DOCSLIB.ORG

Year 4 Social Studies Time: 1 Hour

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Year 4 Social Studies Time: 1 Hour DEPARTMENT FOR CURRICULUM, RESEARCH, INNOVATION AND LIFELONG LEARNING Directorate for Learning and Assessment Programmes Educational Assessment Unit Annual Examinations for Primary Schools 2018 Year 4 Social Studies Time: 1 hour Name: __________________________________ Class: __________________ 1. People who help us. Underline the correct word. The first one is given as an example. a. When we feel sick we must go to the (warden, doctor, postman). b. (The police officer, The head teacher, The nurse) must help in keeping law and order during the village feast. c. If our street needs some repairs we should contact the (teacher, parish priest, councillor). d. The person who delivers mail is the (fisherman, postman, councillor). e. (The mechanic, The pilot, The baker) starts baking bread very early in the morning. f. The job of the (Prime Minister, Bishop, Minister) is to lead the Maltese Government. g. The person who sells medicine is the (nurse, grocer, pharmacist). h. If we want to have healthy teeth we must often go to the (doctor, dentist, nurse). i. (The head teacher, The mayor, The parish priest) is the person who leads our primary school. (1 mark x 8 = 8 marks) Social Studies – Year 4 – 2018 Page 1 of 8 2. Avoiding danger. Look at the pictures below and write TRUE or FALSE. Letter b is given as an example. TRUE or FALSE a We should never plug too many electrical devices to one outlet. b We should cross the road when the light is FALSE RED. c This sign means that the road is wet and slippery. d Electricity and water should never be used together. e This sign shows us that there is toxic food. f We must always be careful as danger can be found at home, at school and everywhere. g Whenever possible, we should make use of pedestrian crossings to cross the roads. (2 marks X 6 = 12 marks) Social Studies – Year 4 – 2018 Page 2 of 8 3a. First Aid. Choose the correct word for each of the following sentences. The first sentence is given as an example. fracture First Aid burn blood nose bleed 1 The first help we should give in case of an accident. First Aid 2 We can try to stop it by applying pressure on the wound. Keep the patient from moving if you think there can be this 3 in the bones. 4 When this happens, press the upper part of the nose. When this happens you should cool the skin under running 5 water for 10 minutes. (1 mark x 4 = 4 marks) 3b. Danger around us. Answer the following: a. Mention one danger which can be found in the kitchen. ______________________________________________________ (2 marks) b. Mention one danger which can be found in a street. ______________________________________________________ (2 marks) c. Mention one danger which can be found in the school yard. ______________________________________________________ (2 marks) d. Mention one danger which can be found in the classroom. ______________________________________________________ (2 marks) (total 8 marks) Social Studies – Year 4 – 2018 Page 3 of 8 4. The Maltese Islands. Underline the correct words. a. The above picture shows a (map, poem, photograph) of the Maltese Islands. b. The (largest, smallest) island is Malta. c. A map is a picture that shows a country, a town or a village as seen from (the side, below, above). d. To find a (place, telephone number, person) in our country we need the map of Malta and Gozo. e. To find the village of Marsaxlokk I need a map of (Comino, Gozo, Malta). f. To find the village of Marsalforn I need a map of (Malta, Sicily, Gozo). g. To find (Malta, Africa, Australia) I need a map of Europe. h. To find a continent I need a map of (the world, Europe, Malta). (1 mark x 8 = 8 marks) Social Studies – Year 4 – 2018 Page 4 of 8 5. Maltese towns and villages. Match Column A with Column B. The third one is given as an example. COLUMN A COLUMN B In the centre of many Maltese and was named after the 1 towns and villages Grandmaster Jean de Valette. Amongst the historical found right below the old city called 2 buildings of Valletta we can the Citadel. find we can find a large, beautiful 3 Malta, Gozo and Comino are church called the Parish Church. Valletta was built during the 4 on a hill surrounded by bastions. time of the Knights of St John the Co-Cathedral of St John, the In front of the village church 5 Palace of the President and the we often find Auberge de Castille. three small islands in the middle of 6 The Citadel in Gozo is built 3 the Mediterranean Sea. Victoria is the capital city of a large square with many houses, 7 Gozo and it is shops and clubs. (1 mark x 6 = 6 marks) Social Studies – Year 4 – 2018 Page 5 of 8 6. Around Malta and Gozo. Choose from the given words to complete the sentences. Valletta Cirkewwa Rabat Mdina Marsalforn Mgarr Marsaxlokk Malta Gudja Gozo How are you friends? I am Mark and I am 11 years old. I live in a Maltese fishing village called ____________. Every Saturday I like to go to my grandparents’ house in the village of ____________, where there is the airport. Very often they take me to ____________, which is the capital city of Malta. However, next Saturday I am going to ____________ with my cousins where we shall visit the Citadel and the village of ____________. We must wake up very early to go to ____________ to catch the ferry. By ferry we will go to the port of ____________, Gozo and take the bus to ____________, the capital city of Gozo. My sister, Mikela, is not coming with us as she is going with her friends for a stroll around ____________, the old capital city of ____________. (1 mark x 10 = 10 marks) Marsalforn Gozo Social Studies – Year 4 – 2018 Page 6 of 8 7. Famous Maltese people. Dun Mikiel Xerri Dun Karm Psaila Write XERRI near the sentences about Dun Mikiel Xerri and write PSAILA near the sencences about Dun Karm Psaila. The first one is given as an example. a His monument is in St Anne Street, Floriana. Psaila b At first he used to write poems in Italian, not in Maltese. c He was a hero as he died for his country and the Maltese people. d This poet wrote the verses of the Maltese national anthem. e We can see his monument in Valletta. f He was part of a plot to send the French soldiers away from Malta. g He showed great courage when he started writing poems in Maltese. He was killed by French soldiers in St George’s Square in front of the h Palace in Valletta. He wrote many religious hymns in Maltese which are still sung in i churches today. j This priest is considered as the Maltese National Poet. On the church parvis of St Publius in Floriana there is a memorial k stone dedicated to this Maltese hero and his friends. l A day in the month of October is dedicated to this important person. m He lived during the time of the Knights of St John. (1 mark x 12 = 12 marks) Social Studies – Year 4 – 2018 Page 7 of 8 8. Road Safety. This is Mikela who lives in Luqa. She walks to school everyday. Answer the following questions. Write two sentences for each question. a) What must Mikela do to avoid danger when walking in the street? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ b) What can she do to keep the streets of Luqa clean and safe? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ c) Who can help Mikela avoid danger while walking to school? _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ (2 marks x 6 = 12 marks) END OF PAPER Social Studies – Year 4 – 2018 Page 8 of 8 .
Load more

Recommended publications
  • History ( Option ) – Form 4
    History (Option) Aims The main aims of the syllabus are to stimulate interest in and enthusiasm for the study of the past; promote the acquisition of knowledge and understanding of human activity in the past, linking it with the present; ensure that the students' knowledge is rooted in an understanding of the nature and the use of historical evidence; help students towards an understanding of the development over time of social and cultural values; promote an understanding of the nature of cause and consequence, continuity and change, similarity and difference; develop essential historical skills; provide an appropriate integration of our national history within a wider international context. 1 Assessment Objectives The assessment will test how far the students have mastered the development of historical knowledge and understanding including the recall of historical facts and the explanation of historical terminology. the evaluation and interpretation of evidence thus acquiring the basic skills necessary for the study of many types of historical evidence. This should include comprehending evidence and placing in context, analysing, detecting bias and pointing to gaps and inconsistencies in evidence, distinguishing between fact and opinion and developing a hypothesis through comparing sources and reaching conclusions based on evidence. the construction and communication of a simple historical exposition. Students are expected to construct a simple exposition, including reasoned argument based on historical evidence. They will be expected to communicate in a clear and coherent form. Students should be able to select, evaluate, and arrange relevant information in answer to a question and make use of analytical concepts such as causation and consequences, change and continuity, similarity and difference, etc.
    [Show full text]
  • The Educator a Journal of Educational Matters
    No.5/2019 EDITORIAL BOARD Editor-in-Chief: Comm. Prof. George Cassar Editorial members: Marco Bonnici, Christopher Giordano Design and Printing: Print Right Ltd Industry Road, Ħal Qormi - Malta Tel: 2125 0994 A publication of the Malta Union of Teachers © Malta Union of Teachers, 2019. ISSN: 2311-0058 CONTENTS ARTICLES A message from the President of the Malta Union of Teachers 1 A national research platform for Education Marco Bonnici A union for all seasons – the first century 3 of the Malta Union of Teachers (1919-2019) George Cassar Is it time to introduce a Quality Rating and Improvement System 39 (QRIS) for childcare settings in Malta to achieve and ensure high quality Early Childhood Education and Care experiences (ECEC)? Stephanie Curmi Social Studies Education in Malta: 61 A historical outline Philip E. Said How the Economy and Social Status 87 influence children’s attainment Victoria Mallia & Christabel Micallef Understanding the past with visual images: 101 Developing a framework for analysing moving-image sources in the history classroom Alexander Cutajar The Educator A journal of educational matters The objective of this annual, peer-reviewed journal is to publish research on any aspect of education. It seeks to attract contributions which help to promote debate on educational matters and present new or updated research in the field of education. Such areas of study include human development, learning, formal and informal education, vocational and tertiary education, lifelong learning, the sociology of education, the philosophy of education, the history of education, curriculum studies, the psychology of education, and any other area which is related to the field of education including teacher trade unionism.
    [Show full text]
  • MALTESE E-NEWSLETTER 235 September 2018 1
    MALTESE E-NEWSLETTER 235 September 2018 1 MALTESE E-NEWSLETTER 235 September 2018 President inaugurates meditation garden at Millennium Chapel President of Malta Marie-Louise Coleiro Preca officially inaugurated ‘The Word’ – the new meditation garden at the Millennium Chapel. President Coleiro Preca expressed her hope that this garden will be used by many people who are seeking refuge and peace in today’s uncertain world, and that they will be transformed by its atmosphere of contemplation and tranquillity. “Whilst I would like to commend the Millennium Chapel team for their dedication and hard work, in particular Fr Hilary Tagliaferro and his collaborators on this project, including Richard England, Duncan Polidano, Noel Attard, and Peter Calamatta, I am confident that the Millennium Chapel will continue to provide essential support and care for all the people who walk through its doors”, the President said. The Millennium Chapel The Millennium Chapel is run by a Foundation of lay volunteers and forms part of the Augustinian Province of Malta. Professional people and volunteers, called “Welcomers” are participating in the operation and day to day running of the Chapel and WoW (Wishing Others Well). The Chapel is open from 8.00 a.m. to 2.00 a.m. all the year round except Good Friday. You, too, may offer your time and talent to bring peace and love in the heart of the entertainment life of Malta, or may send a small contribution so that this mission may continue in the future. In the heart of the tourist and entertainment centre of Malta’s nightlife there stands an oasis of peace :- THE MILLENNIUM CHAPEL and WOW , (Wishing Others Well), These are two pit stops in the hustle and bustle of Paceville – considered the mecca of young people and foreign tourists who visit the Island of Malta.
    [Show full text]
  • Malta in Context by J.M. Ruggier. Journal Of
    MALTA IN CONTEXT A Survey of Language and Litetatun "Infinite riches in a little room" Marlowe: Dactar Faustus JOE M. RUGGIER Situated 60 miles to the South ofSicily..,.200 tothe North of North Africa, measuring a mere 117 square miles in all, and for 200 years a British Colony, Malta is an island museum at the crosst0ad8 ofthe Meiliterranean. a treasure­ house of tradition, culture, history and prehistory. ExcIuding migrants, the present population exceeds 300,000 and thepopulationdensity is among the highest anywhere. Semitic in their origins, Europeafi. through their apprenticesrup, the Maltese were converted to Christianity by St. Paul in A.D. 60. The faith has been to the inhabitants of these islands tbe unifying po'Wer which, like a rod of Moses, has made of three barren rocks a nation with a character. Sufficiently isolated from their European and Semitic neighbours, and taking apride in their Crusoe-like isolation, the Maltese have always had to rely on their own resources, and have even developed autonomous language. It has, of course, been impossible for Maltese not to import much specialized, modern, and not-so-modern jargon, and before Homer wrote, I suppose, Greek was probably a poorer language than Maltese is nowadays. What does it sound Iike? That part of the vocabulary which the Maltese regard as pure Maltese is of Semitic origin, and sounds Semitic, while that part of the vocabulary which the Maltese regard to be imported, has come from the Romance Ianguages, Spanish, Freoch, mostly Italian, and some English terros, and either sounds Latinate, or English.
    [Show full text]
  • Ltepublique FRAN<;AISE
    ~~----------------------------------------------------~ THE FRENCH OCCUPATION PERIOD The Plot of January, 1799 by Dr Alfred Bonnici M.D. .,->···· '; i •·. .• ·: ~~.:~_.··· .. "'_:,_ :__ ,.. --.... ·\ ."'-..) -~- MALTE. L 1 B E R T E' -~··~·,:..~ -. ... E ,(, _:~ L · ~y;: ·:~:1-_: ...... -~--==-. .· ( .' . ., ;/4 --~!i .. e; :-:~· ··: .. ltEPUBLIQUE FRAN<;AISE- _,....~~====~~~~~=========·===·=====·~···=w~~ .ei· ·- ,..,_ . lo .Au IJuartier ~enlral Je ®Afl!.k> le ? l · ~:144m ~ 4M 1 Je la Republigu1 f:a~~Is~ ~~ame et indwisib/e. V A U B 0 I S ~ ·c t NE RA L J) E D 1 V I S I 0 N ·; Commandant en~ Chef dans les Isles de Malte, et du Goz'J. To the French Consul GUI "Citizen Ossoir has come to tell h you, and told you that we must b me t . at two Greeks had approached uprising to day. I hasten to ass:r~;~~h{:l :(t~e m~abitants who are starting an to neglect to take precautions." a if hat LS a fact, it is my custom never The Plot of 11 January, 1799 by Dr Alfred Bonnici M.D. Regiment of Malta Liberty Equality French Republic General Headquarters of Malta, 11th January 7th Year (i.e. 11 January, 1799) o(the French Republic, one and indivisible. VAUBOIS Major General Commander in Chief of the Islands of Malta and Gozo To the French Consul GUI "Citizen Ossoir has come to tell me that two Greeks had approached you, and told you that we must be watchful ofthe inhabitants who are starting an uprising to day. I hasten to assure you that if that is a fact, it is my custom never to neglect to take precautions." A letter written on French Occupation watermarked stationary ofthe period by Major General and Commander in ChiefVAUBOIS, ofthe French Occupation Forces in ,.,......, / .
    [Show full text]
  • Fra Ludoviku Savoye.Pdf
    Perjodu qasir imma 1-aktar drammatiku fl-istorja ta' pajjizna huma 1-ahhar sentejn tas-sek1u 18 (1798-1800), li fihom il-gzejjer Maltin gnaddew taht tlett saltniet: 1-0rdni ta' San Gwann, ir-Republika Franciza u 1-Makma Ngliza. Il-Granmastru Hompesch, wara li 1-Gvern Franciz kien ikkonfiska 1-bosta propjeta li 1-0rdni kellu fi Franza, sab ruhu tradut minn niesu stess u meta Napuljun nizel Malta, ceda 1-gzira Iii Napuljun. Il-FranCizi weghdu Liberta, Fraternita u Ugwaljanza iZda 1-amministrazzjoni Franciza f'Malta ma1ajr rifset il-kallijiet ta' kulhadd, bdiet tisraq il-Knejjes u wasslet biex 1-Maltin b'mod qalbieni u bit-tixrid tad-demm (bizzejjed insemmu 1-eroj Dun Mikiel Xerri u st1abu li gew fucillati fil-Belt) jorganizzaw ruhhom u jkeccu lill-Francizi minn Malta. Dan seta' jsir bl­ gt1ajnuna ta' qawwa barranija li 1-Maltin talbu u kisbu mill-IngliZi li dahlu f'Malta biex jghinu izda spiccaw jat1kmu gt1al aktar minn 160 sena. Ir-Rabat u 1-Imdina Ir-Rabat u 1-Imdina kellhom sehem qawwi fit-taqbida qalila u r-rebt1a glorjuza tal-Maltin kontra 1-FranCizi. Meta fil-festa tal-Madonna tal-Konsolazzjoni nhar it-2 ta' Settembru 1798 il­ Francizi, bi ksur ta' kull weghda li kienu gnamlu, ippjanaw li jirkantaw 1-oggetti ta' deheb u fidda tal-knejjes tar-Rabat u 1- Imdina u jibdew mill-kunvent ta' Giezu u l-Oratorju ta' San Gu:lepp, ir-Rabtin irrabjati ghall­ ahhar sfrattawlhom il-pjan u malajr hadu Hided tal­ Fratellanza ta' San Gu:lepp fid­ dar tar-Rettur, in-Nutar Rabti Manwel Vitale (1959-1801).
    [Show full text]
  • Junior Lyceum Annual Examinations 2008
    DIRECTORATE FOR QUALITY AND STANDARDS IN EDUCATION Department of Curriculum Management Educational Assessment Unit Primary Schools’ Annual Examinations 2016 Year 4 Social Studies Time: One Hour Name : ________________________ Class: ___________ Maximum: 80 marks A. First Aid. Fill in the blanks with the following words. anyone class accident nose moving prevent playing wound First Aid means the first things we should do in case of an ___________________________. Accidents can happen anywhere, in the street, at home, in ________________________, while we are ___________________________, everywhere. Very often, first aid can be given by ______________________________ . If someone is bleeding, we can stop the blood by applying pressure with our fingers on the _______________________________ . When we suspect that someone has a broken bone, we should avoid moving the injured person. When someone’s nose is bleeding, we should apply pressure on the upper part of the ________________ . We should never forget that we can ____________________________ many accidents from happening by simply avoiding danger. (1 mark x 8 = 8 marks) Social Studies – Year 4 Primary Schools – 2016 Page 1 of 8 B. Dangers. Underline the correct answer or fill in. 1. The sign on the right can be seen (in the yard, at sea, in a refrigerator, at a petrol station). (1) 2. In our homes we should be careful when using (aeroplanes, electrical appliances, birds, cars). (1) 3. Mention one danger we may come across on our roads: _____________________________ (2) 4. Mention one danger we may come across in a public garden: _____________________________________________ (2) (6 marks) C. Write TRUE or FALSE in the blank squares.
    [Show full text]
  • It-3 Ta' Frar, 2021 853 This Is a List of Complete Applications
    It-3 ta’ Frar, 2021 853 PROĊESS SĦIĦ FULL PROCESS Applikazzjonijiet għal Żvilupp Sħiħ Full Development Applications Din hija lista sħiħa ta’ applikazzjonijiet li waslu għand This is a list of complete applications received by the l-Awtorità tal-Ippjanar. L-applikazzjonijiet huma mqassmin Planning Authority. The applications are set out by locality. bil-lokalità. Rappreżentazzjonijiet fuq dawn l-applikazzjonijiet Any representations on these applications should be sent in għandhom isiru bil-miktub u jintbagħtu fl-uffiċini tal-Awtorità writing and received at the Planning Authority offices or tal-Ippjanar jew fl-indirizz elettroniku ([email protected]. through e-mail address ([email protected]) within mt) fil-perjodu ta’ żmien speċifikat hawn taħt, u għandu the period specified below, quoting the reference number. jiġi kkwotat in-numru ta’ referenza. Rappreżentazzjonijiet Representations may also be submitted anonymously. jistgħu jkunu sottomessi anonimament. Is-sottomissjonijiet kollha lill-Awtorità tal-Ippjanar, All submissions to the Planning Authority, submitted sottomessi fiż-żmien speċifikat, jiġu kkunsidrati u magħmula within the specified period, will be taken into consideration pubbliċi. and will be made public. L-avviżi li ġejjin qed jiġu ppubblikati skont Regolamenti The following notices are being published in accordance 6(1), 11(1), 11(2)(a) u 11(3) tar-Regolamenti dwar l-Ippjanar with Regulations 6(1), 11(1), 11(2)(a), and 11(3) of the tal-Iżvilupp, 2016 (Proċedura ta’ Applikazzjonijiet u Development Planning (Procedure for Applications and d-Deċiżjoni Relattiva) (A.L.162 tal-2016). their Determination) Regulations, 2016 (L.N.162 of 2016). Rappreżentazzjonijiet fuq l-applikazzjonijiet li ġejjin Any representations on the following applications should għandhom isiru sal-05 ta’ Marzu, 2021.
    [Show full text]
  • Annual Report 2020
    HERITAGE MALTA (HM) ANNUAL REPORT 2020 TABLE OF CONTENTS Foreword 5 Capital Works 6 Exhibitions and Events 19 Collections and Research 23 Conservation 54 Education, Publications and Outreach 64 Other Corporate 69 Visitor Statistics 75 Appendix 1 – Calendar of Events 88 Appendix 2 – Purchase of Modern and Contemporary Artworks 98 Appendix 3 – Acquisition of Natural History Specimens 100 Appendix 4 – Purchase of Items for Gozo Museum 105 Appendix 5 – Acquisition of Cultural Heritage Items 106 Foreword 2020 has been a memorable year. For all the wrong reasons, some might argue. And they could be right on several levels. However, the year that has tested the soundness and solidity of cultural heritage institutions worldwide, has also proved to be an eye-opener and a valuable teacher, highlighting a wealth of resourcefulness that we might have otherwise remained unaware of. The COVID-19 pandemic was a direct challenge to Heritage Malta’s mission of accessibility, forcing the agency first to close its doors entirely to the public and later to restrict admissions and opening hours. However, the agency was proactive and foresighted enough to be able to adapt to its new scenario. We found ourselves in a situation where cultural heritage had to visit the public, and not vice versa. We were able to achieve this thanks to our continuous investment in technology and digitisation, which enabled us to make our heritage accessible to the public virtually. In this way, we facilitated alternative access to our sites while also launching our online shop, making it possible for our clients to buy the products usually found at our retail outlets in sites and museums.
    [Show full text]
  • The Priest Who Declined a Bishopric
    213 THE PRIEST WHO DECLINED A BISHOPRIC J. CASSAR PULLICINO The episode which forms the subject of this paper took place during the initial period of the long-drawn out negotiations relating to Canon F.S. Caruana's nomination by the British Government as successor to Bishop Ferdinand Mattei in 1829. The diplomatic hurdles that had to be surmounted before Caruana, who ruled the Diocese for more than two years as Vicario Capitolare, could be appointed Bishop and consecrated in May 1831, have been fully explained by the late Mgr. Arturo Bonnici, founder and Past President of the (Malta) Historical Society, in his paper Reasons for the Delay in the appointment of Bishop F.S. Caruana, which was read before the mem­ bers of the Society on the 9th January, 1953. (1) The following account is a record partly of what went on behind the scenes to designate someone for high ecclesiastical office in anticipation of the day when Caruana, like all mortals, would quit the stage of human life, and partly of a tale of frustration and vexation making up, as it were, a play within a play worthy of serious attention. It is known that when Bishop Mattei died on the 14th July, 1829 the Lieutenant Governor, Sir Frederick Cavendish Ponsonby (1826-1836), imme­ diately submitted Archdeacon F.S. Caruana's name to succeed Matter. The official despatches also show that on the 6th November, 1829 Sir Frederick Hankey, Chief Secretary to the Governor in Malta, who had been in Rome since the 25th October, 1829 on a mission aimed at resolving outstanding dif­ ficulties that had arisen between the British Government and the Holy See, requested the Pope through Cardinal Albani, inter alia, for the speedy nomi­ nation of Caruana as Bishop "and submitting the name of the Most Rev.
    [Show full text]
  • ENVIRONMENTAL ELEMENTS in MALTESE LITERATURE Nature As Metaphor
    ENVIRONMENTAL ELEMENTS IN MALTESE LITERATURE Nature as metaphor by Professor OLIVER FRIGGIERI The history of Maltese literature reflects to a great extent the gradual emergence of a small nation in search of itself and eventually fully aware of its identity. The romantic revival has meant to Malta much more than what it has meant to most of the other countries . It signified above anything else the need for the island to discover its own language and to embark on the task of forming an indigenous literature, namely in Maltese, the traditionally downtrodden language derived from Arabic, spoken by all, actually written sporadically by quite a few. 8-12 July 1999. Professor Oliver Friggieri's presence in the International Festival of Poetry held in Rumania was his sixtieth participation as guest author in such occasions abroad. He was placed second in the list of poets chosen by an international jury for The Grand International Prize for Poetry. From right to left: Professor Oliver Friggieri (Malta), Dr Jose Augusto Seabra (Portugal), tan Margineanu (Rumania), Professor Kama Kamanda (Luxembourg). pqg-e488 the malta year book 2000 The Historical Premise Throughout the late nineteenth century and the first half of the twentieth Maltese poetry and narrative prose profoundly contributed towards the ideal definition of Malta as a typically Mediterranean island. Poets like Gan Anton Vassallo (1817-1868), Dwardu Cachia (1858-1907), Dun Karm (1871--1961), Anastasju Cuschieri (1876- 1962), Ninu Cremona (1880-1972), Gu:i:e Delia (1900-1980), Mary Meilak (1905- 1975), Gorg Zammit (1908-1983), Gorg Pisani (1909-1999) and Anton Buttigieg (1912- 1903) were constantly inspired by the nuturol element3 which they believed to be the Intrinsic justification for Malta's claim to nationhood.
    [Show full text]
  • Brian J. Dendle
    Brian J. Dendle THE MALTESE NOVELS OF NICOLAS SAUDRAY The French novelist Nicolas Saudray, born in Normandy in 1942, has spent his professional career as an economist in the French civil service; for six years he served on the conseil d'administration of the Bibliotheque Nationale. His nine novels (described below) are set in various coun­ tries (the Orient, France, Malta, the France of the future) and have as common theme the hunger for faith of the modern world. His two Maltese novels (Dieu est-il gentilhomme?, Chevalerie du soir) are more "realistic," with less hint of spiritual transcendence, than his other works. They treat the final years of rule of the Order of St. John and the French and British invasions. The novels-novelized history more than fiction-are crammed with vivid incident and are rigorously researched. The knights fail to defend Malta because they have lost faith in their mission. Saudray treats with affectionate exasperation an Order which had refused to reform itself and had lost its reason for existence. The world, Saudray suggests with a certain melancholy, was no longer worthy of the chivalric ideal: -Nous avons perdu Malte, enchaine Giulio, parce que nous ne la meri­ tions plus. -Dis plutot, replique Raczynski, que notre epoque a perdu sa chevalerie, parce qu'elle n'en etait plus digne. (Chevalerie du soir, 358) The Novels of Nicolas Saudray Le Maltre des fontaines (1978), a powerful and disturbing novel of spiri­ tual awakening, raises the question of God's communication with man in an age without religious belief. The lost Gospel of Thaddeus is dis­ covered in a poverty-stricken Jacobite monastery in the Diyarbekir region of Turkey, close to the frontiers of Syria and Iraq.
    [Show full text]