Year 10 - HISTORY ASSESSMENT TASK 1

Australians at War: WWII

DUE: Monday 29th February 2016
Uploaded by 8:30am
WEIGHTING: 25%

ASSESSMENT TASK DESCRIPTION

Part A
You are to perform a speech of no longer than 3
minutes to your class that relates to experiences of
Australians in World War II supported with at least
one visual source.
Any part of the speech that goes beyond the
maximum time allocation will be disregarded.
The task requires empathetic understanding and
research. This is an individual task, which will be
delivered in class during Week 6. Your History
teacher will confirm the exact period(s).
You will choose the Australian character you wish to
be, and therefore there are a wide range of choices
available to you. Some examples include:

A recollection by a former Rat of Tobruk or

Chocolate Soldier
A civilian discussing life in Australia during the war
A politician explaining the introduction of
Australian government wartime controls
A civilian who lived on Sydney Harbour during the
midget sub attack

Or a real character, such as:

Private Bruce Kingsbury, VC

Group Captain Clive Caldwell DSO, DFC & Bar

Part B

Planning (continued)

You do not need to choose a character from the

suggestions above, they are merely a guide.
However, your chosen person must be Australian and
must be affected by WWII.
Your teacher will show you how to create an annotated
bibliography, and an exemplar will be provided for you
with this notification.
Having chosen your character, it is important to do
further research beyond what you have covered in your
class and homework notes.
Your speech should try and reflect the real events and
emotions of an Australian affected by WWII.
i.e. dont just make up events or choose a character
who was unaffected by the war. Also, avoid using
modern slang and colloquialisms.

OUTCOMES ASSESSED

explains and assesses the historical forces and factors

that shaped the modern world and Australia HT5-1
sequences and explains the significant patterns of
continuity and change in the development of the modern
world and Australia HT5-2
explains and analyses the causes and effects of events
and developments in the modern world and Australia
HT5-4
identifies and evaluates the usefulness of sources in the
historical inquiry process HT5-5
explains
different
contexts,
perspectives
and
interpretations of the modern world and Australia HT5-7
applies a range of relevant historical terms and concepts
when communicating an understanding of the past HT59
selects and uses appropriate oral, written, visual and
digital forms to communicate effectively about the past
for different audiences HT5-10

In addition to delivering the speech you are required

to upload TWO documents to CANVAS:

a) a full transcript of your speech
b) an annotated bibliography of 3 sources. In 50

words per source, you should refer to the

usefulness of each source. You must provide at
least 2 primary and 1 secondary source.
Any further sources you have utilised in your
In your task you will be assessed on how well you:
research should be included in this
bibliography.
Indicate clear knowledge & an empathetic
understanding of the period and situation
Your transcript and annotated bibliography must be
th
Demonstrate understanding of the continuity and
uploaded to Canvas no later than 8:30am, 29
change your character has experienced as a result
February
of WWII
PLANNING
Utilise and record a range of sources
In preparation for this task you will have studied a
Engage your audience through the delivery of a
unit on Australian experiences of WWII in class. You
clear, coherent and original speech
should have identified the impact of war on a diverse
Remain within the time parameters given
range of people, from soldiers to civilians, both at
Analyse sources for their usefulness
home and abroad.

Format an annotated bibliography

Name ___________________________________

Class 10HIS________

YEAR 10 HISTORY MARKING SCHEME FOR ASSESSMENT TASK 1

Outcomes Knowledge criteria
Extensiveevidenceofknowledgegainedthroughtheprocessoflocating,selecting&
organisingrelevantinformationfromavarietyofsources.
Displaysexcellentsynthesisofinformationtodevelop&supportanhistorical
understandingoftheexperiencesofAustraliansduringWWII.
Extensiveuseof(a)specificsource(s)inthepresentation,toclearlyindicatethe
experiencesofAustraliansduringWWII
Thoroughevidenceofknowledgegainedthroughtheprocessoflocating,selecting&
organisingrelevantinformationfromavarietyofsources.
Displaysthoroughsynthesisofinformationtodevelop&supportanhistorical
understandingoftheexperiencesofAustraliansduringWWII.
Thoroughuseof(a)specificsource(s)inthepresentation,toindicatetheexperiencesof
AustraliansduringWWII
Soundevidenceofknowledgegainedthroughtheprocessoflocating,selecting&
organisingrelevantinformationfromavarietyofsources.
Displayssoundsynthesisofinformationtodevelop&supportanhistoricalunderstanding
oftheexperiencesofAustraliansduringWWII.
Sounduseof(a)specificsource(s)inthepresentation,toindicatetheexperiencesof
AustraliansduringWWII
Basicevidenceofknowledgegainedthroughlocatingandselectinginformationfrom
sources.
Displaysbasicsynthesisofinformation.
Basicuseof(a)specificsource(s)inthepresentation.
Elementaryevidenceofknowledgegainedthroughsources.
Displayselementarysynthesisofinformation.
Elementaryuseofasourceinthepresentation.

Mark Range
9 10

Outcomes Communication criteria

Presentsalogical,cohesiveandwellstructuredresponse
Extensiveintegrationanduseofavarietyofrelevanttermsandconcepts
Clearvoice,goodprojection,excellentengagementwithaudience&powerpoint
Adherestothetimelimit
Presentsalogicalresponse
Thoroughintegrationofrelevanttermsandconcepts
Clearvoice,engageswellwithaudience&powerpoint
Adherestothetimelimit
Presentsamostlylogicalresponse
Sounduseofterms&concepts.
Mostlyclearvoice,someengagementwithaudience&powerpoint
Adherestothetimelimit
Presentsabasicresponsewithsomestructuredparts.
Basicuseofterms&concepts.
Mostlyclearvoice,basicengagementwithaudience&powerpoint
Mayadheretothetimelimit
Presentsanunstructuredresponse
Limitedterms&conceptsused
Hesitation,elementary,ornoengagementwithaudience&powerpoint
Mayadheretotimelimit

Mark range
9-10

7-8

5- 6

3 4

1-2

7-8

5-6

3-4

1-2

Outcomes Bibliography/Sources (communication)

Student displays an extensive understanding of the usefulness of at least 2 primary and 1
secondary source
Student displays a thorough understanding of the usefulness of at least 2 primary and 1
secondary source
Student displays sound understanding of the usefulness of at least 2 primary and 1
secondary source
Student displays a basic understanding of the usefulness of the chosen sources
Student displays an elementary understanding of the usefulness of the chosen sources

Mark range
5
4
3
2
1

Strength(s)

Area(s) for development

Final grade

___________ /

25

EXAMPLE OF ANNOTATED BIBLIOGRAPHY

Andrea, A. J. Contemporary Sources for the Fourth Crusade (Leiden, 2000).
Alfred Andrea provides a broad survey of the sources required to examine the Fourth
Crusade. Previous translations of sources have been updated, compiled together and analysed.
Provided are notes and rich textual analysis, assisting in a deeper understanding of the
sources. Of note are the extensive publication of Pope Innocent IIIs letters which is essential
in providing a thorough appreciation of his suspicions of the Venetians.
Angold, M. Church and Society in Byzantium under the Comneni 1081-1261
(Cambridge, 1995).
Angolds work focuses on the experience of the Byzantine Church in the early centuries of
the second millenium, and the relationship of the Church with the Emperor and his subjects.
Angold attempts to engage with both the theological and historical issues within the period,
focusing on the interactions of bishops and monks. He is particularly useful in developing an
understanding of the relationship between the Byzantines and the Latins. Angold relies
heavily on sources produced by the subjects he is studying, leading to some criticism of his
work and reliance on sanitised sources.
Ciggaar, K.N., Western Travellers to Constantinople. The West and Byzantium, 9621204: Cultural and Political Relations (Leiden, 1996).
Ciggaars work is a focused study of the relationship between the West and Byzantine, in
particular examining the transmission and influence of culture from Byzantine to different
Western groups. The text examines the relationship between the several cultural groups, and
their influence upon key socio-cultural issues. However, little attention is paid to questions of
theology. Her work highlights the key sources pertaining to the fourth crusade. She quickly
however turns her focus to the transmission of cultured affected by the crusade. Namely, the
removal of icons to be housed in the church of St Denis. The relationship between the
Byzantine and Venetian Crusaders is examined, paying attention to key written and physical
sources.
Harris, J. Byzantium and the Crusades (London & New York, 2003).
Harris presents a broad survey of the relationship between the Byzantines and the Western
Crusaders. He utilises key historical sources to create deep synthesis and re-examine the
socio-political factors within the fourth-crusade. Harris points to the Byzantines assurance of
Roman heritage, and their desire to independence under what they viewed as Orthodox
Christianity. He sees the interplay between the crusading armies as less to do with cultural
factors, than religio-political independence and maintenance of traditional Byzantine foreign
policy.