SEMESTER REVISION

Subject: HSIE Grade 8

I. Important notes
1. Students should be in the examination room at least 15 minutes prior to the scheduled start
of the examination. No extra time is given to students who are late for an exam. All late
arrivals after 15 minutes will be treated as absences.

2. Students must bring all the necessary equipment to the exam rooms such as pens, pencils,
rulers, erasers, compasses, calculators, pencil cases. Students are not permitted to bring pencil
cases, bags or such digital devices (for example, a mobile phone/cellphone, wireless
headphones, earphones, a computer/tablet, smart watches, or ipad that allows
communication).

3. Upon receipt of the exam paper, students are responsible for carefully checking the page
number and quality of the printed pages. If a page is missing or torn, blurred, or fuzzy, it must
be reported immediately to the proctors of the exam room within 10 minutes of receipt of the
test paper. Students must write the exam code, class, subject, full name and English name on
the test paper.
4. Student answer sheets must be legible and neat, with no additional symbols or markings
added. Responses must be written in pen. The only exception is when drawing a circle with a
compass and giving the multiple question answers on the provided answer sheet. Each test
must be completed fully in one colour of ink, however red cannot be used. Any errors must be
crossed out or stroked through, not deleted. Absolutely DO NOT use a correction pen on the
answer sheet.
For MCQs test, students can only use 2B pencil.

5. Academic Integrity (List of Prohibited Behaviors for exams):

5.1. Absolutely no talking and/or turning around permitted during testing periods. Students that
want to talk will have to raise their hand and wait for a proctor to come support them.
5.2. The following behaviors are prohibited. Any student who displays any of the behaviors
listed below will be dismissed and the test will not be assessed if are found:
+ Using unauthorized materials.
+ Possessing or using any prohibited electronic device during exams or exam breaks.
+ Looking back at a test on which time has already been called (if applicable to timed testing
portions).
+ Looking ahead in the test booklet prior to the exam commencing (if applicable to timed
testing portions).
+ Looking at another examinee’s test booklet or answer document.
+ Giving or receiving assistance.
+ Using a prohibited calculator (if applicable to subject matter).
+ Using any device to share or exchange information at any time during exam or exam breaks
+ Sharing a calculator with another examinee
+ Attempting to remove test materials, including test questions and answers, from the test
room.
+ Not following instructions or abiding by the rules of the test location.
+ Exhibiting confrontational, threatening, or unruly behavior before, during and after the exam.
+ Creating a disturbance.
+ Filling in test answers or altering completed answers on a test document after time has been
called on a timed test. Filling in answers or altering completed answers on a previous test
section or during a later test section is prohibited. If it is noticed that a timed test section has
not been completed and later it is discovered that this section has been illegally completed, the
student will be dismissed and that section of the exam will not be assessed.
5.3. In case student breaks examination regulations (violations listed on part 3.5 (a) and 3.5
(b)), the student will receive a written report and immediately stop writing the exam. Proctor
(in the corridor area) will then take the student to the Exam Council Room to finish the exam.
If dismissed from the testing area, a meeting between the student, teacher and Board of
Principals will take place within 24 hours to determine the next course of action.
A zero-tolerance code of conduct is in effect; insubordination will result in a school suspension
and/or 25% to 100% deduction of the test score based on decision from Exam Council, with
final decision from Head of School.
II. Summary

Weeks Topic Learning objectives Vocabulary

words
TERM 1
1, 2, 3 Medieval ● Explore the transformation of Feudalism
and 4 Period societies from the end of the ancient Serfs
Vassals
period to the beginning of the
Life like in Manors
modern age.
the Middle Chivalry
Ages Castles
● Identify and assess the cultural, Fief
Feudalism economic, and political features of Knights
Medieval European society. Lords
Guilds
● Analyze key developments and
significant individuals that shaped
Medieval Europe.

TERM 2
1, 2, 3 The ● Explore the origins and impacts of Navigators
and 4 Polynesian the Polynesian expansion across the Canoes
Expansion Pacific. Archipelago
Celestial
Currents
● Assess the cultural, economic, and
Voyaging
political features of societies during Settlements
these periods. Polynesia
Seafaring
● Investigate the navigational Exploration
techniques and social structures of
Polynesian societies.
III. PRACTICE

Read and Comprehend!

The following reading passages are essential for the upcoming
Semester 1 exam, read and comprehend before you start answering
the multiple choice and analytical questions.

READING 1

The Medieval Period, from the 5th to the late 15th century, was very
different from today. Most people lived in small villages and worked
as farmers, growing crops like wheat, barley, and oats. Life was hard
for many, especially the peasants, who were poor but worked hard
on farms. The land was owned by nobles, or rich landowners, and
peasants worked for them, paying taxes with food or labor.

Society in the Medieval Period was like a pyramid. At the top were
the kings and queens, who ruled the land. Below them were the
nobles, who helped the king by managing the land. The knights, who
protected the land and people, came next. At the bottom were the
peasants, who did most of the work but had very little power.

The system that kept this structure working was called feudalism.
The king owned all the land and gave parts of it to the nobles. In
return, the nobles promised to help the king. The nobles gave land
to knights in exchange for their protection and loyalty. The peasants
worked on the land and gave part of their harvest to the nobles. This
system kept life organized and safe during dangerous times.

The Medieval Period gave us many important contributions. People

built castles and churches that still inspire us today. They invented
new farming tools to grow more food. Universities began during this
time, where people could learn and share ideas. Art and literature
grew, with works like the Canterbury Tales becoming famous. The
Medieval Period shaped many things we still see in our world today!
READING 2

Polynesian expansion refers to the movement of Polynesian people

across the vast Pacific Ocean. This journey began about 3,000 years
ago. The Polynesians were amazing navigators who used the stars,
winds, and ocean currents to find new lands. They traveled in large
canoes made from wood and other natural materials. These journeys
led to the settlement of many islands, including Hawaii, New
Zealand, and Easter Island.

Polynesian society had a rich social structure. At the top were

chiefs, called "ariki", who made important decisions for their
communities. Below them were priests, who performed religious
ceremonies and gave spiritual guidance. The common people were
farmers, fishermen, and craftsmen who worked hard to support
their communities. Families lived together in extended households,
helping each other with daily tasks.

Culture was very important to the Polynesians. They had unique

traditions like music, dance, and storytelling. One famous dance is
the haka, which is performed to celebrate or honor someone. The
Polynesians also created beautiful art, such as tattoos and carvings,
which had special meanings and told stories about their history and
beliefs.

Religion was a central part of Polynesian life. They believed in many

gods, each connected to nature, like the ocean, land, and sky. The
Polynesians performed rituals and ceremonies to honor their gods,
believing these actions would bring good luck and protection to
their families and communities. Their deep connection to their gods
and nature shaped their way of life and how they understood the
world.

MCQ PRACTICE
1. What did Polynesians use to navigate during their journeys?
a. Maps and compasses
b. The stars, winds, and ocean currents
c. Modern technology
d. Birds and animals
2. Who were the leaders in Polynesian society?
a. Farmers
b. Priests
c. Chiefs (ariki)
d. Fishermen

3. What is the purpose of the Polynesian dance called the haka?

a. To relax after work
b. To celebrate or honor someone
c. To practice navigation skills
d. To pray for rain

4. What materials were Polynesian canoes made from?

a. Metal and fabric
b. Wood and other natural materials
c. Plastic and fiberglass
d. Clay and stone

5. What did Polynesians believe their rituals and ceremonies

would bring?
a. Food and water
b. Good luck and protection
c. Wealth and power
d. New lands to settle

6. What was the main job of most people during the Medieval
Period?
a. Merchants
b. Farmers
c. Soldiers
d. Teachers
 7. Which group was at the bottom of the social pyramid during
the Medieval Period?
a. Kings and queens
b. Knights
c. Nobles
d. Peasants

8. What was the name of the system that organized society during
the Medieval Period?
a. Monarchy
b. Democracy
c. Feudalism
d. Capitalism

9. What did the nobles give to knights in exchange for their

loyalty and protection?
a. Gold
b. Land
c. Food
d. Castles

10.Which of the following was a contribution from the Medieval

Period?
a. Space exploration
b. Castles and churches
c. Electricity
d. Skyscrapers

WRITING PRACTICE
How did the Polynesians navigate their way across the ocean?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Who held the highest position in the feudal system?
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

SAMPLE TIPS FOR A WRITING PRACTICE

FOR QUESTION 1
1. Start with a clear topic sentence
Begin by answering the question directly. For example, "The
Polynesians used natural signs to navigate across the ocean."

2. Explain the tools and methods they used

Describe the specific ways they navigated, such as using the
stars, winds, and ocean currents. For example, "Polynesians
studied the positions of the stars to guide their path and used
the winds and ocean currents to find their way."

3. Provide examples or details about their journey

Include specific information about their travels. For example,
"They built large canoes and sailed across vast distances,
reaching islands like Hawaii, New Zealand, and Easter Island."

4. Discuss their skills and knowledge

Highlight how the Polynesians developed their navigation
skills. For example, "They passed down their knowledge of
navigation through generations, becoming skilled at reading
the natural world around them."

5. Conclude your answer

End with a sentence that summarizes your main idea. For
example, "In conclusion, the Polynesians' ability to navigate
 across the ocean was a remarkable achievement, relying on
their deep understanding of the natural world."

FOR QUESTION 2
1. Start with a clear topic sentence
Begin by directly answering the question. For example, "The
highest position in the feudal system was held by the king."

2. Provide details to explain why

After your topic sentence, explain why the king held the top
position. For example, "The king owned all the land and
granted land to nobles in exchange for loyalty and support."

3. Discuss the role of other figures in the feudal system

You can briefly mention the roles of nobles, knights, and
peasants to show the structure of the feudal system. For
example, "Beneath the king were nobles, knights, and peasants,
each with their own responsibilities."

4. Use examples or comparisons

You can include examples or compare the king’s power to the
power of other groups. For instance, "Unlike nobles who
governed land given to them by the king, the king had control
over all the land in the kingdom."

5. Conclude your answer

End with a sentence that sums up your main idea. For example,
"In conclusion, the king was the most powerful figure in the
feudal system, with control over land and the loyalty of those
beneath him."

"Study smart, not hard! Plan your time, focus on one subject at a time,
review key materials, practice with questions, and stay organized.
Don’t forget to rest, eat well, and recharge. You’ve got this!"
-Teacher Robinson-