoalloftheessaysectionsoftheexam.EssentiallythisA4padallowsyoutohaveeverySRPtopicyouwanttocoverfromSection1rightthroughtoyourOptionessaytitlesinSection3.Asyougetclosertotheexamhaving“triggerwords”foreachSRPallowsyoutobeabletorecallanSRPwithouthavingtolearnawholesentence.Alwayskeeptiminginmind.

Thegeographyexamrequiresgoodexamtimingsoalwaysbeawareofhowlongyouspendoneachquestion.

Question 3, 2014: Patterns and Processes in the Physical Environment

ExamTimesOnline

FormorefromtheInstituteofEducationandTheIrishTimesvisitirishtimes.com/examtimes

LeavingCert2014Sampleshortquestionandanswer

Welcome to the seventhissue of our Exam Timesseries for 2014/2015, acollaboration betweenThe Irish Times and theInstitute of Education.Written by seniorteachers at the Institute,this week’s guide coversthree popular LeavingCert subjects: geography,history, and homeeconomics.

These three diverseand interesting subjectsprovide students with aninsight into the world inwhich we live. Theyexplore common issuesfaced by all society andprovide students with arange of knowledge, skillsand understanding thatcan be used in manycontexts, including in thehome, the workplace and

in further education.Enjoy next week’s

mid-term break and usethe time productively.Exam Times will returnon February 26th withthe first of two issues onthe Junior Cert, coveringEnglish, Business,French and Irish first,followed by maths,science, geography andhistory on March 5th.

PeterKearnsDirector,theInstituteof

Education

GeographyPart1:shortquestions(higher)

EssentiallythisA4padallows

youtohaveeverySRPtopicyouwanttocoverfromSection1rightthroughtoyourOptionessaytitlesinSection3

HowIGotMyA1

Don’t getcaught short

ExamTimes

■Keith Longworth, GeographyQuestion 9, 2014: Map Skills

ThursdayFebruary26thJuniorCert,Part1

■Grace Daly andLiamCowley at theInstitute ofEducation,Leeson Street.PHOTOGRAPH:ALANBETSON

JamesCampbellJamesgraduatedfromUCDwithadegreeingeographyandeconom-icsandahigherdiplomaineducation.Hehasmorethan25years’teachingexperienceatJuniorCertandLeavingCertlevel.HeisheadofthegeographydepartmentinBlackrockCollege,Dublin.JamesalsoteachesgeographyandeconomicsattheInstituteofEducation.Jamesisco-authorofLeavingCertificateGeographySRPs,GetthePointsGeographyandReviseWiseGeographyfortheJuniorCertificate.Heispassionateabouthissubjectsandinstilsagreatloveofgeographyandeconomicsinhisstudents.

SandraClearySandragraduatedwithaBEd(Hon)inhomeeconomicsfromStCatherine’sCollegeofEducationforHomeEconomics.ShehasbeenteachingattheInstitutesince1991.SandraalsospenttwoyearsteachingattheDublinCollegeofCateringandwasassistanttoMairínUíChomáinontheRTÉcookeryseriesCuisineleMairín.Shehascontributedarticlesintheprintmediasince1993.SandraistheauthoroftherecentlypublishedLeavingCertificaterevisionbookRapidRevisionHomeEconomics,partoftheRapidRevisionseriesbyFolens.

SusanCashellSusanhasbeenseniorhistoryteacherattheInstituteofEducationfor10yearsandanexaminerfor30years.Keytoherclassroomtechniqueisacombinationofvisualmaterialandweeklytests.ThehighstandardattainedinSusan’sclassroomisevidencedbythenumberofherstudentswhohaveachievedfullmarksintheLeavingCerthistoryexam.Susangiveslecturesonthehistorycoursetostudentsandteachersnationally, includingtheannualreviewoftheLeavingCerthigherlevelpapertotheHistoryTeachers’Associationand“HowtoImproveYourGrade”tothesixthformconferenceatTCD.

Exam TimesTHEIRISHTIMES inassociationwithTHEINSTITUTEOFEDUCATION

Welcome

‘‘

Althoughyouhavetoansweronly10shortquestions,attemptall 12

JamesCampbell

Exam Times is published byThe Irish Times

in association with the Instituteof Education

Editor:Deirdre FalveyProduction:Emma Somers

[email protected]

THE IRISH TIMES24-28 Tara Streetirishtimes.comTel: 01-6758000

Advertising:Tel: 01-6758585

On the cover: Tungurahuavolcano in Ecuador

(Photograph: Thinkstock)

What’sInside

Issue 6: Leaving CertGeography, Historyand Home Economics


LeavingCertGeographyAtaglance

Abouttheauthors


Geography2Short questions4 Introduction toPart 25Physical geography7Regional geography10Electives: economicactivities

History12Research study report14Documents-basedquestion

16Essays18Lessons learned fromlast year’s paper

Homeeconomics19Short questions20SectionB–pie chartsand tables

22SectionBandexamtips


The purpose of this guide is to helpyou achieve your full potential in theLeaving Cert geography exam inJune. It will concentrate on four of

the main themes in the physical section,four in the regional section and one fromeachofthe electives, iethe economicandhu-man electives. The examiner is looking for15 SRPs for two marks each. An SRP is apointofgeographical information. Thesam-ple answers in this guide concentrate onSRPs. If you follow these guidelines youshould do very well in your exam.

ShortQuestionsHowtoanswertheShortQuestions:■ Twelve short questions will be asked.You have to answer 10 of them. Attemptall 12 and the examiner will mark your best10.■ Answers for Part 1 never require morethan one sentence and most of them involveone- or two-word answers.■ Most questions ask you to identify feat-ures/landforms and/or interpret graphs,charts, maps and photos.■ The only way to practise short questionsis to do as many from past exam papers asyou can.■ The purpose of the short questions is totest your understanding and interpretationof various topics and associated skills.

TypesofshortquestionsinPart11) Components of a feature/landform2) Types of regions3) Graph skills4) Map skills5) Photograph skills6) Satellite images7) Weather and climate maps8) Rock samples9) Matching terms in columns A & B

You have to answer 10short questions and fourother questions in total asfollows:

1) Short Questions (10)2) Physical Environmentquestion3) Regional Geographyquestion4) Elective question5) Option question

Part 1Short Questions

Part 2Section 1 (Core Unit)■ Patterns and processesin the physicalenvironment■ Regional geography

Section 2 (Electives)■ Patterns and processesin economic activitiesOR■ Patterns and processesin the human environment

Section 3 (Options)■ GlobalinterdependenceOR■ GeoecologyOR■ Culture and identityOR■ The atmosphere –ocean environment

ToachieveanA1inGeography,designyourstudyaroundtheexamformatandyoucan’tgowrong.Inmyexperience,pastpapersshouldbeyourbestfriendwhenitcomestotheshortquestions.Downloadingmultiplecopiesallowsyoutocompletethemagainandagainwithoutthepossibilityoftrickingyourself intothinkingyouknowthemifyouhaveabookofpastpapers.Shortquestionsareworth80

marks,equaltotheOptionssectionoftheexam,makingthemanimportantaspectifyouwantahighgrade.Inmyexperience,makingan

“SRPbook”isagoodapproach.ThisisanA4padwitheverySRPtopicthatyouwishtocoverinside.Remember, it isessentialtokeepeverythinginitscorrectsection,otherwisetheinformationwillbecomemuddledanditwillbeineffective.Whatmadethismethod

effectiveformeisthatallyourrelevantinformationisinoneeasy-to-reachplace,makingyourstudytimemoreeffectiveandproductive.Italsomeansyouarelearning

theSRPtopicsinyourownwordsratherthan,forexample,ateacher’s.Thismakesitmoreaccessibletoyouastheyareyournotes,whichwillmakeiteasiertolearnoverthecourseoftheyear.PractisewritingeachSRP

questionfirstonablankpieceofpaper–thatwayyourfinaldraft iscompletelyyourown,andwithoutrealisingityou’vecondensedtheinformationinyourownhead,meaningyou’vebeenlearningas

yougettothatfinaldraft intheSRPbook.YoucanapplytheSRPbook

techniquetoalloftheessaysectionsoftheexam.EssentiallythisA4padallowsyoutohaveeverySRPtopicyouwanttocoverfromSection1rightthroughtoyourOptionessaytitlesinSection3.Asyougetclosertotheexamhaving“triggerwords”foreachSRPallowsyoutobeabletorecallanSRPwithouthavingtolearnawholesentence.Alwayskeeptiminginmind.

Thegeographyexamrequiresgoodexamtimingsoalwaysbeawareofhowlongyouspendoneachquestion.

Question 3, 2014: Patterns and Processes in the Physical Environment

ExamTimesOnline

FormorefromtheInstituteofEducationandTheIrishTimesvisitirishtimes.com/examtimes


Welcome to the seventhissue of our Exam Timesseries for 2014/2015, acollaboration betweenThe Irish Times and theInstitute of Education.Written by seniorteachers at the Institute,this week’s guide coversthree popular LeavingCert subjects: geography,history, and homeeconomics.

These three diverseand interesting subjectsprovide students with aninsight into the world inwhich we live. Theyexplore common issuesfaced by all society andprovide students with arange of knowledge, skillsand understanding thatcan be used in manycontexts, including in thehome, the workplace and

in further education.Enjoy next week’s

mid-term break and usethe time productively.Exam Times will returnon February 26th withthe first of two issues onthe Junior Cert, coveringEnglish, Business,French and Irish first,followed by maths,science, geography andhistory on March 5th.

PeterKearnsDirector,theInstituteof

Education

GeographyPart1:shortquestions(higher)

EssentiallythisA4padallows

youtohaveeverySRPtopicyouwanttocoverfromSection1rightthroughtoyourOptionessaytitlesinSection3

HowIGotMyA1

Don’t getcaught short

ExamTimes

■Keith Longworth, GeographyQuestion 9, 2014: Map Skills

ThursdayFebruary26thJuniorCert,Part1

■Grace Daly andLiamCowley at theInstitute ofEducation,Leeson Street.PHOTOGRAPH:ALANBETSON

JamesCampbellJamesgraduatedfromUCDwithadegreeingeographyandeconom-icsandahigherdiplomaineducation.Hehasmorethan25years’teachingexperienceatJuniorCertandLeavingCertlevel.HeisheadofthegeographydepartmentinBlackrockCollege,Dublin.JamesalsoteachesgeographyandeconomicsattheInstituteofEducation.Jamesisco-authorofLeavingCertificateGeographySRPs,GetthePointsGeographyandReviseWiseGeographyfortheJuniorCertificate.Heispassionateabouthissubjectsandinstilsagreatloveofgeographyandeconomicsinhisstudents.

SandraClearySandragraduatedwithaBEd(Hon)inhomeeconomicsfromStCatherine’sCollegeofEducationforHomeEconomics.ShehasbeenteachingattheInstitutesince1991.SandraalsospenttwoyearsteachingattheDublinCollegeofCateringandwasassistanttoMairínUíChomáinontheRTÉcookeryseriesCuisineleMairín.Shehascontributedarticlesintheprintmediasince1993.SandraistheauthoroftherecentlypublishedLeavingCertificaterevisionbookRapidRevisionHomeEconomics,partoftheRapidRevisionseriesbyFolens.

SusanCashellSusanhasbeenseniorhistoryteacherattheInstituteofEducationfor10yearsandanexaminerfor30years.Keytoherclassroomtechniqueisacombinationofvisualmaterialandweeklytests.ThehighstandardattainedinSusan’sclassroomisevidencedbythenumberofherstudentswhohaveachievedfullmarksintheLeavingCerthistoryexam.Susangiveslecturesonthehistorycoursetostudentsandteachersnationally, includingtheannualreviewoftheLeavingCerthigherlevelpapertotheHistoryTeachers’Associationand“HowtoImproveYourGrade”tothesixthformconferenceatTCD.


Welcome

‘‘

Althoughyouhavetoansweronly10shortquestions,attemptall 12

JamesCampbell

Exam Times is published byThe Irish Times

in association with the Instituteof Education

Editor:Deirdre FalveyProduction:Emma Somers

[email protected]

THE IRISH TIMES24-28 Tara Streetirishtimes.comTel: 01-6758000

Advertising:Tel: 01-6758585

On the cover: Tungurahuavolcano in Ecuador

(Photograph: Thinkstock)

What’sInside

Issue 6: Leaving CertGeography, Historyand Home Economics


LeavingCertGeographyAtaglance

Abouttheauthors


Geography2Short questions4 Introduction toPart 25Physical geography7Regional geography10Electives: economicactivities

History12Research study report14Documents-basedquestion

16Essays18Lessons learned fromlast year’s paper

Homeeconomics19Short questions20SectionB–pie chartsand tables

22SectionBandexamtips

[ I T P R O D 1 1 : P R I N T - T A B L O I D _ S U P P - P A G E S < S R E X A M S O C _ 0 4 0 5 0 6 0 7 > [ S R _ T A B L O I D ] . . . 1 2 / 0 2 / 1 5 ] A u t h o r : E S O M E R S D a t e : 2 7 / 0 1 / 1 5 T i m e : 1 4 : 2 7

Patternsandprocessesinthephysical environment■ Part2,Question1A,2014

A.OrdnanceSurveyMapExaminethe1:50000OrdnanceSurveymapandlegend(above)*thataccompanythispaper.Drawasketchmapoftheareashowntohalfscale.Onit,correctlyshowandlabeleachofthefollowing:■ ThecompletecourseoftheColliganRiver■ LocateagorgeontheColliganRiverandmarkitwithanXonthesketchmap

■ TheCunnigarsandspit■ Anareaoflandabove300metres.

(20m)

Answer(notdrawntoscale)

PatternsandProcessesinEconomicActivities■ Part2,Question8A,2014

A. AerialPhotographExaminetheaerialphotographaccompanyingthispaper(above).Drawasketchmapoftheaerialphotograph,halfthelengthandhalfthebreadth.Onit,correctlyshowandlabeleachofthefollowing:■ Arecreationalarea■ Alargecommercial/industrialbuilding■ Abridge■ Anareaofwastegroundsuitablefordevelopment.

(20m)

MarkingSchemeSketchoutline:4marks;Fourfeaturesat4markseach:shown3marks(graded3/1/0);named1mark)


Exam Times

HowtoanswerThe questions in Sections 1 and 2 of Part 2of the geography paper are long questions,each with three parts:

A) = 20 marks. It comprises a skilledbased exercise.

B) = 30 marks. It requires 15 SRPs for2 marks each.

C) = 30 marks. It requires 15 SRPs for2 marks each.

The examiner will expect you to answerparts B and C in the form of SRPs. An SRP isa significant relevant point. It is a point ofgeographical information. It is one or twodetailed sentences containing factual infor-mation relevant to the question. An SRP isworth two marks so you will need at least 15SRPs for a 30-mark question.

AnSRP isasignificantrelevantpoint,andyouwillbeexpectedtoanswerpartsof theexaminthis form

JamesCampbell

LeavingCert2014Sample(A)questionsfromPart2

THEIRISHTIMES inassociationwithTHEINSTITUTEOFEDUCATION


■ You have to answer one question from achoice of three.■ On the exam paper the physical geogra-phy questions will be marked as Part 2, Sec-tion 1, questions 1, 2 and 3

StudyofvolcanoesSamplequestion1Explain how the study of plate tectonics hashelped us to understand the global distribu-tion of volcanoes (30 marks).

Markingscheme■ Global examples: 2 marks + 2 marks■ Plate tectonics examined: 13 x SRPs

■ The study of plate tectonics allows us tounderstand the global distribution of volca-noes. Most, but not all, occur in the PacificRing of Fire, where plates converge and di-verge. Some also occur at hot spots.■ Divergent Plate Boundaries (diagram be-low left): at divergentboundaries platessep-arate.This is the theory of Sea Floor Spread-ing proposed by Harry H Hess in 1960.■ When two plates separate, cracks formon the ocean floor forming an ocean ridge.Hot mantle rock from the asthenosphererises upwards to fill the gaps of the extend-ed lithosphere. As it rises it will melt, form-ing magma. As the magma flows out itcools and hardens over time forming a newocean floor, adding to the plates on eitherside. This production of magma is termed“spreading centre volcanism”.■ Along the Mid Atlantic Ridge volcanic is-lands have formed, eg Iceland. Iceland, sit-ting on the Mid Atlantic Ridge, is splittingalong the spreading centre between theNorth American and Eurasian plates asNorth America moves westwards relativeto Eurasia.■ Eruptions at divergent plate bounda-ries are less explosive than those at conver-gent plate boundaries due to smalleramounts of dissolved gas.■ Convergent Plate Boundaries (diagrambelow right): when two plates collide theheavier denser older plate sinks beneath

the other. This process is called subduc-tion. The world’s most dangerous volca-noes occur at convergent plate boundaries.The Pacific Ring of Fire is a zone of subduc-tion volcanism.■ The collision destroys the crust forminglong deep narrow oceanic trenches. As theheavier plate is subducted it heats up andmelts, forcing the subducting plate to re-lease trapped water and gases which maketheir way upwards causing chemical reac-tions, melting the mantle above the sub-ducting plate.■ This hot melted rock, magma, moves up-wards onto the ocean surface in the form ofa volcanic eruption, forming offshore is-lands or island arcs, eg Japan and the Mari-anas Islands in the South Pacific Ocean.This type of magma production is termedsubduction zone volcanism.■ Mount St Helen’s, Washington, is one ofseveral hundred volcanoes that line theedge of the Pacific plate. It is situated in theRockie Mountains, which were formedwhere the Pacific plate (oceanic plate) sub-ducts beneath the North American plate(continental plate). As the Pacific plate ispulled downwards into the mantle, it heatsup forming magma, which rises to the sur-face forming violent volcanoes such asMount St Helen’s.

Having been dormant for 120 years iterupted violently on May 18th, 1980. Theeruption was bigger than expected. Theblast was a lateral blast. The vertical col-umn of ash and pyroclastic material emit-ted from the volcano reached 15 miles intothe atmosphere. The blast occurred on aSunday so the death toll was low; 57 peoplewere killed. Had Mount St Helen’s eruptedon a weekday hundreds of loggers whowork in the surrounding area would havebeen killed. The 1980 eruption was accom-panied by an earthquake which measuredfive on the Richter Scale.■ Hot spots (see diagram right): not all vol-canoes occur at plate boundaries. Some oc-cur at hot spots. Most hot spots are found inthe middle of a plate. There are about 120hot spots. They were discovered by JohnTuro Wilson in 1963.

Hot spots are warm areas deep withinthe Earth’s mantle. Plumes of hot magmarise from the mantle to the surface formingvolcanoes. The magma melts the rock andpushes through it. The hot spot lies at afixed position under the tectonic plate. Asthe plate moves over the hot spot, the ris-ing lava forms a series of volcanoes that mi-grate with the plate.■ The most famous hot spot is under thePacific plate, which formed the HawaiianIsland chain and which extends for about2,400kms. The chain comprises the tops of

volcanoes that formed above a hot spot inthe earth’s interior. The islands, formed inthe Pacific Ocean, are more than 3,200kmfrom a plate boundary.■ The Pacific Plate is moving in a north-west direction over the hot spot. MaunaLoa, an active shield volcano (4,170m) is onthe island of Hawaii.■ As the volcanoes grew they moved awayfrom the hot spot at the rate of 3.5 inches ayear. Therefore, the older volcanoes are fur-ther away from the hot spot while the newer

ones are directly over the hot spot. About150 miles to the northwest is the island ofOahu, which burst out of the sea more than3.6millionyearsago. Midway,oneoftheold-est islands in the chain, formed between 15million and 35 million years ago.■ As one island volcano becomes extinct,another develops over the hot spot, repeat-ing the cycle. The fixed spot is currently un-der the southeastern part of the big islandof Hawaii. Kilauea, the world’s largest ac-tive volcano, is still erupting because the is-land has yet to move off the hot spot. Thenext island to form in the chain is namedLo’ihi, which is currently 975m below sealevel and will emerge above sea level in thenext 10,000 to 100,000 years.■ Hot spots also lie under Yellowstone Na-tional Park, Wyoming, which formed dueto a hot spot under the North Americanplate which has been active for more than13 million years. It is the only hot spot thatsits inside a continent.

Samplequestion2Examine with reference to examples fromIreland, the formation of sedimentaryrocks (30 marks).

MarkingScheme■ Name two sedimentary rocks: 2 marks +2 marks■ Name two associated Irish locations:2 marks + 2 marks■ Examination: 11 x SRPs

■ Sedimentary rocks are formed due tothe processes of weathering and erosion.When rocks are subjected to weatheringand erosion the rock is broken down, trans-ported by wind, water and ice, and deposit-ed as sediments in strata on the beds oflakes and seas. The strata are separated bybedding planes. Overtime, the layers arecompressed into sedimentary rocksthrough the process of lithification.

■ There are 3 types of sedimentary rocks:1. Organic2. Inorganic (mechanically formed)3. Chemically formed (evaporates)

■ Organic sedimentary rocks are rocksformed due to the compaction of dead or-ganic material.■ Limestone is an organically formed sedi-mentary rock comprising calcium carbon-ate. It formed 350 million years ago whenIreland was near the equator and surround-ed by corals.

Limestone formed from the remains ofcompressed sea creatures laid down in lay-ers. Consequently, it may contain fossils.The weight of the overhead layers com-pressed the bottom layers into rock. Overtime,the sedimentsformedintocalciumcar-bonate.

Limestone also contains vertical crackscalled joints down through which water per-colates to enable the chemical weatheringprocess.■ Limestone is pervious and soluble in wa-ter containing carbon dioxide. It is weath-ered by the process of carbonation, the ac-tion of rainwater containing carbon dioxidewhich resultsfrom the burning of fossil fuel.■ It is the most common rock type in Ire-land, found in the Burren, Co Clare and theAran Islands. It is also found with sandstonein the Munster ridge and valley landscape.Limestone forms the synclines, or the val-leys, through which the rivers Bandon, Leeand Blackwater flow. It is white/ grey in col-our due to impurities in the rock.■ There are three main types of limestone– carboniferous, chalk and dolomite. Car-boniferouslimestone comprises 50 per centcalcium carbonate and is well jointed. It ishard and grey in colour and is found in theBurren, Co Clare.

Chalk is a soft white limestone whichonce covered most of Ireland. It has longbeen eroded but is still found in the Giant’sCauseway underneath the layer of basalt.

Dolomite is a limestone where, due to achemical change, some of the calcium hasbeen replaced by magnesium. It is white,grey or pink in colour and is found in southIreland.■ Limestone is used as a building material,

eg St Patrick’s Cathedral, Dublin. It is alsoused to make cement and a fertiliser whenconverted into lime.■ Inorganic sedimentary rocks are formedfrom pre-existing rocks which have beensubjected to weathering and erosion.■ Sandstone is an inorganic sedimentaryrockformed 400million yearsagowhenIre-land was 30 degrees south off the equatorand had a desert climate. It is Ireland’s sec-ond most common rock type.

It comprises grains of sand eroded fromolder rocks and deposited on river and seabeds.It may also containthe mineral quartz.

The top layers of sand compress the low-er layers so it is well solidified and the differ-ent strata are separated by bedding planes.

The transformation from sand to sand-stone is called lithification. Lithification isthe process whereby newly deposited sedi-ments are converted into solid rock by com-paction and cementation.■ Sandstone can be red or brown in colourand is used as a paving stone. It is found inthe Magillicuddy Reeks and the Comeraghmountains, which are part of the Munsterridge and valley landscape. The sandstoneforms ridges or anticlines.■ Sandstone is used in countertops, tiles,concrete, play sand, glass filing, polishingmetal, sandblasting and in buildings.

Samplequestion3With reference to the Irish landscape, exam-ine the processes which have influenced thedevelopment of any landform in a karst re-gion (30marks).

MarkingScheme■ Landform identified: 2 marks■ Named processes: 2 marks■ Irish example: 2 marks■ Discussion: 12 x SRPs

■ I will discuss the formation of a lime-stone pavement. Limestone pavements aresurface features comprising clints, grikes,karrens, runnels and flutings and are foundin the Burren, Co Clare.■ Limestone pavements are a legacy of thelast ice age that ended 15,000 years ago inIreland. The kilometre-thick ice eroded thetoplayersofmaterialrevealingamassive un-eroded rock surface when the ice disap-peared. This last glacial period was calledthe Pleistocene.■ Limestone is a hard sedimentary rockcomprising calcium carbonate, formed bythe deposition of plant and animal remainson the sea floor and is called a calcareousrock. It is laid down in layers separated bybedding planes. It is pervious, meaning thatwater can pass along the bedding planesand down the joints but not through therock itself.■ Limestone pavements are formed by theprocess of carbonation.

Carbonation is the process by which rain-water falling through the atmosphere ab-sorbs CO2 forming carbonic acid (H2CO3)which reacts with calcium carbonate to pro-duce a soluble calcium bicarbonate which iscarried away in solution. The chemical for-mula for carbonation is:

H2O + CO2 H2CO3

CaCO3 + H2CO3 = Ca(HCO3)2

■ Rainwater falling on limestone travelsunderground via joints and cracks in thelimestone. The joints are widened anddeepened to form grikes by the process ofcarbonation. They are vertical fissures inthe rock.

Grikes may be 30cm wide and up to 2mdeep. Soil deposits in the grikes provide ahome for plant life – hazel, ash, shrubs andexoctic plants.

Plant life in the grikes increases theweathering rates by producing organicacids which make the percolating watermore acidic. Humification also takes placewhereby plants which had grown in the soil

in grikes, died and rotted releasing CO2.During winter the joints are widened by

freeze-thaw action. Rainwater lodges in thegrike by day and at night freezes. On freez-ing, water expands its volume, causing thegrike to widen even more.

The more resistant slabs surrounding thegrikes are not affected. These are Clints.Each clint is up to a few square metres in ex-tent.■ Carbonation also takes place on the sur-face of the clint forming karren, pot marksontheclintsurfaces. Theyaresmall-scaleso-lutional features formed by water and acidsdissolving the limestone.■ Runnels are deep gutter-like channelsformed when acidic rain water drains fromthe surface of a clint dissolving the lime-stone further. They form on the clint andalong the vertical sides of the grike. Thegrike will eventually widen underminingthe clint itself. They are usually 5-15cmwide. As runnels and karren grow in sizeover time, the clint may become more dis-sected.■ Fluted rock outcrops form due to thechemical action of rainwater on clint surfac-es. When the rainwater flows over anddown the clint it erodes the surface result-ing in a grooved or fluted appearance.■ The clintandgrikewill, intime,beweath-ered down to reveal a new layer of limestoneand the process of carbonation will recom-mence.■ Limestone pavements can also be seenin the Yorkshire Dales, England, and theCausses in France.

■ Diagram of limestone pavement

LandformdevelopmentSamplequestion4Explain with the aid of a labelled diagram(s)the formation of one landform of erosionthat you have studied. (30)Markingscheme■ Named landform: 2 marks■ Labelled diagram: 4 marks (graded4/2/0)■ Explanation 12 X SRPs

■ Rivers are an important erosive agentshaping the Irish landscape. One featurefound along a river’s youthful stage is aV-shaped valley with interlocking spurs.■ A V-shaped valley is a narrow valley withsteep sides that resemble the letter V incross section. In the youthful stage the riveris concerned with vertical erosion. Conse-quently, the valley floor is narrow and thevalley sides are very steep.■ The major processes involved in the for-mation of a V-shaped valley are vertical ero-sion, hydraulic action, attrition, abrasionand weathering.■ In the upper course, youthful rivers con-tain little water and a small load becausethey are only starting their life cycle. Theirpower isused to overcome the friction of thebanks.■ As the river comes down the mountain itloosens material by hydraulic action. Hy-draulic action is the process whereby theweight and speed of the river opens cracksand loosens rocks from the sides and bed ofthe valley.

The loosened rocks are further eroded byattrition – friction within the load itself andfriction between the load and the river bed.■ Some of this loose material is used toerode the bed and sides by abrasion. Abra-sion is the wearing away of the bed and sidesby the scouring action of the load. Abrasiondeepens the river bed causing the valleysides to steepen.■ The eroded material is transporteddownstream. The lighter particles such assilt and clay are moved by suspension. The

sands, gravel and stones are transported bysaltation and traction.■ The sides of the V-shaped valley will alsoexperience weathering in the form of me-chanical, chemical and biological weather-ing further steepening the valley sides. Un-der the influence of gravity the weatheredmaterial moves down the valley sides add-ing to the V-shape profile. The weatheredmaterial will then be transported by the riv-er, increasing its ability to erode futher intothe bedrock by hydraulic action and abra-sion adding to its V shape.■ The River Liffey, near its source atKippure Mountain, Co Wicklow, flowsthrough a V-shaped valley.■ Youthful rivers lack the power to gothrough more resistant rocks in a V-shapedvalley and instead swing around them,changing the river’s course from straight towinding.Thereis littleenergyfor lateralero-sion. By doing so the river preserves energyby taking the most efficient route.■ Erosion, in the form of hydraulic actionand attrition, is powerful on the concavebanks of the bends causing spurs (outcropsof hard rocks), which alternate on each sideof the river to interlock (like jigsaw pieces)forming interlocking spurs.■ Interlocking spurs are found on the Riv-er Shannon, near its source in Co Cavan.

■ You have to answer one questionfrom a choice of three.■ On the exam paper the regional ge-ography questions will be marked asPart 2, Section 1, questions 4, 5 and 6.

DrawingregionalsketchmapsThis is a very popular question in Sec-tion 1, Unit 2. It is an easy way to secure20 marks. Students are advised to prac-tise drawing these regional maps (seeexamples right).

PhysicalProcessesSamplequestion1Discuss the physical activities in a pe-ripheral (non-Irish) European regionyou have studied. (30m)

Markingscheme■ Region named: 2 marks■ Discussion: 14 X SRPs

In my answer I am going to discussphysical activities in the Mezzogiorno,a nonIrish European peripheral re-gion, under the headings relief, drain-age, soils and climate.

RELIEF■ The relief of the region is ruggedmountainous terrain comprising theApennines mountains, which stretch1,050km down through peninsular Ita-ly. The region is 85 per cent mountain-

ous with 45 per cent too steep for anyeconomic activity to develop.■ The Apennines are high mountains.They were formed during the Alpinemountain-building period 65 millionyears ago when the African plate collid-ed with and subducted beneath the Eur-asian plate. The highest peak is GranSasso d’Italia, at 2,914m.■ The coastal lowlands comprise 15per cent of the land area of the regionand are discontinuous, as the Apen-nines run directly to the sea in some are-as, inhibiting the development of com-munications and transportation. Thelargest coastal lowlands are Campaniaand Apulia.

■ The region is also prone to tectonicactivity such as earthquakes. The L’Aq-uila earthquake in the province of Abru-zzo in 2009 measured 5.8 on the Rich-ter scale and killed 308 people. It is alsoa very active volcanic region with threeactive volcanoes – Mt Etna, Mt Vesuvi-us, and Stromboli on the Lipari Islands.

DRAINAGE■ Most rivers are small fast-flowingstreams flowing in a radial pattern offthe Apennines, eg the Volturno. Manyrivers experience flooding during win-ter but dry

■Mapshighlighting theParis Basin (right)and the Border,Midlands,West ofIreland (above)

■Mount St Helen’sinWashington(top), is one ofseveral hundredvolcanoes that linethe edge of thePacific plate;hot spots (above)arewarm areasdeepwithin theEarth’smantle.PHOTOGRAPH: REUTERS

TheRiverLiffey,nearits sourceatKippureMountain,CoWicklow,flowsthroughaV-shapedvalley.

‘‘

JamesCampbell

■Continued on page 8

Get physicalPhysicalgeography isexamined inthefirst threequestionsofPart2of theexamandSRPsarerequired


GeographyPart2, Section 1,Unit 1 – physical geography (continued)

■Kippure,Co Wicklow:youthful rivers lackthe power to gothroughmoreresistant rocks in aV-shaped valleyand instead swingaround them,changing theriver’s course fromstraight to winding.

Thekilometre-thick iceeroded the top layersofmaterial revealingamassiveunerodedrocksurfacewhen the icedisappeared‘‘

Geography Introduction toPart 2

Keep it relevantGeographyPart2, Section 1,Unit 1 – physical geography

JamesCampbell



GeographyPart2, Section 1,Unit 2: regional geography

Regional varietyRegionalgeographyisexaminedinthelastthreequestionsofPart2andSRPsarerequired





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up during the summer droughts due to theMediterranean climate.■ In limestone areas rainwater drains un-derground due to its pervious nature creat-ing subterranean streams and caves.■ Many of the coastal lowlands comprisepoorly drained mudflats and marshes butmany have now been drained and irrigat-ed, eg Metapontio in the Gulf of Taranto.

SOILS■ Soils in the Apennines are thin, infertileand heavily denuded due to weatheringand erosion. There is also massive soil ero-sion due to deforestation.■ Terra Rossa soils derived from weath-ered limestone, red in colour, are found inthe south of the region. They are subject tosoil erosion but can be used for viticultureand olives if irrigated and fertilised.■ The only fertile soils are the alluvialsoils found on river floodplains, eg the Vol-turno River, and the volcanic soils of Cam-pania around Mt Vesuvius derived fromweathered lava, which therefore have ahigh mineral content.

CLIMATE■ This region has a Mediterranean typeclimate with hot dry summers and mildmoist winters. The seasonal changes in cli-mate are due to the movement of the over-head sun. In June, the sun is directly abovethe Tropic of Cancer resulting in high pres-sure over the Mezzogiorno. High pressurecauses air to descend from high in the at-mosphere. Consequently, the air is drywith little or no rainfall.■ Summer rain is convectional (see imagebelow) in brief bursts of torrential down-pours and thunderstorms due to rapid heat-ing from thesun. Summer temperatures av-erage 28-30 degrees with warm dry north-easterly winds from continental Europeand because the sun is at a high angle in thesky. The region enjoys cloudless skies andwarm sunshine.

■ In December the sun is over the Tropicof Capricorn resulting in Atlantic low pres-sure over the Mezzogiorno and thereforemild wet winters. Winter temperatures av-erage 17-18 degrees with moist, mild south-westerly winds from the Atlantic.■ Two types of rainfall occur in winter:

1. Relief rainfall in upland areas due tothe Apennines.

2. Frontal (cyclonic) rainfall created bythe low pressure belt.

■ Annual rainfall levels vary from900mm in the west along the TyrrhenianSea to 400mm in the east along the Adriat-ic because the Adriatic is in the rainshadowof the Apennines (see image right).

PrimaryeconomicactivitiesSamplequestion2Outline the development of agriculture in acore Irish region you have studied? (30m)

Markingscheme■ Region named: 2 marks■ Two named primary activities: 2 marks+ 2 marks■ Examination: 12 x SRPs

The south and east region is the most fer-

tile and productive agricultural region inIreland due to a combination of physicaland socioeconomic factors.

PHYSICALFACTORS■ Much of the region has a low-lying undu-lating (gently sloping) topography which fa-cilitates the use of heavy machinery. Mostof the region is covered by brown earthsoils and alluvial soils on river floodplains -both of which are fertile with well-drainedsoils which are ideal for capital intensivefarming.■ The east of the region has a long grow-ing season of more than 280 days and rain-fall is evenly spread throughout the year.This is ideal for arable farming, ie cerealand tillage crops.■ The south of the region receives higherrainfall levels and is therefore more suitedto intensive pastoral farming particularlydairying.

SOCIO-ECONOMICFACTORS■ A significant number of farmers inthe region possess large and profitablefarming units whose productivity lev-els are well above the national average,and therefore farmers can afford the mostmodern machinery to maximise their out-put.■ A large urban market of nearly 1.8 mil-lion people exists in the GDA (Greater Dub-lin Area) which is conducive to capital in-tensive market gardening, ie fruit and vege-tables, in north Co Dublin.■ Farmers are on average much younger,better educated, more innovative andmore willing to adopt new farm practicesthan their counterparts in the BMW (Bor-der, Midlands and West) region.■ Farm land is more expensive in this re-gion and therefore farmers use the landmore intensively to receive a bigger return.Farms in the region are assisted by EU sub-sidies through the Common AgriculturalPolicy.

FOCUSONTHREETYPESOFAGRICULTURALACTIVITIES■ Farms in the region are larger, moremodern and productive, specialising inmore prosperous forms of agriculture, egarable farming, dairy farming and marketgardening.

1. Arable farming in the east■ In the east of the region, well-drainedlow-lying topography coupled with fertilebrown earth soils and less than 700mm ofrain spread evenly throughout the yearmake the area conducive to capital inten-sive arable farming.■ Arable farming in the region is focusedon cereal crops, predominantly wheat andbarley, which are intensively farmed andspecialised for certain markets, eg

a) Wheat is supplied to bakeries, egBrennan’s, and biscuit manufacturers, egJacobs.

b) Malting barley, ie barley with a highstarch content, is used in brewing, eg Guin-ness, and distilling, eg Jameson whiskey in-dustries.

c) Protein-rich barley is used to producefood for feeding to animals during the win-ter months.

2. Pastoral farming in the south■ The south of the region has awell-drained and gently undulating topog-raphy with fertile brown earth soils, withthe exception of the mountainous areasalong the western coastline.■ Rainfall levels are high, with up to3,000mm per annum on the western sea-board which decreases with distance fromthe Atlantic Ocean leading to a long grassgrowing season, thus favouring capital in-tensive pastoral farming.■ Large areas of Munster consist of largefarming units sited on lush pastures whichfocus exclusively on high-value dairyingbacked by large EU quotas, eg the GoldenVale area in Tipperary.■ Dry-stock farming (beef farming) is alsopractised as stores (young cattle up to twoyears old) reared in the BMW region arebrought to the richer pasturelands of thesouth for fattening and finishing.

3. Market Gardening (Horticulture) innorth Co Dublin■ The high cost of land in the Dublin re-gion results in intensive horticultural prac-tices between the towns of Rush and Luskin north Co Dublin. The development ofcapital intensive horticulture is favouredby light well-drained sandy soils, an undu-lating landscape, low rainfall levels,frost-free climatic conditions and a grow-ing season of more than 300 days.■ High-value horticulture in north CoDublin is based on the production of freshfruit and vegetables – many of these are pro-duced in glasshouses (greenhouses). Theperishable nature of the produce is thedominant reason for such business beingbased in close proximity to the GDA, whichprovides a large market of 1.8 million peo-ple.■ See map right.

SecondaryeconomicactivitiesSample question 3: Examine the factorsthat influence the development of one eco-nomic activity in a European region (notIreland) that you have studied. (30m)

MarkingScheme■ Named economic activity: 2 marks■ Two factors identified: 2 marks + 2marks■ Region named: 2 marks■ Examination: 11 x SRPs

■ I have studied the development of sec-ondary economic activities in the Paris Ba-sin, a core non-Irish European region.■ The city of Paris has the main concentra-tion of manufacturing in the Basin be-cause:

1. The Paris Basin has a very large richconsumer market with more than 21 mil-lion people. The Paris metropolitan areaalone has a population of 11 million.

2. Paris is the dominant hub of theFrench road, rail, sea and air transport net-works, allowing for the easy movement ofgoods around France and throughout Eu-rope.

3. Although an inland capital, it is linkedto the port of Le Havre via the River Seine.The river is also navigable to the riversRhine and Rhone. These rivers allow foreasy import of raw materials and export offinished goods to European and world mar-kets using river barges.

4. With 17 universities, Paris has a largesupply of highly skilled graduates to workin the expanding tertiary and quaternarysectors.

5. Output from the primary sector ishigh allowing for the development of foodprocessing industries.

■ The Paris Basin consumes a lot of ener-gy as it is the centre of French secondaryeconomic activity. However, it contains nonatural gas and only small oil reserves ofabout 150 million to 160 million barrels ofoil. The basin has to import 95 per cent ofall its oil and gas needs through the port ofLe Havre, where oil refining and petro-chemical production are well developed.■ Small reserves of coal used to exist inthe South of the region and in the Nord Pasde Calais. However, coal production hasnow ceased completely. All coal is now im-ported through the port of Le Havre.■ The Paris Basin depends heavily on itsnuclear generating capacity, which has in-creased by about 10 per cent over the pastdecade. Seventy-five per cent of Frenchelectricity is generated by nuclear powerand 10 of the country’s nuclear powerplants are located in and around the ParisBasin.■ The accessibility of Paris to deep bargetraffic on the River Seine allows for the de-velopment of heavy engineering. Railwaylocomotives and rolling stock are manufac-tured along Canal St Denis and the RiverSeine. Car firms, including Citroen and Re-nault, have assembly plants in Paris.■ Modern light high-tech industries suchas electronics and the aerospace industryare located in Technopoles, eg Cite Des Sci-ences.■ Paris is regarded as the centre of thefashion industry due to a tradition that orig-inated to supply the needs of its royal fami-ly. Paris has the highest GDP of any city in

Europe and therefore alarge market exists forluxury goods. Fashionhouses include YvesSaint -Laurent,Chanel and Dior.■ Paris has a longtradition as a cen-tre of learning(Sorbonne in theLatin Quarter isEurope’soldest uni-versity) and conse-quently has become amagnet for the print-ing and publishing indus-try. Publications includeLe Monde and Paris Match.■ Suburbs of Paris are also centresof manufacturing as they contain footlooseindustries in many modern industrial es-tates and technology parks, eg pharmaceu-ticals.■ The cosmetics and perfume industry(eg Paco Rabanne and L’Oreal ) are locatedin Chartres and comprise more than 70 fac-tories employing more than 3,000 peoplein what is called cosmetic valley. The valleycontains many perfume research centres.■ Since 1995 nearly 750,000 jobs havebeen lost in the region due to deindustriali-sation. Many low-cost manufacturing in-dustries have relocated to more peripherallocations elsewhere in France and also out-side France, eg Southeast Asia, where theproduction costs are lower.■ Renault cars, once a major employer inParis, has moved its plant to the port of LeHavre for the ease of importing raw materi-als and exporting its cars all over Europe.■ De-industrialisation occurred for thefollowing reasons:

1. Government policy to decentralise in-dustry to more peripheral areas.

2. The increasing cost of land/sites and la-bour in the Basin.

3. An increasingly globalised economywith more open trade.■ To counteract de-industrialisation thegovernment has attracted high value man-ufacturing to the region, such as health-care manufacturers. Higher paid jobs inthe quaternary sector have also counteract-ed the decline.

HumanprocessesinIndiaSamplequestion4Examine the impact of two of the above fac-tors on the development of a continental/sub-continental region (not in Europe) thatyou have studied. (30m)

MarkingschemeFactor 1■ Impact: 2 marks■ Examination: 7 x SRPs

Factor 2■ Impact: 2 marks■ Examination: 6 x SRPs

I have studied India and Iam going to discuss pop-

ulation dynamics andreligion.

Population dy-namicsIndia is part ofSouth Asia. It isthe seventh-larg-est country by

area, the sec-ond-most populous

country after Chinawith more than 1.2 bil-

lion people and themost populous democracy

in the world. According to theUN, India’s population will surpass

China’s by 2028.India has a complex ethnic composition.

Most are Caucasian comprising two subdi-visions – the fair-skinned Aryans in thenorth accounting for 72 per cent of the pop-ulation, and the darker skinned Dravidiansof the south accounting for 25 per cent ofthe population.

Some 70 per cent live in rural communi-ties relying on primary economic activities.More than 60 per cent live in the river val-leys of the Indus and the Ganges due to fer-tile alluvial soils. Population density inthese river valleys is often greater than 800people per sq km. Population density is low-est in the morthern mountains and in theThar Desert in the northwest.

■ The population is increasing due to ahigh birth rate and a rapidly decliningdeath rate. India is in the early expandingstage of the demographic transition mod-el. The birth rates are high due to poor edu-cation regarding family planning and theneed to have children work the land.■ Death rates have declined due to Indiaslowly becoming more developed resultingin improvements in health care and sanita-tion. However, because India’s populationis only in stage two of the demographic cy-cle, it is still considered a developing coun-try because most developed countries arein stage four or five of the cycle. Some devel-oped countries are undergoing populationdecline.

O


‘‘


■Populationgrowth: streets ofOld Delhi, in Delhi,India, viewed fromJamaMasjid.PHOTO: THINKSTOCK

PopulationgrowthinDelhiissorapidthatofficialshavestruggledtokeepupwithgrowth.Morethanhalfitsresidentsliveinslumsandtherateofpovertyisfourtimesthenationalaverage

Exam timing

The exam lasts2 hours and 50minutes.

You should allow roughly the followingfor each section of the exam:

Reading all the questions and decidingwhich ones to answer: 10minsShort questions: 30mins

Physical environment: 35minsRegional geography: 35minsElective question: 35minsOption question: 35mins

GeographyPart2,Section1,Unit2:regionalgeography(continued)

Exam Times Exam TimesTHEIRISHTIMES inassociationwithTHEINSTITUTEOFEDUCATION


up during the summer droughts due to theMediterranean climate.■ In limestone areas rainwater drains un-derground due to its pervious nature creat-ing subterranean streams and caves.■ Many of the coastal lowlands comprisepoorly drained mudflats and marshes butmany have now been drained and irrigat-ed, eg Metapontio in the Gulf of Taranto.

SOILS■ Soils in the Apennines are thin, infertileand heavily denuded due to weatheringand erosion. There is also massive soil ero-sion due to deforestation.■ Terra Rossa soils derived from weath-ered limestone, red in colour, are found inthe south of the region. They are subject tosoil erosion but can be used for viticultureand olives if irrigated and fertilised.■ The only fertile soils are the alluvialsoils found on river floodplains, eg the Vol-turno River, and the volcanic soils of Cam-pania around Mt Vesuvius derived fromweathered lava, which therefore have ahigh mineral content.

CLIMATE■ This region has a Mediterranean typeclimate with hot dry summers and mildmoist winters. The seasonal changes in cli-mate are due to the movement of the over-head sun. In June, the sun is directly abovethe Tropic of Cancer resulting in high pres-sure over the Mezzogiorno. High pressurecauses air to descend from high in the at-mosphere. Consequently, the air is drywith little or no rainfall.■ Summer rain is convectional (see imagebelow) in brief bursts of torrential down-pours and thunderstorms due to rapid heat-ing from thesun. Summer temperatures av-erage 28-30 degrees with warm dry north-easterly winds from continental Europeand because the sun is at a high angle in thesky. The region enjoys cloudless skies andwarm sunshine.

■ In December the sun is over the Tropicof Capricorn resulting in Atlantic low pres-sure over the Mezzogiorno and thereforemild wet winters. Winter temperatures av-erage 17-18 degrees with moist, mild south-westerly winds from the Atlantic.■ Two types of rainfall occur in winter:

1. Relief rainfall in upland areas due tothe Apennines.

2. Frontal (cyclonic) rainfall created bythe low pressure belt.

■ Annual rainfall levels vary from900mm in the west along the TyrrhenianSea to 400mm in the east along the Adriat-ic because the Adriatic is in the rainshadowof the Apennines (see image right).

PrimaryeconomicactivitiesSamplequestion2Outline the development of agriculture in acore Irish region you have studied? (30m)

Markingscheme■ Region named: 2 marks■ Two named primary activities: 2 marks+ 2 marks■ Examination: 12 x SRPs

The south and east region is the most fer-

tile and productive agricultural region inIreland due to a combination of physicaland socioeconomic factors.

PHYSICALFACTORS■ Much of the region has a low-lying undu-lating (gently sloping) topography which fa-cilitates the use of heavy machinery. Mostof the region is covered by brown earthsoils and alluvial soils on river floodplains -both of which are fertile with well-drainedsoils which are ideal for capital intensivefarming.■ The east of the region has a long grow-ing season of more than 280 days and rain-fall is evenly spread throughout the year.This is ideal for arable farming, ie cerealand tillage crops.■ The south of the region receives higherrainfall levels and is therefore more suitedto intensive pastoral farming particularlydairying.

SOCIO-ECONOMICFACTORS■ A significant number of farmers inthe region possess large and profitablefarming units whose productivity lev-els are well above the national average,and therefore farmers can afford the mostmodern machinery to maximise their out-put.■ A large urban market of nearly 1.8 mil-lion people exists in the GDA (Greater Dub-lin Area) which is conducive to capital in-tensive market gardening, ie fruit and vege-tables, in north Co Dublin.■ Farmers are on average much younger,better educated, more innovative andmore willing to adopt new farm practicesthan their counterparts in the BMW (Bor-der, Midlands and West) region.■ Farm land is more expensive in this re-gion and therefore farmers use the landmore intensively to receive a bigger return.Farms in the region are assisted by EU sub-sidies through the Common AgriculturalPolicy.

FOCUSONTHREETYPESOFAGRICULTURALACTIVITIES■ Farms in the region are larger, moremodern and productive, specialising inmore prosperous forms of agriculture, egarable farming, dairy farming and marketgardening.

1. Arable farming in the east■ In the east of the region, well-drainedlow-lying topography coupled with fertilebrown earth soils and less than 700mm ofrain spread evenly throughout the yearmake the area conducive to capital inten-sive arable farming.■ Arable farming in the region is focusedon cereal crops, predominantly wheat andbarley, which are intensively farmed andspecialised for certain markets, eg

a) Wheat is supplied to bakeries, egBrennan’s, and biscuit manufacturers, egJacobs.

b) Malting barley, ie barley with a highstarch content, is used in brewing, eg Guin-ness, and distilling, eg Jameson whiskey in-dustries.

c) Protein-rich barley is used to producefood for feeding to animals during the win-ter months.

2. Pastoral farming in the south■ The south of the region has awell-drained and gently undulating topog-raphy with fertile brown earth soils, withthe exception of the mountainous areasalong the western coastline.■ Rainfall levels are high, with up to3,000mm per annum on the western sea-board which decreases with distance fromthe Atlantic Ocean leading to a long grassgrowing season, thus favouring capital in-tensive pastoral farming.■ Large areas of Munster consist of largefarming units sited on lush pastures whichfocus exclusively on high-value dairyingbacked by large EU quotas, eg the GoldenVale area in Tipperary.■ Dry-stock farming (beef farming) is alsopractised as stores (young cattle up to twoyears old) reared in the BMW region arebrought to the richer pasturelands of thesouth for fattening and finishing.

3. Market Gardening (Horticulture) innorth Co Dublin■ The high cost of land in the Dublin re-gion results in intensive horticultural prac-tices between the towns of Rush and Luskin north Co Dublin. The development ofcapital intensive horticulture is favouredby light well-drained sandy soils, an undu-lating landscape, low rainfall levels,frost-free climatic conditions and a grow-ing season of more than 300 days.■ High-value horticulture in north CoDublin is based on the production of freshfruit and vegetables – many of these are pro-duced in glasshouses (greenhouses). Theperishable nature of the produce is thedominant reason for such business beingbased in close proximity to the GDA, whichprovides a large market of 1.8 million peo-ple.■ See map right.

SecondaryeconomicactivitiesSample question 3: Examine the factorsthat influence the development of one eco-nomic activity in a European region (notIreland) that you have studied. (30m)

MarkingScheme■ Named economic activity: 2 marks■ Two factors identified: 2 marks + 2marks■ Region named: 2 marks■ Examination: 11 x SRPs

■ I have studied the development of sec-ondary economic activities in the Paris Ba-sin, a core non-Irish European region.■ The city of Paris has the main concentra-tion of manufacturing in the Basin be-cause:

1. The Paris Basin has a very large richconsumer market with more than 21 mil-lion people. The Paris metropolitan areaalone has a population of 11 million.

2. Paris is the dominant hub of theFrench road, rail, sea and air transport net-works, allowing for the easy movement ofgoods around France and throughout Eu-rope.

3. Although an inland capital, it is linkedto the port of Le Havre via the River Seine.The river is also navigable to the riversRhine and Rhone. These rivers allow foreasy import of raw materials and export offinished goods to European and world mar-kets using river barges.

4. With 17 universities, Paris has a largesupply of highly skilled graduates to workin the expanding tertiary and quaternarysectors.

5. Output from the primary sector ishigh allowing for the development of foodprocessing industries.

■ The Paris Basin consumes a lot of ener-gy as it is the centre of French secondaryeconomic activity. However, it contains nonatural gas and only small oil reserves ofabout 150 million to 160 million barrels ofoil. The basin has to import 95 per cent ofall its oil and gas needs through the port ofLe Havre, where oil refining and petro-chemical production are well developed.■ Small reserves of coal used to exist inthe South of the region and in the Nord Pasde Calais. However, coal production hasnow ceased completely. All coal is now im-ported through the port of Le Havre.■ The Paris Basin depends heavily on itsnuclear generating capacity, which has in-creased by about 10 per cent over the pastdecade. Seventy-five per cent of Frenchelectricity is generated by nuclear powerand 10 of the country’s nuclear powerplants are located in and around the ParisBasin.■ The accessibility of Paris to deep bargetraffic on the River Seine allows for the de-velopment of heavy engineering. Railwaylocomotives and rolling stock are manufac-tured along Canal St Denis and the RiverSeine. Car firms, including Citroen and Re-nault, have assembly plants in Paris.■ Modern light high-tech industries suchas electronics and the aerospace industryare located in Technopoles, eg Cite Des Sci-ences.■ Paris is regarded as the centre of thefashion industry due to a tradition that orig-inated to supply the needs of its royal fami-ly. Paris has the highest GDP of any city in

Europe and therefore alarge market exists forluxury goods. Fashionhouses include YvesSaint -Laurent,Chanel and Dior.■ Paris has a longtradition as a cen-tre of learning(Sorbonne in theLatin Quarter isEurope’soldest uni-versity) and conse-quently has become amagnet for the print-ing and publishing indus-try. Publications includeLe Monde and Paris Match.■ Suburbs of Paris are also centresof manufacturing as they contain footlooseindustries in many modern industrial es-tates and technology parks, eg pharmaceu-ticals.■ The cosmetics and perfume industry(eg Paco Rabanne and L’Oreal ) are locatedin Chartres and comprise more than 70 fac-tories employing more than 3,000 peoplein what is called cosmetic valley. The valleycontains many perfume research centres.■ Since 1995 nearly 750,000 jobs havebeen lost in the region due to deindustriali-sation. Many low-cost manufacturing in-dustries have relocated to more peripherallocations elsewhere in France and also out-side France, eg Southeast Asia, where theproduction costs are lower.■ Renault cars, once a major employer inParis, has moved its plant to the port of LeHavre for the ease of importing raw materi-als and exporting its cars all over Europe.■ De-industrialisation occurred for thefollowing reasons:

1. Government policy to decentralise in-dustry to more peripheral areas.

2. The increasing cost of land/sites and la-bour in the Basin.

3. An increasingly globalised economywith more open trade.■ To counteract de-industrialisation thegovernment has attracted high value man-ufacturing to the region, such as health-care manufacturers. Higher paid jobs inthe quaternary sector have also counteract-ed the decline.

HumanprocessesinIndiaSamplequestion4Examine the impact of two of the above fac-tors on the development of a continental/sub-continental region (not in Europe) thatyou have studied. (30m)

MarkingschemeFactor 1■ Impact: 2 marks■ Examination: 7 x SRPs

Factor 2■ Impact: 2 marks■ Examination: 6 x SRPs

I have studied India and Iam going to discuss pop-

ulation dynamics andreligion.

Population dy-namicsIndia is part ofSouth Asia. It isthe seventh-larg-est country by

area, the sec-ond-most populous

country after Chinawith more than 1.2 bil-

lion people and themost populous democracy

in the world. According to theUN, India’s population will surpass

China’s by 2028.India has a complex ethnic composition.

Most are Caucasian comprising two subdi-visions – the fair-skinned Aryans in thenorth accounting for 72 per cent of the pop-ulation, and the darker skinned Dravidiansof the south accounting for 25 per cent ofthe population.

Some 70 per cent live in rural communi-ties relying on primary economic activities.More than 60 per cent live in the river val-leys of the Indus and the Ganges due to fer-tile alluvial soils. Population density inthese river valleys is often greater than 800people per sq km. Population density is low-est in the morthern mountains and in theThar Desert in the northwest.

■ The population is increasing due to ahigh birth rate and a rapidly decliningdeath rate. India is in the early expandingstage of the demographic transition mod-el. The birth rates are high due to poor edu-cation regarding family planning and theneed to have children work the land.■ Death rates have declined due to Indiaslowly becoming more developed resultingin improvements in health care and sanita-tion. However, because India’s populationis only in stage two of the demographic cy-cle, it is still considered a developing coun-try because most developed countries arein stage four or five of the cycle. Some devel-oped countries are undergoing populationdecline.

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■Populationgrowth: streets ofOld Delhi, in Delhi,India, viewed fromJamaMasjid.PHOTO: THINKSTOCK

PopulationgrowthinDelhiissorapidthatofficialshavestruggledtokeepupwithgrowth.Morethanhalfitsresidentsliveinslumsandtherateofpovertyisfourtimesthenationalaverage

Exam timing

The exam lasts2 hours and 50minutes.

You should allow roughly the followingfor each section of the exam:

Reading all the questions and decidingwhich ones to answer: 10minsShort questions: 30mins

Physical environment: 35minsRegional geography: 35minsElective question: 35minsOption question: 35mins

GeographyPart2,Section1,Unit2:regionalgeography(continued)

Exam Times Exam TimesTHEIRISHTIMES inassociationwithTHEINSTITUTEOFEDUCATION



■ You have to answer one question from achoice of three.■ On the exam paper the economic elec-tive questions will be marked as Part 2, Sec-tion 2, questions 7, 8 and 9.

Elective1:ColonisationandadjustmenttoglobalisationSamplequestion1Examine the impact of globalisation on adeveloping country that you have studiedand on its adjustment to globalisation.

Markingscheme■ Impact identified: 2 marks■ Named developing economy: 2 marks■ Examination: 13 x SRPs

■ Colonialism occurs when a dominant –dependent relationship develops betweenthe coloniser and the colonised. This rela-tionship and its consequences can be seenin the relationship between Portugal (thecoloniser) and Brazil (the colonised).■ Brazil was colonised by the Portuguesein 1500. The colonisers developed settle-ments and large plantations along the fer-tile east coast for the growth of cash crops.Timber, sugar, cotton, coffee beans andgold were exported to Europe in an unpro-cessed state.■ The development of large plantationsresulted in an unequal distribution of land.More than 75 per cent of the most fertileland was owned by a small number of richfarmers. Furthermore, the cultivation ofcash crops meant the locals were unable togrow basic food crops. Consequently,many suffered from malnutrition.■ Slaves were imported from Africa towork on the large plantations. As a conse-quence of the slave trade Brazil is a multi-racial society.■ During colonisation Brazil was unableto develop its industries. Secondary eco-nomic activity was not encouraged. Theeconomic development of Brazil was hin-dered by colonialism to enable productsfrom Portugal to dominate the Brazilianmarket.■ Portugal also dictated the pattern oftrade. Most of Brazil’s exports were destin-ed for three main markets: Portugal, otherEuropean countries and the US. Control oftrade patterns increased the wealth and po-litical importance of Portugal. This smallnumber of trading partners hindered eco-nomic growth in Brazil. It was not allowedto develop other markets for its industries.

■ Brazil gained its independence in 1822.However, for more than 100 years a neo-colonial trade developed. Brazil, despite po-litical independence, was still economical-ly dependent on Portugal as a market forits raw materials – mainly tropical woodand sugar cane.■ Sixty years following independence,Brazil began exporting rubber. However,the rubber industry fell into decline whenSoutheast Asian nations began exportingrubber. As a result of colonisation Brazilwas not equipped to deal with trade on aglobal scale (in the past Portugal had dictat-ed the patterns of trade) and consequentlyher rubber industry suffered.■ Until the late 1950s, Brazil was still heav-ily dependent on primary exports, especial-ly coffee, which accounted for almost 70per cent of the country’s exports. Depend-ence on a single crop was not ideal due tofluctuating world prices.■ During the 1950s the government intro-duced a policy of import substitution, term-ed its Import Substitution Industrialisa-tion policy. Brazil was determined to pro-duce the goods which it had imported inthe past. Trade restrictions including tar-iffs, quotas and embargoes were introduc-ed on goods coming from abroad. Importswere now more expensive, giving Brazilianindustries a chance to develop. This chang-ed the economy from being dependent onthe export of raw materials for its wealth tobeing an exporter of processed goods. Bra-zil had developed into a closed economy.■ The 1960s and 1970s were termed theBrazilian Miracle. The world oil crisis ofthe 1970s forced Brazil to export goods toearn revenue to pay its energy bills. Brazilbegan exporting to Argentina and otherSouth American countries. Brazil also de-veloped a biofuels programme, using sug-ar cane to make ethanol, which could beused instead of petrol and diesel.■ The era of globalisation brought manyMNCs (multinational corporations) toBrazil. Multinational companies such asFord, Shell and Volkswagon were encour-aged to set up production plants, attractedby low labour costs and a large market bothin Brazil and surrounding nations. Theywere also offered tax incentives andgrants. The government now began to man-age the development and exploitation ofthe country’s varied natural resources,such as its oil fields.■ Brazil was governed by military rule be-tween 1964 and 1985. The military leaderswere neither economists nor politicians.They attempted to develop secondary eco-

nomic activities by borrowing hugeamounts of money, plunging the countryinto debt. When military rule ended in1985, the IMF was called upon by the civil-ian government to solve the country’s debtproblem.■ The IMF introduced Structural Adjust-ment Programmes or SAPs. The SAPs en-couraged export-led growth to repay thehuge debt. Emphasis was placed on grow-ing cash crops such as soya at the expenseof basic food crops. As a consequence, mil-lions starved. Government investment inhealth and education was reduced to makemore funds available to pay off the debts.The poor suffered as a consequence.■ In 1991, Mercosul, or the Southern Com-mon Market, was created. It comprised ofBrazil, Argentina, Uruquay and Paraquay.Chile and Peru have become associatemembers and Venezuela has applied tojoin. It encouraged free trade between themember states. The members have also in-troduced common external tariffs fromcountries outside the group.

Since colonisation Brazil has undergonean extensive transformation. It is no longerdependent on primary exports such as cof-fee. It is now a major producer of industrialproducts such as aircraft, cars and chemi-cals. It has made a great transition from be-ing a primary economy to one of theworld’s leading exporters of industrialproducts. Coffee now accounts for only2 per cent of Brazil’s exports compared toalmost 70 per cent in the 1950s.■ Brazil is now the sixth largest producerof aircraft in the world. It is now one of theBRIC (Brazil, Russia, India and China) na-tions which comprise the most rapidly de-veloping economies in the world. What atransformation from the days of colonisa-tion and exploitation.■ However, the benefits of industrialisa-tion and a rising GNP have not been evenlyspread. Only 88 per cent of the populationare literate. Most of the wealth is enjoyedby 40 per cent of the population while therest live in poverty.■ Due to improvements in agriculture,

millions have migrated to urban areaslooking for a better lifestyle and higher in-comes. However, unable to find employ-ment and rather than returning home totheir small farms, they settle in shantytowns or favelas on the urban outskirts,where living conditions are very basic.■ Output of basic food crops has decreas-ed as emphasis is placed on growing cashcrops such as soya beans for exports. As aresult, many millions suffer from malnutri-tion.■ The Amazon Rainforest is being dam-aged. Cattle ranching and extraction of dif-ferent species of timber have resulted inthe clearance of millions of hectares of rain-forest. The deforestation is damaging floraand fauna, contributing to global warmingand destroying the home of many indige-nous people.

Elective2:HumanactivitiesSamplequestion1In an area that you have studied, outlinehow the overuse of resources can led toover-population?

The area I have studied is the Sahel regionin Africa.

Cause1:overcropping■ Overcropping is the growing of toomany crops per hectare. The overgrazedsoils become dry and dusty, resulting in aloss in soil fertility.

■ Overcropping occurs for many reasons:1. Farmers do not practice crop rotation.

2. Farmers do not leave their land fallow.3. Farmers are unable to afford fertilis-

ers because most practise subsistence agri-culture.

■ The Sahel region in Africa is being over-cropped, causing desertification. The Sa-hel is a 5,000km semi-arid region locatedbetween the Sahara Desert to the northand the Savanna and dense Equatorial For-ests to the south. In the past 50 years the Sa-hara has advanced into the Sahel at therate of 2-5km per year.■ Overcropping is also due to populationincrease. In 1961 the population of the Sa-hel was 19 million. By 2000 it had increas-ed to 50 million resulting in an expansionof farm land and, as a consequence, over-cropping. The population growth rate of 3per cent per annum is greater than the abili-ty of the Sahel to produce food. Annualfood production is increasing by only 2 percent per year.■ These increased food demands weremet by the introduction of intensive agri-culture. Huge areas of natural vegetationwere cleared. The natural vegetation of theSahel – sparse coarse grasses with thorntrees and shrubs – was altered and degrad-ed. Soil erosion increased.■ Heavy seasonal rainstorms fell on expos-ed ground washing away valuable topsoil.Wind erosion also increased because therewere fewer root systems to keep the soil inplace.■ Natural vegetation also provides shadecover for the soil. However, with the remov-al of this shade cover due to overcroppingthere is an increase in evaporation. Conse-quently, salts are drawn up to the surface.Soil salinity increases (salinisation) hinder-ing plant growth.■ Salinisation forms a hard white crustwhich acts as a barrier to nutrients enter-ing the soil. The removal of plants also re-duces the amount of moisture in the area.It also means less water being evaporatedinto the atmosphere forming fewer

rain-bearing clouds. Consequently, rain-fall amounts decline, soil erosion increasesand desertification occurs.■ Many African countries have huge inter-national debt. Farmers were encouragedto grow cash crops for export. The repeti-tive growing of the same crop (monocul-ture) on the same piece of land on an annu-al basis reduces the soil’s fertility, causingsoil erosion. Farmers, in order to maintaintheir output, moved to new land and theprocess repeated itself.■ The absence of vegetation cover alsomeans there is less humus available to ferti-lise the soil. The soil loses its nutrients andsoil erosion occurs.

Cause2:overgrazing■ Overgrazing also causes desertifica-tion. It is caused by excessive numbers oflivestock feeding for too long in a particu-lar area. Consequently, the land is left bare,making it prone to wind erosion.■ Overgrazing also damages soil struc-ture. Overgrazing compacts the soil reduc-ing its ability to hold water, causing soilerosion through reduced water infiltrationand reduced aeration.■ Overgrazing also results in the removalof natural vegetation. Natural vegetationhelps to reduce soil erosion in the followingways:

1) Plants reduce the speed of water as itflows over the land (runoff), allowing somerain to soak into the ground.

2) Plant roots stabilise the soil reducingthe amount of soil washed away.

3) Plants absorb raindrops, reducingtheir power before they hit the soil, reduc-ing their ability to erode.

■ The conversion of traditional range-lands to cash crops, cities and roads reducethe amount of land available for grazing,adding to overgrazing of the land that re-mains.■ Overgrazing is a problem in the Sahel re-gion of Africa mainly during the rainy sea-son. Due to a high birth rate, the popula-tion of the region has increased. The land isrequired to produce more and consequent-ly it is overgrazed, leading to massive soilerosion.■ For hundreds of year’s nomadic tribessuch as the Tuaregs of Mali farmed theSahel in a sustainable manner, movingtheir herds of camels from one grazingarea to another. However, following Euro-pean colonisation, cattle, not suited to thearid environment of the Sahel, were intro-duced. Overgrazing resulted.■ The perennial shrubs were destroyedand replaced with annuals. The annuals, inturn, were destroyed leaving bare soil.Plants failed to grow because their rootscould not penetrate the hard layer. Deserti-fication followed.

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The largest city in India is Mumbai, with apopulation of 12.5 million, followed by Del-hi with 11 million. Population growth is fast-er in Delhi than in Mumbai and within 10years it may surpass Mumbai to become In-dia’s largest urban centre.■ Population growth in Delhi is so rapidthat officials have struggled to keep upwith growth. More than half its residentslive in slums and the rate of poverty is fourtimes the national average. Hygiene stand-ards are poor, with little running water re-sulting in waterborne diseases such as chol-era and typhoid.

Religion■ Religion in India comprises many differ-ent religious beliefs and practices. India isthe birthplace of four of the world’s globalreligions –Hinduism, Buddhism, Jainismand Sikhism. Religion forms a huge part ofIndian culture. Religious diversity and tol-erance are part of the constitution. Othermajor religions include Islam and Christi-anity.■ By the middle of the 19th century mostof India had been colonised by Britain. In-dia at this time was made up of present dayIndia, Pakistan and Bangladesh. Two ma-jor religious groups dominated – the Hindureligion and the Muslim religion. Tradersfrom the Middle East introduced Islaminto the northwest corner of India duringthe 10th century. It is the largest minorityreligion in India.■ The Muslim population of India consti-tutes the third largest in the world. It is alsohome to the third largest Shia populationin the world. India contains many monu-ments which are important in Islamic archi-tecture such as the Taj Mahal.■ Hinduism is the oldest religion in theworld. Hindus worship a single God whichtakes different forms. Hinduism operates amultilayered social system, called the castesystem. The caste system illustrates the dif-ferent religious and occupational hierar-chies in India. Its four tiers divide India intodifferent social groupings.■ The four castes, in descending order,are 1) priests and high ranking officials, 2)warriors, 3) merchants ie the business peo-ple and 4) the common workers and peas-ants, often termed serfs. A fifth group isknown as the untouchables. This group in-cludes landless labourers. Physical contactbetween members of different castes is for-bidden. Many Hindus in the northwest andfertile valleys of the Ganges and Indus con-

verted to Islam because Islam does not op-erate a caste system.■ In Hinduism the cow is revered as thesource of food and symbol of life and conse-quently may never be killed. India hasmore than 200 million cows. Cow dung pro-vides fertiliser and is also used for cookingand heating. However, they do not worshipthe cow and cows do not enjoy a charmedlife in India.■ The Hindus have many holy places in-cluding the river Ganges or Ganga. Theybelieve that a drop of water from the Gan-ges absolves all sins. They also believe thata few drops of water from the river on a dy-ing persons lip earn that person a perma-nent place in heaven.■ Hindus believe in reincarnation. Theybelieve that a person’s fate depends on hisdeeds, which are termed karma. A personwho performs good karma in his lifetimewill be rewarded with a better life in the re-incarnation. A person who practises badkarma will be punished in the next life.■ There is a long history of conflict be-tween the Hindus and Muslims which start-ed when Southeast Asia was divided intoHindu India state and Muslim Pakistanstate in 1947. Many found themselves onthe “wrong side” of this religious divide.This led to mass migrations by people ofboth religious beliefs to ensure that theywere on the “right side” of this divide. Themass migration resulted in violence andmurder on both sides.■ In 2002, more than 2,000 people werekilled due to rioting in Gujarat (in thewest). Fifty-eight Hindus had been killed ina train and Muslims were blamed for thekillings. In the 21st century tensions existover Kashmir.■ See map above.

Tips for revision

There are three main areas to pre-pare for the Leaving Cert historyexam, with a total of 500 marks.The research study report (RSR) is

worth 100 marks; the document-basedquestion (DBQ) is worth 100 marks; and inthe essay-writing section you will be requir-ed to answer three essays at 100 markseach.

ResearchstudyreportThis is prepared in advance and submittedat the end of April in a special booklet. It isworth 20 per cent of the final mark.

You must pick a topic within the dateparameters: Ireland up to 1993; or Europeand the greater world up to 1992. There arefour areas to deal with:

■ Outline plan = 15 marks■ Evaluation of sources = 25 marks■ Account = 50 marks■ Review = 10 marks

HowdoIchooseasuitabletopic?It may seem obvious but choose somethingyou are passionate about or would like toexplore or read about. Remember it couldbe a traditional historical event such as abattle, but it could also be a sporting event/artist/musician/local historical event. Sur-prise your examiner!

Do not pick case studies or special per-sonalities – be careful not to cover largechunks of history as you will not be able toproduce a detailed account.

Outlineplan■ Define and Justify (3 marks): state whatyou are going to study and why you chose it.One of the reasons you chose it should re-late to its historical significance. Ask your-self: why is my topic important in history?This also stops you picking an unsuitabletopic.■ Aims (3 marks): these are what youhope to have achieved by the end of your re-search. Don’t overcomplicate them. Youshould have about three of those and onethat refers to an improvement in your his-torical skills.■ Intended approach (3 marks): this sec-tion should deal with how you are going tocarry out your research. Keep it in the fu-ture tense, for example you will go to the li-brary, use a specific website or hope to in-terview a relative.

State how you will store and structureyour notes and how many drafts you intendto write and edit. Mention how you will beadvised and guided by your teacher’s ad-vice.■ Sources ( 3 x 2 = 6 marks): number yoursources 1 to 3. Each source must have au-thor and title to get one mark. Some addi-tional information such as publisher, datepublished and place published is necessaryto get the second mark. To be sure of thetwo marks give as much information as pos-sible.

For websites, provide the full web ad-dress and if possible the name of whoever isresponsible for the site and the date you ac-cessed the site.

For newspapers, the title is not enough –you should put the date of the article, thejournalist’s name, the title of the article. Ifyou interview someone, provide the per-

son’s name and the place and date of the in-terview.

If you have more than three sources andcan fit them on the outline plan page, do.But if not put an * and write: *Additionalsources at end of account, and place themat the end of the extended essay.

Evaluationofsources■ With only one page for this, it is better toevaluate three sources excellently ratherthan hit four or five in spots. The markingscheme allows for only three evaluatedsources.

Do not repeat the titles or full web ad-dresses as the marks for them are given onthe outline plan and you need the entirepage for evaluation. Evaluate and numberyour sources in the same order as in youroutline plan.■ State whether your source is primary orsecondary.■ Remember, this is an evaluation, notjust a book review, so make sure you com-ment on the structure – did your sourcehave an index, chapter headings, foot-notes, maps, photos, a bibliography?■ State strengths and weaknesses andhow helpful the source was for your re-search, what did you learn from each ofyour sources?■ Bias, objectivity, propaganda, selectivi-ty are words that should appear in yourevaluation.■ The key to a good evaluation is to backeach comment with an example from yoursource, this might be a quote, chapter head-ing, example of good writing style, etc.Prove to your examiner that you read thesource and not just the blurb on the back ofthe book.

AccountThe account is divided into:■ Historical knowledge = 25 marks■ Research skills = 15 marks■ Presentation = 10 marks

■ You need a brief introduction whichshould grab the reader’s attention so don’t re-peat your aims from the outline plan. Keepchecking that you are answering the ques-tions and aims you set for yourself in the out-line plan. Don’t just tell the story.■ Your account should be “bursting with de-tails” from the first sentence.■ If possible refer to the newspapers of thetime.■ Use quotations but keep them short andmake sure you reference where they camefrom. You can number the quote and put thenecessary details at the bottom of the page.■ Use statistics to illustrate a point such asnumbers of casualities.■ Refer to historians views using theirnames this demonstrates your historicalskills.■ Finish with a strong conclusion by intro-ducing new statistics and quotations. Makereference to the consequences of your topic.Give examples of differing views from histori-ans on your topic.

Review■ Leave a full page for the review. The aim isnot to be generic – this should be about yourresearch process so don’t copy an examplefrom a text book.■ Explain how you chose your title, not yourtopic.■ Did you have difficulties accessing yoursources?■ Did your outline plan work or did you haveto change your aims because you felt youwere trying to cover too much?■ What problems did you encounter?■ What skills did you acquire and how didyou acquire them? Examples of these couldbe editing, remaining objective and learningto footnote.■ What would you do differently?■ What surprised you during your research?■ If you answer these questions based onyour research experience you will produce apersonal review.

■ElizabethHearst,history,theInstituteofEducation

Ihavealwayslovedhistory. ItisasubjectthatIhavealwaysfoundinteresting.ThehistorycoursefortheLeavingCertistough.It’schallenging,butifyouhaveaninterestinit, it iseasier.Thebestwaytopreparefor

theexamistopractise. Iknowhowdifficult it istogetanessaywrittenin42.5minutes,butwithpractiseyoushouldbeabletodoitbyJune.Inmypreparation,wewere

luckyenoughtohavethetimetodoweeklytestsinclass,whichIfoundreallyhelped.Knowthepaperandthepastquestionsthathavebeenasked.It ismucheasierforyoutoknowthestructureofwhatyouaregoingtowritebeforeyouwriteit.Those42.5minutesgobyincrediblyquickly,soknowingyour

structureiskey.Iwroteouteachimportant

pointthatIwantedtomake,ineachoftheessaysthatIprepared.Mypieceofadvice:aimforthreetofivequotesperessay.Examinerslovethisasitshowsdepthratherthanreelingofffacts.Includeinterestingnuggets

ofinformationinallpara-graphs.Writeshortpara-graphsasyouwillclockupmarks–eachparagraphismarkedoutof12,sowritingtwoshortparagraphsandeachscoringsixes, isbetterthanonelongparagraphwhichcouldbeawardednine.Myadviceforscoringhigh

marksinthehistoryresearchtopicisuseasmanysourcesaspossible. If itseemslikeamountainousamountofwork,youcancutitdown.Spendthetimeonyourresearchtopicanditwillpayoff.Evenifyouthinkhistoryisa

lotofwork, itproducesalotofA1s,andthose100pointsareincrediblyvaluable!Althoughthehistorycourseistough,myhardworkpaidoff,andIgotthegradethatIwanted.Goodluck!

Write shortparagraphs

as youwill clockup marks

■ FollowtheSQ3RruleSurvey,Question,Read,Recite,Review.

■ SurveyDevelopanoverallpicture/impressionofwhatyouaregoingtostudy.

■ QuestionAskyourselfquestionswhilestudying.Forexample,whenstudyingriversaskyourself:“Howdoriverserode?”

■ ReadReadactively:concentrateonthe importantwords/ideas(usuallyhighlightedorprintedinbold).Readdiagramsandlearnhow

todrawthem.

■ ReciteRecallwhatyouhaveread.Recall majorheadings,ideas,conceptsanddiagrams.Trytoputeverythingintoyourownwords.

■ ReviewReviseeverythingthatyouhavecovered.Dothiswhenyouhavecompletedatopicorchapter.

■ 15minutesSpendaminimumof15minuteseverynightrevisingthatday’sgeographyworkwhileallthefactsandfiguresarestillfreshinyourmemory.

■ 15SRPsUnderlineorhighlightallkeywordsinyourgeographynotes

andtransferthemontoanA4sheetorflashcardsforeachtopic.Usethesewordsasacatalysttoget15SRPs.Alsousespidergramstohighlightallthekeywords.

■ PastpapersAlwaysrefertopastgeographypaperswhenstudying.Practiseansweringquestionsoneachstudytopicwithinthetimeallowed.

■MnemonicsMakeuseofmnemonics–memoryaids.Forexample,“Maryhaasalittlelamb”forthe fourwaysinwhicharivererodes(HAAS=Hydraulicaction, Abrasion,Attrition,Solution)

■Above: amural in DerrydepictingBernadetteDevlin in the1969 Battle ofthe Bogside.PHOTO: CHRISTOPHERFURLONG/GETTY

■ Top right: Rev.Martin LutherKing Jr at theLincolnMemorial for his“I Have a Dream”speech inWashington DC,in August 1963.PHOTOGRAPH: AP

■Bottom right:Men of the US173rd AirborneBrigade on ajungle ‘searchand destroy’patrol in PhucTuy province,Vietnam, in June1966.PHOTOGRAPH:HULTON ARCHIVE/GETTY IMAGES

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Document-basedquestionThisisthefirstquestionontheexam.TheDBQiscompulsoryandcomesfromTopic2:thepursuitofsovereigntyandtheimpactofpartition.Thereareonlythreedocumentstostudyandastherewillbenochoiceontheexampaper,don’ttakeanychances:studyallthree.Tomakesureyoudon’t

wasteanytimeknowthetopicnumbersyouarestudying.Withineachtopic therewillbeachoiceof fourquestionsandyouwill doone.

EssaywritingForyouroneessayfromtheIrishoptionthemostpopulartopicsare:

■ Topic2:Movementsforpoliticalandsocialreform,1870-1914

■ Topic5:PoliticsandsocietyinNorthernIreland,1949-1993(seeimageabove)

■ Topic6:Government,economyandsocietyintheRepublicofIreland,1949-1989

FortheEuropeanandWiderWorldoptionyoumustchosetwoessays.Thefollowingarethemostpopulartopics:

■ Topic2:Nationstatesandinternationaltensions,1871-1921■ Topic3:DictatorshipanddemocracyinEurope,1920-1945■ Topic4:DivisionandrealignmentinEurope,1945-1992■ Topic6:TheUnitedStatesandtheworld,1945–1989(seeimagesfarright)

LeavingCerthistoryexamAtaglance

GeographyPart2, Section2, Electives: economicactivities

EconomicelectivesJamesCampbell

B

ExamTimesOnline

Formore fromthe Institute ofEducation andThe Irish Timesvisit irishtimes.com/examtimes

Total:500marks/100percent

■ FieldworkProject(tobesubmittedbeforetheexam)100marks/20percent

■ Part1ShortQuestions80marks/16percent■ Part2Section1:PhysicalEnvironment80marks/16percentSection1:RegionalGeography80 marks/16percentSection2:ElectiveQuestion80marks/16percentSection3:OptionQuestion80marks/16percent

Markingschemesfor allpastexamquestionscanbe foundatexaminations.ie

Theelectivequestionsaretheremainingthreequestions inPart2,Section2andSRPsarerequired


20 per cent upfront

Exam Times

Exam Times


SusanCashell

■Dogon village inthe Sahel inMali:in the past 50years the Saharahas advanced intothe Sahel at therate of 2-5kmperyear.PHOTOGRAPH:THINKSTOCK

How I GotMy A1

Cattle ranchingandextractionofdifferentspeciesof timberhaveresulted in the clearanceofmillionsofhectaresofrainforest‘‘

GeographyexamMarkingscheme

GeographyPart2,Section 2,Electives:EconomicActivities(continued)

HistoryResearchstudyreport

Yourresearchstudyreportis submittedat theendofApriland isworth20percentof the finalmark

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20 per cent upfront

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The three compulsory case studiesfor Leaving Cert 2015 will be takenfrom Topic 3: the pursuit of sover-eignty and the impact of partition,

1912-1949. This covers:

■ The Treaty Negotiations, October toDecember, 1921■ The Eucharistic Congress, 1932■ Belfast during the second World War

The document-based question is subdi-vided into:

Comprehension:20marksNote the provenance or origin of the docu-ment. Note when it was written and bywhom, and under what circumstances wasit produced? Know the theme or centralmessage of the text or cartoon. What typeof document is it? eg an eyewitness ac-count, a formal government speech, mem-oir, newspaper article.

Comparison:20marksMake sure you refer to both documents un-less the question asks you not to. Know thestrengths and weaknesses of each source:speech, diary, political cartoon, newspaperextract; know the tone; know the differ-ence between fact and opinion. Ask: whywas each document produced?

Criticism:20marks■ Know your terms:

primary source/secondary sourcebiased/objective/subjectivesatire/sarcasm/irony/humourpropaganda/symbolism/exaggerationselectivity/edited/extracttranscript/facsimile/editorial, etc

■ Know how useful the document/photo-graph/cartoon would be to a historian.■ Comment on the use of language: is itsensational/dramatic/technical/formal? Isjargon or slang used?

Contextualisation:40marks(24cumulative+16overallevaluation)This is a mini essay in which you should beable to put the case study in historical con-text. You have only about two pages so youmustget stuck into the question immediate-ly – you don’t have the time for the sameamount of background as in a normal es-say. In preparation for the contextualisa-tion always ask: how significant were thekey events in each case study? eg the role ofLloyd George in the Treaty negotiations;the role of De Valera and the Irish govern-ment in the Eucharistic Congress; the ef-fect of the Blitz on Belfast.

TheTreatyNegotiationsOctobertoDecember,1921

WhatdoIneedtoknow?■ BackgroundThe War of Independence; the Govern-ment of Ireland Act 1920; preliminary dis-cussions July to October 1921 and the out-come of those talks.

■ Important personalities on the IrishteamandtheireffectonthetalksArthur Grifithm Michael Collins, RobertBarton, Eamon Duggan, George GavanDuffy, Erskine Childers (secretary). Andthose not present: Eamon de Valera, AustinStack, Cathal Brugha, James Craig.

■ Important personalities on the EnglishteamDavid Lloyd George, Winston Churchill,Austen Chamberlain, Lord Birkenheadand the role of Tom Jones (secretary).

■ TermsandconceptstobefamiliarwithEnvoys, plenipotentiary, external associa-tion, sovereignty, Ulster unionism, plenarysessions, subcommittees, republic, thecrown, dominion, empire, commonwealth,fiscal autonomy, oath of allegiance, bound-ary commission, articles of agreement.

■ For thecontextualisationquestionbeable todiscussandgive youropinionof:■ Why did De Valera not attend the negoti-ations?■ What problems did each negotiatingteam face before the negotiations started?■ What was discussed at the plenary ses-sions?■ How did the subconferences comeabout and how were they organised?■ What were the areas of conflict betweenboth teams?■ What was the role of Arthur Griffithduring the negotiations?■ What was the role of Michael Collinsduring the negotiations?■ What do you think of Eamon de Valera’sconduct during the negotiations?■ What do you think of Lloyd George’sconduct during the negotiations?■ What happened when the negotiatingteam returned to Dublin with the Articlesof Agreement?■ How did the negotiations lead to a CivilWar?

■ Do you think if De Valera had attendedthe negotiations there would have been aCivil War?

TheEucharisticCongress1932

WhatdoIneedtoknow?■ BackgroundThe role of the Catholic church during theCivil War: William Cosgrave’s relationshipwith the Catholic church; the 1932 generalelection; De Valera’s realtionship with theCatholic church before he became Taoise-ach, preparations for the Congress.

■ ImportantpersonalitiesandtheirrolesWilliam Cosgrave, Eamon de Valera,Pius XI, Lorenzo Lauri, Frank O’Reilly,Paschal Robinson, John Charles McQuaid,Alfie Byrne, Edward Byrne, John McCor-mack.■ Termsandconceptstobefamiliarwith

Eucharist, sacrament, cardinal, Catholicemancipation, confraternity, sodality, cu-ria, Holy See, papal legate, papal nuncio,the Eucharistic Congress Act 1932, tridu-um, benediction.

■ For the contextualisation question beabletodiscussandgiveyouropinionof:

■ Why and how was Ireland awarded theEucharistic Congress?■ Why was it important to Ireland to stagethe congress?■ Was it important to the papacy that thecongress was in Ireland?■ How did the Papacy handle the positionof papal nuncio?■ What did Cosgrave’s decision to havethe election in February demonstrate?■ In the promotional literature for thecongress how important were the symbolsused ?■ What were the practical problems of or-ganising the congress and how did the gov-ernment deal with these problems?■ Why was the reception of Cardinal Lau-ri by Eamon de Valera, Alderman Byrne

and the Defence forces signifi-cant?■ Why were the speech-es of welcome by Ea-mon de Valera and Al-derman Byrne, andCardinal Lauri’s re-sponse, significant?■ Why was the re-ception of CardinalLauri by the public,from his landing atDunlaoghaire to hisarrival at the Pro-Ca-thedral, so significant?■ Why was the treat-ment of James McNeill,the governor-general, con-troversial?■ On what scalewas the organisa-tion of the congress in Dublin and inthe rest of the country?■ How international was the congress?■ What was the role of Count John McCor-mack?■ Why was the High Mass in the PhoenixPark significant?

■ What was the response of Northern Ire-land and Britain to the congress?

■ What was the reaction of thosewho attended the congress?

■ What were the effects of thecongress on southern Ireland?

BelfastduringWorldWarIIWhatdoIneedtoknow?

■ BackgroundThe Government of Ireland Act

1920 and the establishment of parti-tion; how Northern Ireland was ruled in

the 1920s and 1930s; the development ofthe RUC and B Specials; the Special Pow-ers Act; proportional representation andthe “first past the post” system; the develop-ment of the Northern Ireland economy; therelationship between the North and theSouth; the Boundary Commission; the atti-tude of Northern Ireland to the out breakof war; the attitude of the British govern-

ment to Northern Ireland’s role in the earlydays of the war.

■ ImportantpersonalitiesandtheirrolesJames Craig, John Mac Dermott, RichardDawson Bates, John Miller Andrews, SirBasil Brooke, William Joyce, WilfredSpender.

■ TermsandconceptstobefamiliarwithEvacuation, reconnaissance flight, ARPwarden, auxiliary fire service, civil de-fence, rationing, identity cards, censor-ship, conscription, black out, munitions,bofar gun, barrage balloon, smoke screen,incendiary bomb, parachute bomb, Luft-waffe, RAF, battle of the Atlantic, convoy,Sunderland flying boat, Y stations, Blitz,ditching, second front, D-Day.


■ What preparations were made for a pos-sible attack on Northern Ireland once thesecond World War?■ What role did Belfast play in supplyingthe war effort?■ How were the lives of ordinary people inBelfast affected by the break out of war?■ How many times and when was Belfastbombed as part of the Belfast Blitz?■ What effect did the Blitz have on Bel-fast?■ What effect did the Belfast Blitz have onsouthern Ireland?■ What effect did the stationing of Ameri-can troops have on Belfast?■ In what ways did Belfast affect the con-duct of the second World War?■ What effect did Belfast’s experience dur-ing the second World War have on North-ern Ireland’s relationship with Britain?■ What effect did Belfast’s experience dur-ing the second World War have on North-ern Ireland’s relationship with southernIreland?

■ ‘SpirtualBouquets’ sent toIreland from themissions, part ofthememorabiliafrom the 1932EucharisticCongress atClonliffe College,Dublin.PHOTOGRAPH:DARA MAC DÓNAILL

TIPS■ Take the RSR seriously – it is 20per cent of your mark.■ This exam rewards those whowrite fast and write a lot.■ You have no hope of a high gradeif you write only three pages for anessay that demands five pages.■ Never stay longer than42.5minutes per question. Leave ablank page and go on to the nextquestion – if there is time you can goback. If you are under pressure nearthe end of the essay, make bulletpoints for the last two paragraphs

andwrite out the conclusion.■ Never bring fizzy drinks to theexam – sip water. If you leave theexamhall for a toilet break theexaminer will have to stamp yourscript when you leave and return – awaste of valuable writing time.■ Practise, practise, practise: howcan you attempt this exam if youhaven’t written under pressure? Do atest to time every week. If this is notpossible in your class do it at home –don’t leave everything up to yourteacher. Even if you find this difficultat the beginning youwill get better.

COMMONERRORS■ Plagiarising (copying) fromwebsites, especiallyWikipedia in theRSR account. This could damageyour entire history grade.■ Overwriting on thecomprehension part of the DBQ andnot having enough time for thecontextualisation question.■ Not noticing when the comparisonand criticism sections of the DBQquestion requiresmore than oneexample. Be careful of plurals or youcould lose half themarks.■ Not using examples from the

cartoon or text in front of you to backup your comments.■Writing toomuch on backgroundin the contextualisation and notanswering the set question■Misreading or not understandingthe essay question eg thinkinginterwar was in the war.■ Overwriting on one essay – thisplays havoc with your timemanagement.■ Not writing enough in the essays.■ Not dealing with both parts of aquestion in the essays or notcovering the full date parameters.

LeavingcerthistoryTipsandcommonerrors

■Above: Treaty cartoon from Irish satirical magazineDublin Opinion; above left, soldiers in Belfast during the BlitzinMay 1941. PHOTOGRAPH: COURTESY OF BELFAST TELEGRAPHLeft: Closing ceremony of the Eucharistic Congress in Dublinin June 1932 PHOTOGRAPH: NATIONAL LIBRARY OF IRELAND

Document-basedquestion100marks

■ Comprehension:20marks (usually 4 x5marks)■ Comparison:20marks (usually 2 x 10marks; the 10s could bedivided into 5 + 5)■ Criticism:20marks (usually 2 x 10marks; the 10s could bedivided into 5 + 5)

■ Contextualisation:40marks (24 cumulativemark, CM + 16 overallevaluation, OE)

Cumulativemark:24marks: each paragraphwill be judgedExcellent: 11-12marksVery Good: 8-10marksGood: 6-7marksFair: 3-5marksPoor: 0-2marks

Overall evaluation: 16

marks: contextualisationessaywill be judgedExcellent: 14-16marksVery good: 11-13marksGood: 6-10marksFair: 4-5marksWeak: 2-3marksVeryWeak: 0-1marks

Three essays100marks each(60 CM+ 40 OE)

Cumulativemark: 60marks: each paragraph

will be judgedExcellent: 11-12marksVery Good: 8-10marksGood: 6-7marksFair: 3-5marksPoor: 0-2marks

Overall evaluation:40marksExcellent: 34-40marksVery good:28-33marksGood: 22-27marksFair: 16-21marksWeak: 10-15marksVeryweak: 0-9marks

LeavingcerthistoryexamMarkingscheme

Timing is key

42.5minutes per questionWhen you go into the exam, knowwhat

time you should be finished each question, eg:

Starting at 2pm2.42pm:Be finished the DBQ – practise it so thatyou can get it done in 40minutes or less.

3.24pm: Essay 1 completed4.06pm: Essay 2 completed4.48pm: Essay 3 completed

You can change the order if youwish.Exam finishes at 4.50pm.Make sure youhave awatch, you can’t use your phone

and the clockmay be difficultto view.

HistoryDocuments-basedquestion(DBQ)

Documentsneed practiceBecarefulnot tooverwriteonthecomprehensionpart of theDBQandwastetimeneededfor thecontextualisationquestion

SusanCashell

TheTreatyNegotiations■ This site has documents,a newsreel clip from Patheand biographies:treaty/nationalarchives.ie■ This site has all theDepartment of ForeignAffairsmaterial:difp.ie/browse-volumes■ This site has videomaterial on the treaty:askaboutireland.ie/learning-zone/secondary-students/history/ historic-film-clips/■ This site deals with theDail debates that followedthe signing of the treaty:ucc.ie/celt■ Newsprint articles can beaccessed onirishnewsarchive.com■ The best film by far is TheTreaty (Jonathan Lewis,RTÉ/1991)

TheEucharisticCongress■ An article in the IrishHistorymagazineOn show totheworld: the EucharisticCongress, 1932(volume15/issue6) isavailable athistoryireland.com■ Articles from The IrishTimes in 2012 are availableat irishtimes.com/newspaper/opinion/2012/0620/1224318249686.html(June 20th,1932) andirishtimes.com/ newspaper/opinion/2012/0623/1224318505468.html (June 23rd,1932)■ The best film is theRadharc documentary TheYear of the Congress,available atradharcfilms.com■ The 31st InternationalEucharistic Congress 1932 isa short documentarymadebymedia students in UCD,available on youtube.com(posted by user “historyhub”).

BelfastduringWorldWar II■ An introduction to theBlitz:historylearningsite.co.uk/blitz_belfast_1941.htm.■Memories assembled bythe BBC:bbc.co.uk/history/ww2peopleswar/■ ’Northern Ireland in theSecondWorldWar’ is aninteresting article on the Blitzby Brian Barton in the HistoryIrelandmagazine available athistoryireland.com■ The Belfast Telegraph’s“In Pictures” section includesa collection from the Blitz:belfasttelegraph.co.uk■ This UTV film clip, UTVLive Tonight, remembers theBelfast Blitz, with goodimages and eyewitnessaccounts: u.tv/blitz/■ ‘Hidden Heroes of theBelfast Blitz’ is aDocumentary on Onepodcast by RTE aboutsouthern firemenwhowentto Belfast during the Blitz:search for it atrte.ie/radio1/doconone

Useful websites




The three compulsory case studiesfor Leaving Cert 2015 will be takenfrom Topic 3: the pursuit of sover-eignty and the impact of partition,

1912-1949. This covers:

■ The Treaty Negotiations, October toDecember, 1921■ The Eucharistic Congress, 1932■ Belfast during the second World War

The document-based question is subdi-vided into:

Comprehension:20marksNote the provenance or origin of the docu-ment. Note when it was written and bywhom, and under what circumstances wasit produced? Know the theme or centralmessage of the text or cartoon. What typeof document is it? eg an eyewitness ac-count, a formal government speech, mem-oir, newspaper article.

Comparison:20marksMake sure you refer to both documents un-less the question asks you not to. Know thestrengths and weaknesses of each source:speech, diary, political cartoon, newspaperextract; know the tone; know the differ-ence between fact and opinion. Ask: whywas each document produced?

Criticism:20marks■ Know your terms:

primary source/secondary sourcebiased/objective/subjectivesatire/sarcasm/irony/humourpropaganda/symbolism/exaggerationselectivity/edited/extracttranscript/facsimile/editorial, etc

■ Know how useful the document/photo-graph/cartoon would be to a historian.■ Comment on the use of language: is itsensational/dramatic/technical/formal? Isjargon or slang used?

Contextualisation:40marks(24cumulative+16overallevaluation)This is a mini essay in which you should beable to put the case study in historical con-text. You have only about two pages so youmustget stuck into the question immediate-ly – you don’t have the time for the sameamount of background as in a normal es-say. In preparation for the contextualisa-tion always ask: how significant were thekey events in each case study? eg the role ofLloyd George in the Treaty negotiations;the role of De Valera and the Irish govern-ment in the Eucharistic Congress; the ef-fect of the Blitz on Belfast.

TheTreatyNegotiationsOctobertoDecember,1921

WhatdoIneedtoknow?■ BackgroundThe War of Independence; the Govern-ment of Ireland Act 1920; preliminary dis-cussions July to October 1921 and the out-come of those talks.

■ Important personalities on the IrishteamandtheireffectonthetalksArthur Grifithm Michael Collins, RobertBarton, Eamon Duggan, George GavanDuffy, Erskine Childers (secretary). Andthose not present: Eamon de Valera, AustinStack, Cathal Brugha, James Craig.

■ Important personalities on the EnglishteamDavid Lloyd George, Winston Churchill,Austen Chamberlain, Lord Birkenheadand the role of Tom Jones (secretary).

■ TermsandconceptstobefamiliarwithEnvoys, plenipotentiary, external associa-tion, sovereignty, Ulster unionism, plenarysessions, subcommittees, republic, thecrown, dominion, empire, commonwealth,fiscal autonomy, oath of allegiance, bound-ary commission, articles of agreement.

■ For thecontextualisationquestionbeable todiscussandgive youropinionof:■ Why did De Valera not attend the negoti-ations?■ What problems did each negotiatingteam face before the negotiations started?■ What was discussed at the plenary ses-sions?■ How did the subconferences comeabout and how were they organised?■ What were the areas of conflict betweenboth teams?■ What was the role of Arthur Griffithduring the negotiations?■ What was the role of Michael Collinsduring the negotiations?■ What do you think of Eamon de Valera’sconduct during the negotiations?■ What do you think of Lloyd George’sconduct during the negotiations?■ What happened when the negotiatingteam returned to Dublin with the Articlesof Agreement?■ How did the negotiations lead to a CivilWar?

■ Do you think if De Valera had attendedthe negotiations there would have been aCivil War?

TheEucharisticCongress1932

WhatdoIneedtoknow?■ BackgroundThe role of the Catholic church during theCivil War: William Cosgrave’s relationshipwith the Catholic church; the 1932 generalelection; De Valera’s realtionship with theCatholic church before he became Taoise-ach, preparations for the Congress.

■ ImportantpersonalitiesandtheirrolesWilliam Cosgrave, Eamon de Valera,Pius XI, Lorenzo Lauri, Frank O’Reilly,Paschal Robinson, John Charles McQuaid,Alfie Byrne, Edward Byrne, John McCor-mack.■ Termsandconceptstobefamiliarwith

Eucharist, sacrament, cardinal, Catholicemancipation, confraternity, sodality, cu-ria, Holy See, papal legate, papal nuncio,the Eucharistic Congress Act 1932, tridu-um, benediction.


■ Why and how was Ireland awarded theEucharistic Congress?■ Why was it important to Ireland to stagethe congress?■ Was it important to the papacy that thecongress was in Ireland?■ How did the Papacy handle the positionof papal nuncio?■ What did Cosgrave’s decision to havethe election in February demonstrate?■ In the promotional literature for thecongress how important were the symbolsused ?■ What were the practical problems of or-ganising the congress and how did the gov-ernment deal with these problems?■ Why was the reception of Cardinal Lau-ri by Eamon de Valera, Alderman Byrne

and the Defence forces signifi-cant?■ Why were the speech-es of welcome by Ea-mon de Valera and Al-derman Byrne, andCardinal Lauri’s re-sponse, significant?■ Why was the re-ception of CardinalLauri by the public,from his landing atDunlaoghaire to hisarrival at the Pro-Ca-thedral, so significant?■ Why was the treat-ment of James McNeill,the governor-general, con-troversial?■ On what scalewas the organisa-tion of the congress in Dublin and inthe rest of the country?■ How international was the congress?■ What was the role of Count John McCor-mack?■ Why was the High Mass in the PhoenixPark significant?

■ What was the response of Northern Ire-land and Britain to the congress?

■ What was the reaction of thosewho attended the congress?

■ What were the effects of thecongress on southern Ireland?

BelfastduringWorldWarIIWhatdoIneedtoknow?

■ BackgroundThe Government of Ireland Act

1920 and the establishment of parti-tion; how Northern Ireland was ruled in

the 1920s and 1930s; the development ofthe RUC and B Specials; the Special Pow-ers Act; proportional representation andthe “first past the post” system; the develop-ment of the Northern Ireland economy; therelationship between the North and theSouth; the Boundary Commission; the atti-tude of Northern Ireland to the out breakof war; the attitude of the British govern-

ment to Northern Ireland’s role in the earlydays of the war.

■ ImportantpersonalitiesandtheirrolesJames Craig, John Mac Dermott, RichardDawson Bates, John Miller Andrews, SirBasil Brooke, William Joyce, WilfredSpender.

■ TermsandconceptstobefamiliarwithEvacuation, reconnaissance flight, ARPwarden, auxiliary fire service, civil de-fence, rationing, identity cards, censor-ship, conscription, black out, munitions,bofar gun, barrage balloon, smoke screen,incendiary bomb, parachute bomb, Luft-waffe, RAF, battle of the Atlantic, convoy,Sunderland flying boat, Y stations, Blitz,ditching, second front, D-Day.


■ What preparations were made for a pos-sible attack on Northern Ireland once thesecond World War?■ What role did Belfast play in supplyingthe war effort?■ How were the lives of ordinary people inBelfast affected by the break out of war?■ How many times and when was Belfastbombed as part of the Belfast Blitz?■ What effect did the Blitz have on Bel-fast?■ What effect did the Belfast Blitz have onsouthern Ireland?■ What effect did the stationing of Ameri-can troops have on Belfast?■ In what ways did Belfast affect the con-duct of the second World War?■ What effect did Belfast’s experience dur-ing the second World War have on North-ern Ireland’s relationship with Britain?■ What effect did Belfast’s experience dur-ing the second World War have on North-ern Ireland’s relationship with southernIreland?

■ ‘SpirtualBouquets’ sent toIreland from themissions, part ofthememorabiliafrom the 1932EucharisticCongress atClonliffe College,Dublin.PHOTOGRAPH:DARA MAC DÓNAILL

TIPS■ Take the RSR seriously – it is 20per cent of your mark.■ This exam rewards those whowrite fast and write a lot.■ You have no hope of a high gradeif you write only three pages for anessay that demands five pages.■ Never stay longer than42.5minutes per question. Leave ablank page and go on to the nextquestion – if there is time you can goback. If you are under pressure nearthe end of the essay, make bulletpoints for the last two paragraphs

andwrite out the conclusion.■ Never bring fizzy drinks to theexam – sip water. If you leave theexamhall for a toilet break theexaminer will have to stamp yourscript when you leave and return – awaste of valuable writing time.■ Practise, practise, practise: howcan you attempt this exam if youhaven’t written under pressure? Do atest to time every week. If this is notpossible in your class do it at home –don’t leave everything up to yourteacher. Even if you find this difficultat the beginning youwill get better.

COMMONERRORS■ Plagiarising (copying) fromwebsites, especiallyWikipedia in theRSR account. This could damageyour entire history grade.■ Overwriting on thecomprehension part of the DBQ andnot having enough time for thecontextualisation question.■ Not noticing when the comparisonand criticism sections of the DBQquestion requiresmore than oneexample. Be careful of plurals or youcould lose half themarks.■ Not using examples from the

cartoon or text in front of you to backup your comments.■Writing toomuch on backgroundin the contextualisation and notanswering the set question■Misreading or not understandingthe essay question eg thinkinginterwar was in the war.■ Overwriting on one essay – thisplays havoc with your timemanagement.■ Not writing enough in the essays.■ Not dealing with both parts of aquestion in the essays or notcovering the full date parameters.

LeavingcerthistoryTipsandcommonerrors

■Above: Treaty cartoon from Irish satirical magazineDublin Opinion; above left, soldiers in Belfast during the BlitzinMay 1941. PHOTOGRAPH: COURTESY OF BELFAST TELEGRAPHLeft: Closing ceremony of the Eucharistic Congress in Dublinin June 1932 PHOTOGRAPH: NATIONAL LIBRARY OF IRELAND

Document-basedquestion100marks

■ Comprehension:20marks (usually 4 x5marks)■ Comparison:20marks (usually 2 x 10marks; the 10s could bedivided into 5 + 5)■ Criticism:20marks (usually 2 x 10marks; the 10s could bedivided into 5 + 5)

■ Contextualisation:40marks (24 cumulativemark, CM + 16 overallevaluation, OE)

Cumulativemark:24marks: each paragraphwill be judgedExcellent: 11-12marksVery Good: 8-10marksGood: 6-7marksFair: 3-5marksPoor: 0-2marks

Overall evaluation: 16

marks: contextualisationessaywill be judgedExcellent: 14-16marksVery good: 11-13marksGood: 6-10marksFair: 4-5marksWeak: 2-3marksVeryWeak: 0-1marks

Three essays100marks each(60 CM+ 40 OE)

Cumulativemark: 60marks: each paragraph

will be judgedExcellent: 11-12marksVery Good: 8-10marksGood: 6-7marksFair: 3-5marksPoor: 0-2marks

Overall evaluation:40marksExcellent: 34-40marksVery good:28-33marksGood: 22-27marksFair: 16-21marksWeak: 10-15marksVeryweak: 0-9marks

LeavingcerthistoryexamMarkingscheme

Timing is key

42.5minutes per questionWhen you go into the exam, knowwhat

time you should be finished each question, eg:

Starting at 2pm2.42pm:Be finished the DBQ – practise it so thatyou can get it done in 40minutes or less.

3.24pm: Essay 1 completed4.06pm: Essay 2 completed4.48pm: Essay 3 completed

You can change the order if youwish.Exam finishes at 4.50pm.Make sure youhave awatch, you can’t use your phone

and the clockmay be difficultto view.

HistoryDocuments-basedquestion(DBQ)

Documentsneed practiceBecarefulnot tooverwriteonthecomprehensionpart of theDBQandwastetimeneededfor thecontextualisationquestion

SusanCashell

TheTreatyNegotiations■ This site has documents,a newsreel clip from Patheand biographies:treaty/nationalarchives.ie■ This site has all theDepartment of ForeignAffairsmaterial:difp.ie/browse-volumes■ This site has videomaterial on the treaty:askaboutireland.ie/learning-zone/secondary-students/history/ historic-film-clips/■ This site deals with theDail debates that followedthe signing of the treaty:ucc.ie/celt■ Newsprint articles can beaccessed onirishnewsarchive.com■ The best film by far is TheTreaty (Jonathan Lewis,RTÉ/1991)

TheEucharisticCongress■ An article in the IrishHistorymagazineOn show totheworld: the EucharisticCongress, 1932(volume15/issue6) isavailable athistoryireland.com■ Articles from The IrishTimes in 2012 are availableat irishtimes.com/newspaper/opinion/2012/0620/1224318249686.html(June 20th,1932) andirishtimes.com/ newspaper/opinion/2012/0623/1224318505468.html (June 23rd,1932)■ The best film is theRadharc documentary TheYear of the Congress,available atradharcfilms.com■ The 31st InternationalEucharistic Congress 1932 isa short documentarymadebymedia students in UCD,available on youtube.com(posted by user “historyhub”).

BelfastduringWorldWar II■ An introduction to theBlitz:historylearningsite.co.uk/blitz_belfast_1941.htm.■Memories assembled bythe BBC:bbc.co.uk/history/ww2peopleswar/■ ’Northern Ireland in theSecondWorldWar’ is aninteresting article on the Blitzby Brian Barton in the HistoryIrelandmagazine available athistoryireland.com■ The Belfast Telegraph’s“In Pictures” section includesa collection from the Blitz:belfasttelegraph.co.uk■ This UTV film clip, UTVLive Tonight, remembers theBelfast Blitz, with goodimages and eyewitnessaccounts: u.tv/blitz/■ ‘Hidden Heroes of theBelfast Blitz’ is aDocumentary on Onepodcast by RTE aboutsouthern firemenwhowentto Belfast during the Blitz:search for it atrte.ie/radio1/doconone

Useful websites



[ I T P R O D 1 1 : P R I N T - T A B L O I D _ S U P P - P A G E S < S R E X A M S O C _ 1 6 1 7 1 8 > [ S R _ T A B L O I D ] . . . 1 2 / 0 2 / 1 5 ] A u t h o r : E S O M E R S D a t e : 0 3 / 0 2 / 1 5 T i m e : 1 7 : 1 8

Students sitting the 2015 exam willchose to write one essay from theIrish history topics and two from thetopics that cover Europe and the

greater world. So three topics must be cov-ered. Remember to keep the followingthings in mind when answering this sec-tion:

■ Each topic has three perspectives (divi-sions): politics and administration; societyand economy; culture and religion. Theonly guarantee is that two of these perspec-tives must be examined.

■ There are also three case studies thatfit into each of these divisions. These arestudied mainly through the use of primarysources of the time. There is no guaranteethat a case study must be examined. It maybe examined as part of a question, for exam-ple the Nuremberg Rallies may be coveredin a question dealing with Propaganda.

■ Within each of the three topics are aseries of key personalities and key conceptsthat the student should be familiar with. Beable to write at least 10 lines about the keypersonalities – they are very handy forfilling a few paragraphs, for example JohnHume, Ian Paisley and Bernadette Devlinwhen you are writing about the Civil Rightsmovement.

■ Think of the key concepts as defini-tions that can be used to launch your firstparagraph, for example totalitarianism,anti-Semitism, attrition, balance of power,socialism, etc.

■ If a concept is used in a question, forexample: How did Hitler turn Germanyinto a totalitarian state?, opening the essaywith a definition or explanation of totalitar-ianism demonstrates to your examinerthat you understand the question andknow what you are writing about.

■ The three essays are worth 300 out ofthe 500 marks available. An essay questionis worth 100 marks, divided into 60 cumula-tive + 40 for overall evaluation. The cumu-lative mark is given for every paragraphthat you write. The maximum mark a para-graph is allocated is 12.

ImproveyouressaywritingDoImakeaplan?There are no marks given for a plan unlessthere is something in it that you did not cov-er in your essay.

HowmuchdoIwrite?Dependingon the size of your writing a min-imum of four pages, preferably five.

HowdoIgetstarted?Before you start to answer the question,write it out and underline the key words.This helps you realise what the question isasking you to do, and it keeps you connect-ed to the question asked, which is essentialto achieving a higher grade.

Pickthe‘smartquestion’Picking the “smart question” will allow youwrite a lot and show off your knowledge.Which one of the following questionswould be easiest to score many marks on?

How do you explain the initial success andultimate failure of Germany in the secondWorld War?

What economic and social changes didLenin and Stalin bring to Russia?

How did Stalin turn Russia into a totalitari-an state?

How did Stalin use the Show Trials to con-solidate his power?

■ If there is more than one part tothe ques-tion you have a better chance of reachingthe cumulative of 60 marks.

■ If there is a longer time span – see ShowTrials versus Stalin’s entire time in power –it will be easier to get to the 60 as you havemore years to deal with.

■ Remember if you have to deal with twoparts in a question such as “the treatmentof the church in Italy and Germany” youdon’t have to treat both equally, but youmust deal with both.

■ If there is a list of personalities orevents, try to write on at least two to have abetter chance of getting a good cumulativemark.

BecarefulofdangerquestionsTo what extent was the Treaty the cause ofthe Civil War?■ Be careful you don’t just tell the story ofthe Treaty negotiations, which is the casestudy.

What was the significance of the Eucharis-tic Congress?■ Your answer must deal with why each as-pect of the Congress was important.What were the principal characteristics offascism in the inter-war years?■ The question is not asking you to writean entire essay on the reasons why fascismcame about or to deal with the origins of fas-cism. You can deal with all that in an open-ing paragraph. Give a definition of fascism.

Remember, characteristics are whatmake fascism standout, such as a totalitari-an leader, use of terror, no fair and free elec-tions, use of propaganda, an aggressive for-eign policy, limited capitalism and controlof culture etc.

This question shows how important it isto understand the words that are used inthe question.

Introductionoropeningparagraph■ You may opt to give some backgroundto the topic but beware that there is a maxi-mum of 12 marks for introductory or back-ground material, so if you are on the sec-ond page of your booklet still writing yourintroduction, that is too much background.Aim for 8/10 lines only.■ Don’t open your essay by simply repeat-ing the words in the question. For example,if a question states: “There were many rea-sons why Hitler was initially successful butultimately failed in the second WorldWar,” vary the language in your introduc-tion by writing something like:

“Severalcontributoryfactorssuchas mili-tary tactics and army size assisted Germanyin their initial success in the second WorldWar, but there are also many reasons, suchas allied co-operation and greater resourc-es, that led to their ultimate failure.”

Alternatively you could outline how youare going to deal with a question, for exam-ple, “I intend to...” or, “In this essay I willshow how Stalin used the Show Trials notonly to eliminate his enemies but also as apropaganda tool.”

Bodyofanessay■ It is unusual to get 12 marks for a para-graph so it is better to write lots of relevantparagraphs. These paragraphs must bedetailed, ie full of statistics, names andquotes and showing use of the key con-cepts.

■ Get stuck into the detail of your essay –no waffle. This is not an English essay.SampleopeningparagraphHow did Stalin use the Show Trials to con-solidate his power ?

A show trial is a trial staged for politicalpurposes and for propaganda. (Note exam-ple of definition and term used here.) Stalinused them to ensure power for himself andcondemn critics of collectivisation and in-dustrialisation. (This is a good link to thequestion.)

All the show trials had common ele-ments: a bullying prosecutor, no rules ofevidence, accusations of betrayal andtreachery. Defendants had to learn linesoff by heart, there was no lawyer for the de-fence, and the evidence was written confes-sions.

International diplomats and representa-

tives of ordinary workers were allowed toattend as well as journalists from the NewYork Times. The chief State Prosecutorwas Vyshinsky (Here this student is demon-strating they have acquired good solid in-formation).

■ Details must be used to answer the setquestion, not to just tell the story.

SampleopeningparagraphWhat were the causes of the first WorldWar?

Numerous events lead to the outbreak ofthe first World War in 1914. Although themost immediate cause was the assassina-tion of Archduke Franz Ferdinand in Ser-bia, which thus lead to the state of war,many other of the causes had been ongoingissues before the war. (This paragraph is abit general – 2 marks.)

■ To gain extra marks you could list someof the causes, eg Nationalism, the alliancesystem, different forms of rivalry, attitudesto war, the assassination at Sarajevo andthe Austrian ultimatum.■ Make sure you have at least one link sen-tence to the question in every paragraph –this is essential for a good overall evalua-tion mark.

While you can repeat the words used inthe question, for example, What werethe characteristics of fascism during the in-terwar years?, your essay will quickly be-come dreary to read if you keep writing“totalitarianism was a characteristic . . .”,“aggressiveforeignpolicywas acharacteris-tic . . .”

It is important to vary your language. Inthis case, vary the word “characteristics”with “features”, “traits”, “typical of”.

Sampleunlinkedparagraph“The second show trial was the Trial of the17 and was held in January 1937. Radek, Py-atokov and 15 others were put on trial.They were accused of being members ofthe anti-Trotyskite centre. Thirteen weresentenced to death, the rest were sent to la-bour camps.” (4 marks )

■ To improve your mark, you should be ad-dressing why this second show trial was sig-nificant and how it helped Stalin consoli-date his power. Add the following for an ex-tra 2-3 marks:

“Pyatakov was deputy head of industry andwas used as a “scapegoat for the failings inindustrialisation”. This meant blame wasdeflected from Stalin and he enhanced hispower.

■ Don’t write large chunks of informationor very long paragraphs. It is better tohave shorter paragraphs and more ofthem. When did you last get 12 marks for aparagraph? Three shorter paragraphs offour marks each suddenly add up to 12marks.

Conclusion■ If you just summarise you will get amaximum four marks out of 12. A shortsummary is enough, but to improve yourmark always add something new to yourconclusion: a statistic, new date, quoteetc. If necessary keep some informationback.

SampleconclusionTo what extent was the 1916 Rising a fail-ure?

■ You could add the statement of ColonelNorse Moore, the head of Redmond’s Vol-unteers, who summed up the situation sowell when he said, “A few unknown menshot in a barrack yard had transformed anation.”

Remember, the conclusion is the lastpart of any answer that your examinerreads: it must be strong.

Overallevaluation■ To make sure you get a good mark forthe overall evaluation, the essay must be de-tailed and must have been linked in everyparagraph to the question asked.

■ At higher level, questions usually end ina question mark, so you have to use your in-formation to argue your view, not just de-scribe events.

■ Your examiner is going to decide wheth-er you answered the set question. If youhave backed up your comments with detailyou will get a high overall evaluation.

■ If youcutout sections, younarrowyourchoicesDon’t believe your friends, blogs, boards ormock papers when they say they know orindicate what’s going to be on the paper.

WhatdidstudentslearnfromtheDBQ?Some students assumed the Treatynegotiations would be examined in thedocuments-based question but it wasBelfast during the second World War.There is no excuse for not studying allthree, especially when there is no choice ofquestion. You must know the termsassociatedwitheachtopic

■ Question 1(c): “Why are about 5,000people ‘absolutely unbilletable’?”If you didn’t know what “unbilletable”meant, you were likely to loose five marks.

■ Question 2(a): Which document showsgreater sympathy for the evacuees?If you are asked to give reasons referring tothe documents, refer to both documents.

■ Question 2(b): Do both documents offera solution to the problems they raise?You must refer to the documents in front ofyou on the exam paper.

■ Question 3(a): Does Richard DawsonBates present an objective report to cabi-net?A higher-level history student aiming for ahigh grade has to understand that the wordobjective means being impartial and nottaking sides.

■ Question 3(b): How does document Billustrate a strength and a weakness of a‘newspaper editorial’ as a historical source?Despite all your hard work, you may beasked to deal with a term that has not beenon any previous exam paper. Remember,even if you don’t understand,don’t leaveablank. You have a chance if you havewritten something and you might becorrect!

■ Question 4: What was the impact of thesecond World War on the city and people ofBelfast?A very fair contextualisation question ifyou had studied all three topics and didn’tjust hope for the Treaty.

WhatdidstudentslearnfromDictatorship&DemocracyinEurope,1920-1945?Don’trelyonjustthecasestudy■ Question 1: How did the Jarrow March(1936) illustrate the social and economicproblems facing Britain during theinter-war period?Here you must use the case study todemonstrate the problems of inter-warBritain, so make sure you learn everythingaround the case study.

Dealwithbothaspectsofthequestion■ Question 2: How did church-staterelations develop under Mussolini andHitler?Even though you don’t have to deal withboth equally, if you deal with only oneyou will be working out of 50 cumulativemarks rather than 60. You must bedetailed and know the clauses of theLateran Treaty and what was theReichkirche, the Confessional Church anddon’t mix up Muller and Niemuller

Knowenoughforsurveyquestions■ Question 3: What were the fortunes ofFrance during the period 1920-1945?Don’t attempt this question unless youhave studied both the third Republic andVichy France.

Watchoutfordatesandtopicsthatwereonthepreviousyear■ Question 4: What challenges faced theSoviet Union in peace and war, 1924-1945?Russia was on the 2013 paper, but thatdidn’t stop it being examined in 2014. Thisquestion starts with the death of Lenin soany details of his leadership will bebackground material up to a maximum of12 marks. It goes all the way to the end ofthe second World War.

WhatdidstudentslearnfromtheUS&theWorld,1945-1989?Don’trelyonjustthecasestudy■ Question 1: Why did race relationsremain a major issue in the US, 1945-1989?Just writing on the Montgomery Busboycott is not enough – race relations mustbe dealt with before and after the casestudy so include all you learnt about racerelations.

■ Question 4: How did the Americansachieve a successful moon landing in 1969and what was its importance for the US?If you study the moon landing you must alsobe aware of technological developments,

the space race and the cold war, otherwiseyou won’t have a well-rounded essay.

Don’trelyonjustthecasestudytostudyLyndonJohnson■ Question 2: What were the strengthsand weaknesses of Lyndon Johnson as apolitical leader?If you study LBJ you must deal withdomestic and foreign policy not just hisrole in the Vietnam war.

Youmuststudyallaspectsofatopic■ Question 3: What were the significantdevelopments in the US economy,1945-1989?Make sure you deal with boom and bustand how various presidents dealt with theeconomy.

WhatdidstudentslearnfromPolitics&Societyin NorthernIreland,1949-1993?Don’tthinkbecauseaquestionwasonthepreviousyearitwon’tappearagain,evenindirectly■ Question 1: What were the main socialand economic changes that took place inNorthern Iireland 1949-1993?This question includes the Welfare Statewhich had been on the 2013 paper. If youthought it wasn’t going to be on because ofthat you would be under pressureanswering this question.

Knowthedetailsandbeabletomakecommentsonthosedetails■ Question 2: Which was moresuccessful, the Sunningdale Agreement(1973) or the Anglo-Irish Agreement(1985)? Argue your case, referring to both.It would not be enough to know theSunningdale case study – you must befamiliar with all attempts to bring about apeaceful solution to the Troubles andassess how successful each one was.

It’snotenoughtotakeanarrativeapproachortojusttellthestory■ Question 3: How did the people ofNorthern Ireland express their religiousaffiliation and cultural identity,1949-1993?It is necessary to know the significance ofmarching orders, including the ApprenticeBoys, but also to mention the GAA, Irishdancing, Irish language, Catholicism, andthe contributions of the Field Day theatre,Seamus Heaney, James Galway and VanMorrison, etc. This essaygives great scope ifyou realise it deals not only with theApprentice Boys.

Makesureyouhaveenoughinformationtodealwithpersonalities:besttodoboth■ Question 4: What was the contributionto Northern Ireland affairs of BernadetteDevlin and/or Margaret Thatcher?It is difficult to coordinate informationabout a personality in an exam, so make listsin advance dealing with their early life, howthey got involved in political life, principalevents of their political life and what theycontributed. Then check if there is enoughto get 60 cumulative marks. Usually not, soyouneed to writeon both if there is a choice.

Exam Times

■A propagandaposter of JosefStalin

Studentsmustwrite threeessays in thehistoryexamcoveringthreetopicsandaddingupto300marks

SusanCashell

What students learned fromthe 2014 exam paper



Beforeyou start toanswerthequestion,write it outandunderline thekeywords.Thishelpsyourealisewhat thequestion isaskingyou todo

Don’tassumequestionsor topicsaskedapreviousyearwon’tappearonthehistoryexaminJune

Link tothe setquestion

■History teacherSusan Cashell with astudent at theInstitute of Education.

Don’tbelieve yourfriends, blogs, boardsormockpaperswhen theysay theyknowor indicatewhat’s going tobeonthe paper‘‘

‘‘

B

■ Becausethecourseisa longonemakeyourrevisioncount:Familiariseyourselfwithpastpapers.

■ Ratherthanlearningessaysoffbyheart,thinkofstudyingtopicsthatallowyoutoanswermorethanonequestion.Forexample,VichyFrancecanbeusedforVichyFrance;collaborationandresistance;societyinthesecondWorldWar,theHomeFront.

■Whenrevising,writeoutanintroductiontoaquestion,thenbulletforthepointsyouwanttoincludeintheessay.Makesureyouwriteoutyour

linksentenceforeveryparagraphinfull. Includequotes,especiallyif theessayincludesacasestudy.Writeouttheconclusion.

How to get thoseextramarks

SusanCashell

HistoryLast year’spaper

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HistoryEssays



All students sitting higher or ordinarylevel Leaving Cert home economicsmust answer Question 1 Section B.Part (a) of this question has been simi-

lar each year since 2004, in that students areasked to analyse a pie chart, table or histo-gram. This part of the question has beenworth between 20-24 marks every year be-tween 2004-2013. In 2014 the formatchanged slightly. Students were asked to ana-lyse a table but it was only worth 12 marks.

The style of table used has also changedsince 2012. Prior to this tables usually con-tained different foods, eg dairy products(2011), bread types, meat, fish. Now studentshave to analyse tables on food groups (2012)and different types of grocery outlets (2014).The point being made here is that there is noguaranteed type of table or marking schemefor part (a). The only way to prepare is to prac-tise as many as possible form the past papers –ideally all questions before the exam.

Question1Samplequestions■ Higher, 2014, Question 1(a), Section BShown in the table (right) is the cost (¤) andpercentage (%) of the weekly social welfare al-lowance required to purchase the foods neces-sary for healthy eating for four households us-ing three different grocery store outlets.

Evaluate shopping in the threegrocery out-lets referred to in the chart.

SampleAnswer CommentonanswerThe answer is tabulated which will help you tostay focused on the question being asked and re-duce the risk of “going off the point”. Figures orpercentages are referred to in the answer. Prac-tical answers are given.■ Note: Answers cannot be learned off forthese types of questions. Student’s knowledgeof the whole course should be used as much aspossible when answering tables.■ Marking scheme: three points for fourmarks each. Four marks were allocated foreach type of grocery outlet. Always give at leasttwo subpoints for four marks (four marks = 1per cent of the overall grade).

A more traditional table was asked in 2010 (seebelow).Regardlessofthestyleof tablethegener-al guidelines remain the same for Question 1 (a),Section B:■ Tabulate answers (to keep focused)■ Highlight the two key terms in the questioneg 2010, Question 1 (a):

– Comment– ElaborateThese two terms should be used as headings

on the vertical columns of the table. Divide thetable into four vertical columns as the questionstated: “In your answer refer to four sectors”.■ Always refer to figures or percentages fromthe table or pie chart in your answer.■ The examiner expects students to give prac-tical answers (using their background knowl-edge of home economics as a whole).

■ Higher, 2010, Question 1 (a), Section B Sampleanswer(i)

Sampleanswer(ii)Dairy SectorCareer opportunities in the dairy sector in-clude:Farmer – dairy farmers milk cows on a

daily basis.Cheesemaker– cheesemakers use Irish

milk and produce cheese from it by treat-ing the milk with Lactobacillus bacteriaand adding rennet.

(2 @2 marks each)

Every year Question 1, Section B has incor-porated nutrients. In 2014 (higher level)protein was questioned. Students need tobe aware that more than one nutrient mayappear on the question, eg in 2007 (higherlevel) carbohydrates and folate/folic acidappeared together. Therefore all six nutri-ents must be studied as they are guaran-teed to be questioned in the Leaving Certexam.

Samplenutrientquestion■ Higher, 2012, Question 1 (b), Section BGive an account of carbohydrates and referto:

– the chemical structure of a monosac-charide

– the formation of disaccharides– the hydrolysis of sugar to include inver-

sion(24 marks)

SampleAnswerFormationofdisaccharides■ Disaccharides are formed when any twomonosaccharides join together.■ As they join one molecule of water iseliminated in a condensation reaction.■ Chemical formula of a disaccharide isC12H22O11.■ Sucrose is made up of the monosaccha-rides glucose and fructose.■ Maltose is made up of the monosaccha-rides glucose and glucose.■ See image below.

Chemical structure of a monosaccharide■ Monosaccharides are hexose sugars.■ They are the product of photosynthesis.■ Monosaccharides are the basic unit ofall carbohydrates.■ Glucose, fructose and galactose aremonosaccharides.■ Glucose is the most common monosac-charide.■ See image right.

Hydrolysis of sugar to include inversion.■ A common disaccharide sugar is called

sucrose. Sucrose is composed of two mono-saccharides glucose and fructose.■ Hydrolysis: During digestion the disac-charide sucrose reacts with the enzyme su-crose and water (H2O). As a result the su-crose “splits” into its two monosaccharideunits again (glucose and fructose).■ Inversion: Inversion is caused by heatingsucrose with an acid, egjam making. Thesu-crose splits into its monosaccharides whichare known as invert sugar (glucose and fruc-tose). The presence of invert sugar in jammaking ensures the jam forms a smooth gel.

Commentonanswer■ The answer is in point format.■ Each part of the question is worth eightmarks = 2 per cent of overall grade.■ The word “structure” is in the question,therefore diagrams must be included.

In 2014, 8.6 per cent of grades in higherlevel home economics were A-grades.Students ask every year how they canget this elite grade. A number of fac-

tors need to be considered.A comprehensive knowledge of the

home economics course is not enough. Stu-dents need some extra skills, including anability to read and answer questions, know-ing how much detail is required for each an-swer, good time management, and an un-derstanding of the language and termsused on the exam paper.

Confidence is key going into any exam. Ifa student “fears an exam paper” they willnever excel. Therefore it is important toequip yourself with all of the above beforetackling this exam.

Buy a copy of past exam papers (if youdon’t have a copy already) and practise asmany of the questions as you can betweennow and June using the 12-week revisionplan and general advice given in the follow-ing pages. Success should follow!

SectionA–shortquestionsShort questions are often poorly answeredbecause many students believe short ques-tions mean short answers. However, in thecase of home economics, the short ques-tions require very detailed answers to getthe full six marks. It is not unusual to haveto write more than the allocated blanklines.

Higherlevel–sampleanswers■ 2014, Question 4What is basal metabolic rate? (6 marks)The least amount of energy required tokeep the body warm and internal organsfunctioning while lying down in a motion-less position, 12 hours after eating a meal.

Give two factors that determine a person’sbasal metabolic rate.

(i) Age – as people get older, their BMRdecreases.

(ii) Activity – activity increases BMR, egrunning, swimming.

CommentonanswerThe answer is very detailed as it is worth sixmarks.

All definitions should have at least threeparts:

(i) least amount of energy

(ii) keep body warm/internal organsfunctioning

(iii) lying down motionless

The two factors were not just listed, theythey were developed a little, as each factorwas worth two marks. A good rule ofthumb when answering short questions isgive two subpoints for two marks (as seenabove) or three subpoints for three marks.This helps guarantee full marks.

■ 2013, Question 7In relation to freezing explain each of the fol-lowing (6 marks):

Quick freezingFood is frozen quickly at -25 degrees Celsi-us in the freezer compartment of a fridge-freezer. Tiny ice crystals form. As a result,when the food thaws there is no structuraldamage done to food cells, retaining thetexture and nutritive value of food.

Slow freezingFood is frozen slowly between -18 degreesCelsius and 0 degrees Celsius. Large icecrystals form. As a result, when the foodthaws it is soft, mushy and nutrients arelost in “drip loss” as the large crystalstear/rupture food cells in the freezer.

CommentonanswerA very detailed answer is given.■ There are two parts of the questionworth three marks each, therefore three

subpoints are given for each part to guaran-tee full marks.

Ordinarylevel–sampleanswers■ 2014, Question 4Indicate whether each of the following state-ments is true or false.

■ 2013, Question 4Listed below are different cooking methods.Name two examples of each.

Moist cooking methods1. boiling, 2. poaching

Dry cooking methods1. Baking, 2. roasting

Frying1. Shallow frying, 2. deep fat frying

CommentonAnswersAnswers are not detailed like higher level.■ Question 4 (2013) just requires sixwords in the answer, while Question 4(2014) requires just three ticks in boxes.■ There is a marked difference in stand-ard between higher level and ordinary lev-el home economics.

Devil in the detail

Exam Times Exam Times

■ Teacher Sandra Clearywith studentsin the kitchen at the Institute of Education

O

■Milk it: careeropportunities in the dairysector include dairyfarming. PHOTOGRAPH: GETTY

Leaving Cert home economicsAt a glance

PercentageforeachSection

Foodstudiesjournal(20percent)+writtenpaper(80percent)SectionA=15percentSectionB=45percent

SectionC(Elective1orElective3)=20percent

OR

Foodstudiesjournal(20percent)+Elective2garment(10percent)+writtenpaper(80percent)SectionA=15percentSectionB=45percentSectionC(Elective2)=

10percent

Multiplesuper-market

Low costshop

Localshop

Household 1Adultman andwoman, boy aged 5years and boy aged 14years(Total householdrequires 8,200calories per day)

¤132.4029%

¤114.8025%

¤255.4056%

Household 2Adultman andwomanwithoutchildren(Total householdrequires 4400 caloriesper day)

¤82.2025%

¤65.8020%

¤154.7047%

Household 3Woman aged 65+years(Total householdrequires 1800 caloriesper day)

¤32.4014%

¤27.0012%

¤54.0023%

Household 4Single adult womanwith a boy aged 5years(Total householdrequires 3400 caloriesper day)

¤54.8021%

¤45.4017%

¤109.0042%

SandraCleary

There isamarkeddifferenceinthe levelofdetail requiredinhigher levelandordinarylevelhomeeconomics

Bothhigherandordinarylevelexampapershaveasimilarlayout.Eachisdividedintothreemainsections

SectionA(15percent)■ 12shortquestions■ Studentsmustanswer10■ 8ofthe12shortquestionsarefromtheFoodStudiescomponentofthecourse■ Studentswritetheanswersinblankspacesprovidedontheexampaper

SectionB(45percent)■ Fivelongquestions■ Question1iscompulsoryandworth20percentoftheoverallgrade.(It isanutrient-basedquestion.)■ Studentsmustanswertwootherquestionsworthatotalof25percentfromquestions2,3,4and5.(Q2–FoodStudiessection;Q4–ResourceManagementandConsumerStudies;Q3–fromeitherofthe

abovesectionsasthereisnosetpattern;Q5–SocialStudiescoreofthesyllabus).

SectionC(20percent)■ Comprisedofthreeelectiveoptions:Elective1–Home

DesignandManagement.Elective2-Textiles,

FashionandDesign.Elective3-Social

Studies

■ Studentsmustchooseandstudyoneelectivebeforetheexam.■ Eachelectivehasthreeparts,(a),(b)and(c)■ Part(a)ofeachelectiveiscompulsory.■ Studentsmustchoosetoanswerpart(b)orpart(c).■ Electives1and3areworth20percenteachoftheoverallgrade.■ Elective2accountsfor10percentofoverallgradeasthesestudentssubmitagarmentworth10percentoftheirgradebeforetheexam.

Regardlessof thestyleofcharts inthissection, youareexpectedtogivepracticalanswers,usingyourbackgroundknowledgeofhomeeconomicsasawhole

SandraCleary



Type ofgrocery outlet Evaluation

Multiplesupermarket

These supermarkets are cheaper than local shops (¤23cheaper for a weekly shop for a family of four). This may bedue to the fact that shops buy awide selection of stock fornumerous stores, therefore by bulk buying they can affordto sell at competitive prices.

Low-costshop

This shop is the least expensive to buy aweekly shop in(less than half the cost of the weekly shop bought in thelocal shop). In the case of social welfare recipients living in alarge town or near a retail park where low-cost shops arefound, they are getting very good value formoney. However,transport costs need to be considered when buying grocer-ies from low-cost shops as they are not found in rural areasor small villages. These shops do not spendmoney ondesign or layout. Often goods are left in boxes on floorstherefore they can sell at amuch cheaper price.

Local shop

Local shops are themost expensive shops (twice asexpensive for Household 4 compared to amultiple super-market for the sameweekly shop). Therefore one wouldquestion why shop locally when it is this expensive?Unfortunatelymany households do not have a choice astheymay not have their own transport and are relying onpublic transport. This could be the case for the woman aged65+ years and the single womanwith a young five-year-oldboy. Local shops are also very convenient to go to in anemergency.

Sector Comment Elaborate

DairyProducts

Dairy products are Ireland’smain food export@29%, 8%more than beef, the secondmainexport and seven times pigmeat and seafoodexports which onlymake up 4% each of Irishexports.

Foods in this sector include butter, cheese,cream, yoghurt, dairy spreads. Ireland exportsthese products all over the world eg.‘Kerrygold’ butter can be bought in the U.S.Bord Bia have done a good job of promotingIrish dairy produce abroad by exhibiting theseproducts at International Food Fairs.

Beef

Beef is Ireland’s secondmain food export@21%. It is five timesmore popular thanseafood as an export which is only 4% of theexportmarket.

Irish beef is in high demand across the worldbecause Ireland has a reputation for highstandards of production (Quality AssuranceScheme) and traceability.

Preparedfoods

Prepared foodsmake up 18% of all Irish foodexports which is nearly one fifth of all exports.Many of these foods are produced by smallfood businesses and this is the fastestgrowing sector of all Irish food exports.

Foods in this sector include Jams, chutneys,readymeals, prepared sauces etc. One of thereasonswhy this sector is so popular is thatmany people lead very busy lifestyles andhave smaller families so convenience foodsplay a part in their household. Irish foodcompanies have responded to this demand.

Seafood

Seafood onlymakes up 4% of all Irish foodexports which is surprisingly low consideringIreland is an island and surrounded bycoastline. Seafood is the least popular foodexport along with pigmeat.

Seafood products include fresh fish andprocessed fish (vacuum packed smokedsalmon, breaded fish etc). Irish seafood has areputation of having high quality fish/fishproducts as its sea water is relatively unpol-luted.

HomeEconomicsSectionA– shortquestions (higherandordinary)

HomeeconomicsSectionB –pie charts/tables

Bring everything to the table

True False

Diabetes can be causedby sedentary lifestylesand unhealthy diets

✔

Bowel disease is causedby eating high fibre foods ✔

Aperson is consideredobesewhen their weightis 20% ormore above therecommendedweight

✔
















(2 @2 marks each)





sion(24 marks)

































Devil in the detail



O






OR


10percent


Low costshop

Localshop


¤132.4029%

¤114.8025%

¤255.4056%


¤82.2025%

¤65.8020%

¤154.7047%


¤32.4014%

¤27.0012%

¤54.0023%


¤54.8021%

¤45.4017%

¤109.0042%

SandraCleary









Studies



SandraCleary




Multiplesupermarket


Low-costshop


Local shop



DairyProducts



Beef



Preparedfoods



Seafood






True False


✔



✔
















(2 @2 marks each)





sion(24 marks)

































Devil in the detail



O






OR


10percent


Low costshop

Localshop


¤132.4029%

¤114.8025%

¤255.4056%


¤82.2025%

¤65.8020%

¤154.7047%


¤32.4014%

¤27.0012%

¤54.0023%


¤54.8021%

¤45.4017%

¤109.0042%

SandraCleary









Studies



SandraCleary




Multiplesupermarket


Low-costshop


Local shop



DairyProducts



Beef



Preparedfoods



Seafood






True False


✔



✔



ConsumerstudiesSamplequestion■ Higher, Question 4, 2004A responsible consumer will make inform-ed choices when selecting goods and servic-es, will know how to get best value for mon-ey and know how to seek redress if thingsgo wrong.

(a) Discuss three factors that affect con-sumers’ decision-making when selectinggoods and services. (12 marks)

(b) Name two types of retail outletswhere household appliances can be pur-chased. State one advantage and one disad-vantage of each outlet. (12 marks)

(c) Set out details of a study that you haveundertaken on a household appliance witha heating element. Refer to:

(i) working principle(ii) guidelines for using the appliance(iii) energy efficiency. (18 marks)

(d) Outline the role of the Sale of Goodsand Supply of Services Act (1980) in pro-tecting the consumer should the productprove faulty. (8 marks)

Sampleanswer

(a) Three factorsVaryinghouseholdincome■ The amount of disposable income avail-able will vary between different families.■ Those on a limited income will have lessmoney to spend on luxury items.■ Families with a large disposable incomehave greater choice when shopping. Theyare not restricted to buying own-brandgoods or looking for special offers.

Merchandising■ Retailers have a number of ways of try-ing to increase sales of products.■ Examples of these include special of-fers, eg two items for the price of one, buytwo items and get the second one at halfprice.

Packaging■ The shape, colour, materials used inpackaging can influence shoppers to buyproducts.■ Products aimed at women are often inpastel colours, eg Fructis shampoo.■ The shape of the product helps consum-ers to recognise products, eg Dairygold,Dawn Light and other dairy spreads are al-ways in rectangular plastic cartons.

(c) Household applianceDeepfatfryer

(i) Working principle■ The appliance is plugged in and an in-dicator light comes on. This indicatesthat there is electric current enteringthe appliance.■ Heat is generated by electricity.This causes (a) the heating element toheat up which heats the oil, (b) thebi-metallic strip heats up.■ The bi-metallic strip is composed of twometals that expand at different rates whenheated, eg copper and invar. Copper ex-pands faster than invar and the strip bends.■ When the desired temperature isreached, eg 190 degrees Celsius for chips,

the strip bends and breaks the circuit. Theindicator light goes off.■ The light goes off indicating the electriccurrent is disconnected = the heating ele-ment cools down (cooling oil and prevent-ing oil from overheating)■ The strip returns to its original positionas it cools, the light comes back on and oil isheated again.■ This cycle continues while the fryer ison.

(ii) Guidelines for using the appliance■ Have the oil at the right temperature forcooking specific foods, eg 190 degrees Cel-sius for cooking chips.■ Never fill beyond the “maximum line”with oil.■ Clean oil regularly.■ Follow the instructions.

(iii) Energy efficiency■ Replace the filter regularly so the appli-ance works efficiently = saving energy.■ Do not ‘half fill’ the wire basket whendeep fat frying as this wastes electricity.

■ A-G Energy Efficiency Scale (A is mostefficient, G is the least efficient)

(d) Role of the Act■ If the fault is recognised straight away,ie after opening the box, the consumer is en-titled to full cash refund if he/she returnsthe product to the shop.■ If a fault appears a few months after pur-chase, the consumer is entitled to a replace-ment, repair or credit note.

CommentonAnswer■ The answer is in point format■ Tables can help keep answers morestructured, eg part (b)■ There was no breakdown of marks forpart (c) therefore always give at least fourpoints for each part (i), (ii) and (iii) to en-sure all points are covered.

Other topics in Section B include food ad-ditives, food spoilage, microbiology, foodpreservation, dietary requirements, theIrish food industry, and food processing/packaging.

■Alison Devlin – homeeconomics, the Institute ofEducation

The key to success in homeeconomics is detail. Homeeconomics is a very broadcourse. It is important to haveawide range of knowledge ofeach topic and connect alltopics during the exam.Make it a priority to familiar-

ise yourself with the variousterms they use in the examsuch as “comment”, “evalu-ate” and “identify”, andbecome confident in what theyare asking you to answer.Detail is vital to achieve

success in this exam, even in

the short questions, as each isworth sixmarks – equivalentto 1.5 per cent of your overallgrade. One-word answers arenot enough. To obtain fullmarks in the short questionsyouwill find yourself writingall over the page.Tabulating your answers

can also be very useful in thisexam. I found tables useful as

it helps keep focus and you areable to visualise what youranswers should look like. Thisis particularly helpful inquestion 1A.Long essay answers are not

necessary but use precisebullet point answers.Home economics is also

about practice. Try to feelconfident in answering allparts of the exam. Start nowto performwell – there’s nopoint cramming the nightbefore.There are parts of the exam

you can’t predict, such as 1Dand 1C. Practise asmuch ofthese as you can as this typeof question could put you offduring an exam.Planning is essential as the

exam is very demanding time

wise. It’s vital you have yourtimemapped out for each partand stick to this. I suggest notreading through the exam butget stuck in as you need everyminute. I recommend startingwith one of the compulsoryparts such as the elective orquestion 1A as it can helpsettle your nerves to start witha guaranteed part.

Ifoundtablesuseful

asithelpskeepfocusandyouareabletovisualisewhatyouranswersshouldlooklike#

Discount store,eg Argos

Discount store,eg Arnotts

Advantage

Less expensivethan department

store

More expensivethan departmentstore

Disdvantage

No specialisedsales staff

Trained staff willgive consumersprofessionalservice

■Householdincome:responsibleconsumersmakeinformed choicesand know how toget value formoney.PHOTOGRAPH:THINKSTOCK

12-week Revision PlanWeek 1 Week 2 Week 3

• Compostion of food/Energy• Water• Food Choices• Carbohydrates

• Cereals• Fruit/vegetables• Dietary guidelines• Vegetarianism

• Protein• Meat• Fish• Milk/cheese/ milk products

Week 4 Week 5 Week 6

• Lipids• Eggs• Fats/oils• Special diets

• Vitamins• Menu planning• Irish diet• Resource management

• Minerals• Food additives• Sensory analysis• Cooking methods


• Irish food industry• Food processing/packaging/labeling• Household technology

• Consumer studies• Textiles• Social Studies (sociology terms,family, family as a caring unit)

• Finance topics• Social studies (marriage, familylaws)


• Food spoilage• Microbiology• HACCP/Food laws and agencies• Preservation

• Topics from chosen Elective • Topics from chosen Elective

‘‘How I GotMy A1

D

How to get those extramarks

Many students blame lack of time in anexamas a reason for not finishing thepaper and therefore not getting theresult they had hoped for. Timingshould not be an issue as studentsknow long before the examhow longthey should spend on a question. It isjust amatter of sticking to this in theexam.Students should have awatch to

keep an eye on time in the exam. It isalso very important when answeringpast Leaving Cert questions forhomework that you spend only theallocated exam time on each question,as there is no point in getting an A1 in ahomework question if it took one hourto complete!Both the higher and ordinary level

home economics papersmust be

completed in 2.5 hours (150mins).Answer your paper as follows:

■ Read paper thoroughly, highlightkey terms, decide onwhat questionsyou are going to answer6minutes

■ Answer Question 1 (Section B)35 minutes

■ Answer chosen elective (Section C)40minutes

■ Answer two out of four questionsfromSection B questions44minutes (22minutes each)

■ Complete short answers (Section A)25minutes (about 2minutes each)

Timingiskey

SandraCleary

Onlineresources

curriculumonline.iefsai.ie

examinations.iecitizensinformation.ie

safefood.ie

TIPS■ Prepare topics well for the compulsorysections of the course, eg Section B,Question 1 study all of the six nutrients andpractice analysing tables and charts frompast papers; Section C, study all the topicslisted on the syllabus for the chosenelective as part (a) of each elective iscompulsory.■ Complete 2-3 short questions fromSection A every night from now until theexam allowing about 2minutes for eachquestion. This will give you a bank ofcompleted questions to revise before theexam. Do not leave this until the nightbefore the exam!■ Be familiar with the syllabus. You candownload a copy online and every time youhave a section of the course revised, referto the syllabus to see if all of the topicshave been covered during the revision.■ Understand how themarking scheme

works (see panel, above right).■ Practice asmany long questions fromprevious exam papers for homework.Answer these questions in a realistic timeto prepare for the pressure of managingtime in the exam. Look up themarkingscheme for your answers when you arefinished (examinations.ie)■ REMEMBER thesemarking schemesonly give the key points required in answers– pointsmust be developed to getmaximummarks in the exam.

COMMONERRORS■ Lack of detail: this is themost commonerror. Remember 4marks = 1 per cent ofthe overall grade – very detailed answersare required for A1 and A2 grades.■ Poor timemanagement: do not spendmore than the allocated time on eachquestion or you will not complete the exam.■ Long paragraphs: always answer in

point format regardless of how a questionis phrased. Elaborate on points according toallocatedmarks.■ Out-of-date facts/figures: look online forcurrent figures/statistics on social welfarepayments, tax etc. as textbooks can goout-of-date quickly.■ Not writing similar amounts ofinformation on each point: if themarkingscheme is 5 points@ 4marks each, writethe same or similar amount of informationon each point. Many students write down 5points but write one line on a couple ofpoints and 3-4 lines on other points. Beconsistent or youwill losemarks for notdeveloping points sufficiently.■ Poor quality diagrams: diagrams shouldnot be learned directly from textbooks –they need to be practised before the exam .■ Students do not analyse the pie charts/tables correctly on Question 1, Section B(see sample answers on pages 20-21).

LeavingCerthomeeconomicsExamtipsandcommonerrors

HomeeconomicsSectionB

■ Read questions very carefully at thebeginning of the exam andmake sure youcan answer every part before attemptingthe question.■ Structure your answer according tothemarking scheme.■ Highlight the key terms, eg discuss,list, give an account, outline, etc.■ Use the allocatedmarks to work outhowmany points needed in your answer.■ Use bullet/numbers in front of each ofyour points (no essay-style answers).■ Leave 3-4 blank lines between eachpart of your answer. This shows theexaminer you aremoving to the next partof the question (while the examiner ismoving on to the next part of themarkingscheme).■ Use current, modern and relevantexamples to back up your answers wherepossible, eg up-to-date Social Welfarepayments, consumer laws, new foodproducts on themarket, etc.■ Tabulate answerswhere you areasked to differentiate, classify orcompare, or when answering questionsonminerals and vitamins.■ If asked to draw a room plan or lightingarrangement, ask for graph paper. This isavailable from the exam supervisor.■ Diagrams should be clear and welllabelled (use coloured pens, highlightersand rulers).

Marking schemeIt changes each year as the questionsasked on the written paper are never thesame. It is important to work out the

marking scheme before writing downanswers as every questionmust beanswered in point format regardless ofhow the question is phrased. Oncestudents know howmanymarks eachpoint is worth theywill know howmuchdetail to give in the answer.

ExampleSection B, Question 1, part (d):“Give a detailed account of protein andrefer to : structure (primary, secondary,tertiary) 15marksStudents will work out in a rough

margin that themarking scheme is threepoints@ 5marks each. Therefore a lot ofdetail is required on each of the proteinstructures.

General guidelines that apply everyyearSection A■ Each short question is worth sixmarks.■ Very detailed answers are required toobtain full marks as six marks equals 1.5per cent of overall grade.

Section B■ Question 1 is worth 80marks.■ 20-24marks are allocated to theanalysis of a pie chart or table thatstudents will not have seen before theexam (2014-2013). However, in 2014 theanalysis of the table was worth only 12marks on the higher level paper and 18marks on the ordinary level paper.■ Questions 2,3,4 and 5 are worth 50

marks each. They are usually divided inthree parts but the breakdown of 50marks changes every year with eachquestion.

Section C■ Each elective question is worth 80marks (with the exception of Elective 2which is worth 40marks).■ Part (a) of Elective 1 and Elective 3 isworth 50marks (compulsory part).■ Parts (b) and (c) are worth 30markseach.

Higher levelITo obtain maximummarks on the higherlevel paper students are expected to:

■ Give very detailed answers withspecific information.■ Demonstrate links with other parts ofthe syllabus.■ Back up answerswith relevantexampleswhere applicable.■ Have up-to-date facts and figures (donot rely on textbooks as the figuresmaybe out of date).■ 5marks are usually broken down asfollows:1mark – naming the key point.2marks – one sub point.2marks – second sub point.

■ NEVERWRITE ESSAY STYLEANSWERS. Always structure answers inpoint format and develop each point inrelation to the allocatedmarks. Byanswering in points, students are workingwith the layout of themarking scheme.

Keep tothe pointsAlwaysanswer inpointformatandelaborateonpointsaccordingto theallocatedmarks




ConsumerstudiesSamplequestion■ Higher, Question 4, 2004A responsible consumer will make inform-ed choices when selecting goods and servic-es, will know how to get best value for mon-ey and know how to seek redress if thingsgo wrong.

(a) Discuss three factors that affect con-sumers’ decision-making when selectinggoods and services. (12 marks)

(b) Name two types of retail outletswhere household appliances can be pur-chased. State one advantage and one disad-vantage of each outlet. (12 marks)

(c) Set out details of a study that you haveundertaken on a household appliance witha heating element. Refer to:

(i) working principle(ii) guidelines for using the appliance(iii) energy efficiency. (18 marks)

(d) Outline the role of the Sale of Goodsand Supply of Services Act (1980) in pro-tecting the consumer should the productprove faulty. (8 marks)

Sampleanswer

(a) Three factorsVaryinghouseholdincome■ The amount of disposable income avail-able will vary between different families.■ Those on a limited income will have lessmoney to spend on luxury items.■ Families with a large disposable incomehave greater choice when shopping. Theyare not restricted to buying own-brandgoods or looking for special offers.

Merchandising■ Retailers have a number of ways of try-ing to increase sales of products.■ Examples of these include special of-fers, eg two items for the price of one, buytwo items and get the second one at halfprice.

Packaging■ The shape, colour, materials used inpackaging can influence shoppers to buyproducts.■ Products aimed at women are often inpastel colours, eg Fructis shampoo.■ The shape of the product helps consum-ers to recognise products, eg Dairygold,Dawn Light and other dairy spreads are al-ways in rectangular plastic cartons.

(c) Household applianceDeepfatfryer

(i) Working principle■ The appliance is plugged in and an in-dicator light comes on. This indicatesthat there is electric current enteringthe appliance.■ Heat is generated by electricity.This causes (a) the heating element toheat up which heats the oil, (b) thebi-metallic strip heats up.■ The bi-metallic strip is composed of twometals that expand at different rates whenheated, eg copper and invar. Copper ex-pands faster than invar and the strip bends.■ When the desired temperature isreached, eg 190 degrees Celsius for chips,

the strip bends and breaks the circuit. Theindicator light goes off.■ The light goes off indicating the electriccurrent is disconnected = the heating ele-ment cools down (cooling oil and prevent-ing oil from overheating)■ The strip returns to its original positionas it cools, the light comes back on and oil isheated again.■ This cycle continues while the fryer ison.

(ii) Guidelines for using the appliance■ Have the oil at the right temperature forcooking specific foods, eg 190 degrees Cel-sius for cooking chips.■ Never fill beyond the “maximum line”with oil.■ Clean oil regularly.■ Follow the instructions.

(iii) Energy efficiency■ Replace the filter regularly so the appli-ance works efficiently = saving energy.■ Do not ‘half fill’ the wire basket whendeep fat frying as this wastes electricity.

■ A-G Energy Efficiency Scale (A is mostefficient, G is the least efficient)

(d) Role of the Act■ If the fault is recognised straight away,ie after opening the box, the consumer is en-titled to full cash refund if he/she returnsthe product to the shop.■ If a fault appears a few months after pur-chase, the consumer is entitled to a replace-ment, repair or credit note.

CommentonAnswer■ The answer is in point format■ Tables can help keep answers morestructured, eg part (b)■ There was no breakdown of marks forpart (c) therefore always give at least fourpoints for each part (i), (ii) and (iii) to en-sure all points are covered.

Other topics in Section B include food ad-ditives, food spoilage, microbiology, foodpreservation, dietary requirements, theIrish food industry, and food processing/packaging.

■Alison Devlin – homeeconomics, the Institute ofEducation

The key to success in homeeconomics is detail. Homeeconomics is a very broadcourse. It is important to haveawide range of knowledge ofeach topic and connect alltopics during the exam.Make it a priority to familiar-

ise yourself with the variousterms they use in the examsuch as “comment”, “evalu-ate” and “identify”, andbecome confident in what theyare asking you to answer.Detail is vital to achieve

success in this exam, even in

the short questions, as each isworth sixmarks – equivalentto 1.5 per cent of your overallgrade. One-word answers arenot enough. To obtain fullmarks in the short questionsyouwill find yourself writingall over the page.Tabulating your answers

can also be very useful in thisexam. I found tables useful as

it helps keep focus and you areable to visualise what youranswers should look like. Thisis particularly helpful inquestion 1A.Long essay answers are not

necessary but use precisebullet point answers.Home economics is also

about practice. Try to feelconfident in answering allparts of the exam. Start nowto performwell – there’s nopoint cramming the nightbefore.There are parts of the exam

you can’t predict, such as 1Dand 1C. Practise asmuch ofthese as you can as this typeof question could put you offduring an exam.Planning is essential as the

exam is very demanding time

wise. It’s vital you have yourtimemapped out for each partand stick to this. I suggest notreading through the exam butget stuck in as you need everyminute. I recommend startingwith one of the compulsoryparts such as the elective orquestion 1A as it can helpsettle your nerves to start witha guaranteed part.

Ifoundtablesuseful

asithelpskeepfocusandyouareabletovisualisewhatyouranswersshouldlooklike#

Discount store,eg Argos

Discount store,eg Arnotts

Advantage

Less expensivethan department

store

More expensivethan departmentstore

Disdvantage

No specialisedsales staff

Trained staff willgive consumersprofessionalservice

■Householdincome:responsibleconsumersmakeinformed choicesand know how toget value formoney.PHOTOGRAPH:THINKSTOCK

12-week Revision PlanWeek 1 Week 2 Week 3

• Compostion of food/Energy• Water• Food Choices• Carbohydrates

• Cereals• Fruit/vegetables• Dietary guidelines• Vegetarianism

• Protein• Meat• Fish• Milk/cheese/ milk products


• Lipids• Eggs• Fats/oils• Special diets

• Vitamins• Menu planning• Irish diet• Resource management

• Minerals• Food additives• Sensory analysis• Cooking methods


• Irish food industry• Food processing/packaging/labeling• Household technology

• Consumer studies• Textiles• Social Studies (sociology terms,family, family as a caring unit)

• Finance topics• Social studies (marriage, familylaws)


• Food spoilage• Microbiology• HACCP/Food laws and agencies• Preservation

• Topics from chosen Elective • Topics from chosen Elective

‘‘How I GotMy A1

D

How to get those extramarks

Many students blame lack of time in anexamas a reason for not finishing thepaper and therefore not getting theresult they had hoped for. Timingshould not be an issue as studentsknow long before the examhow longthey should spend on a question. It isjust amatter of sticking to this in theexam.Students should have awatch to

keep an eye on time in the exam. It isalso very important when answeringpast Leaving Cert questions forhomework that you spend only theallocated exam time on each question,as there is no point in getting an A1 in ahomework question if it took one hourto complete!Both the higher and ordinary level

home economics papersmust be

completed in 2.5 hours (150mins).Answer your paper as follows:

■ Read paper thoroughly, highlightkey terms, decide onwhat questionsyou are going to answer6minutes

■ Answer Question 1 (Section B)35 minutes

■ Answer chosen elective (Section C)40minutes

■ Answer two out of four questionsfromSection B questions44minutes (22minutes each)

■ Complete short answers (Section A)25minutes (about 2minutes each)

Timingiskey

SandraCleary

Onlineresources

curriculumonline.iefsai.ie

examinations.iecitizensinformation.ie

safefood.ie

TIPS■ Prepare topics well for the compulsorysections of the course, eg Section B,Question 1 study all of the six nutrients andpractice analysing tables and charts frompast papers; Section C, study all the topicslisted on the syllabus for the chosenelective as part (a) of each elective iscompulsory.■ Complete 2-3 short questions fromSection A every night from now until theexam allowing about 2minutes for eachquestion. This will give you a bank ofcompleted questions to revise before theexam. Do not leave this until the nightbefore the exam!■ Be familiar with the syllabus. You candownload a copy online and every time youhave a section of the course revised, referto the syllabus to see if all of the topicshave been covered during the revision.■ Understand how themarking scheme

works (see panel, above right).■ Practice asmany long questions fromprevious exam papers for homework.Answer these questions in a realistic timeto prepare for the pressure of managingtime in the exam. Look up themarkingscheme for your answers when you arefinished (examinations.ie)■ REMEMBER thesemarking schemesonly give the key points required in answers– pointsmust be developed to getmaximummarks in the exam.

COMMONERRORS■ Lack of detail: this is themost commonerror. Remember 4marks = 1 per cent ofthe overall grade – very detailed answersare required for A1 and A2 grades.■ Poor timemanagement: do not spendmore than the allocated time on eachquestion or you will not complete the exam.■ Long paragraphs: always answer in

point format regardless of how a questionis phrased. Elaborate on points according toallocatedmarks.■ Out-of-date facts/figures: look online forcurrent figures/statistics on social welfarepayments, tax etc. as textbooks can goout-of-date quickly.■ Not writing similar amounts ofinformation on each point: if themarkingscheme is 5 points@ 4marks each, writethe same or similar amount of informationon each point. Many students write down 5points but write one line on a couple ofpoints and 3-4 lines on other points. Beconsistent or youwill losemarks for notdeveloping points sufficiently.■ Poor quality diagrams: diagrams shouldnot be learned directly from textbooks –they need to be practised before the exam .■ Students do not analyse the pie charts/tables correctly on Question 1, Section B(see sample answers on pages 20-21).

LeavingCerthomeeconomicsExamtipsandcommonerrors

HomeeconomicsSectionB

■ Read questions very carefully at thebeginning of the exam andmake sure youcan answer every part before attemptingthe question.■ Structure your answer according tothemarking scheme.■ Highlight the key terms, eg discuss,list, give an account, outline, etc.■ Use the allocatedmarks to work outhowmany points needed in your answer.■ Use bullet/numbers in front of each ofyour points (no essay-style answers).■ Leave 3-4 blank lines between eachpart of your answer. This shows theexaminer you aremoving to the next partof the question (while the examiner ismoving on to the next part of themarkingscheme).■ Use current, modern and relevantexamples to back up your answers wherepossible, eg up-to-date Social Welfarepayments, consumer laws, new foodproducts on themarket, etc.■ Tabulate answerswhere you areasked to differentiate, classify orcompare, or when answering questionsonminerals and vitamins.■ If asked to draw a room plan or lightingarrangement, ask for graph paper. This isavailable from the exam supervisor.■ Diagrams should be clear and welllabelled (use coloured pens, highlightersand rulers).

Marking schemeIt changes each year as the questionsasked on the written paper are never thesame. It is important to work out the

marking scheme before writing downanswers as every questionmust beanswered in point format regardless ofhow the question is phrased. Oncestudents know howmanymarks eachpoint is worth theywill know howmuchdetail to give in the answer.

ExampleSection B, Question 1, part (d):“Give a detailed account of protein andrefer to : structure (primary, secondary,tertiary) 15marksStudents will work out in a rough

margin that themarking scheme is threepoints@ 5marks each. Therefore a lot ofdetail is required on each of the proteinstructures.

General guidelines that apply everyyearSection A■ Each short question is worth sixmarks.■ Very detailed answers are required toobtain full marks as six marks equals 1.5per cent of overall grade.

Section B■ Question 1 is worth 80marks.■ 20-24marks are allocated to theanalysis of a pie chart or table thatstudents will not have seen before theexam (2014-2013). However, in 2014 theanalysis of the table was worth only 12marks on the higher level paper and 18marks on the ordinary level paper.■ Questions 2,3,4 and 5 are worth 50

marks each. They are usually divided inthree parts but the breakdown of 50marks changes every year with eachquestion.

Section C■ Each elective question is worth 80marks (with the exception of Elective 2which is worth 40marks).■ Part (a) of Elective 1 and Elective 3 isworth 50marks (compulsory part).■ Parts (b) and (c) are worth 30markseach.

Higher levelITo obtain maximummarks on the higherlevel paper students are expected to:

■ Give very detailed answers withspecific information.■ Demonstrate links with other parts ofthe syllabus.■ Back up answerswith relevantexampleswhere applicable.■ Have up-to-date facts and figures (donot rely on textbooks as the figuresmaybe out of date).■ 5marks are usually broken down asfollows:1mark – naming the key point.2marks – one sub point.2marks – second sub point.

■ NEVERWRITE ESSAY STYLEANSWERS. Always structure answers inpoint format and develop each point inrelation to the allocatedmarks. Byanswering in points, students are workingwith the layout of themarking scheme.

Keep tothe pointsAlwaysanswer inpointformatandelaborateonpointsaccordingto theallocatedmarks

