HSC Glossary of Key Terms

Board of Studies – Glossary of Key Terms

• Syllabus outcomes, objectives, performance bands and examination questions have key words that state what students are expected to be able to do. A glossary of key words has been developed to help provide a common language and consistent meaning in the Higher School Certificate documents.

• Using the glossary will help teachers and students understand what is expected in responses to examinations and assessment tasks.

ACCOUNT

Account for: state reasons for, report on. Give an account of: narrate a series of events or

transactions.

Example 1: Account for why the Egyptians adapted their housing to suit the climatic

conditions.Example 2: Give an account of the Battle of Kadesh with particular focus on the role of the

Egyptian army.

ANALYSE

Identify components and the relationship between them; draw out and relate

implications.

Example: Analyse the TWO sources below and indicate why tourism is important to Pompeii and another archaeological site

that you have studies.

ASSESS

Make a judgement of value, quality, outcomes, results or size.

Example: Using relevant modern and ancient sources, assess the extent to

which Ramesses II deserves the epithet ‘ the Great’.

COMPARE

Show how things are similar or different.

Example: Read the accounts of Diodorus and Strabo and compare the descriptions they provide about Mount Vesuvius in AD

79. Which account is more accurate?

CONTRAST

Show how things are different or opposite.

Example: Contrast the views of Pliny the Younger and a modern historian of your

choice in describing the eruption of Mount Vesuvius in AD 79.

CRITICALLY (ANALYSE/EVALUATE) Add a degree or level of accuracy, depth,

knowledge and understanding, logic, questioning, reflection and quality to

(analysis/evaluation).

Example 1: Critically analyse the two sources below and identify which one is more reliable.

Example 2: Critically evaluate the outcome of the Battle of Kadesh.

DEDUCE

Draw conclusions.

Example: Deduce why the Spartan boys were taken away from their mothers and

homes at the age of seven.

DEFINE

State meaning and identify essential qualities.

Example: Define the term agoge.

DESCRIBE

Provide characteristics and features.

Example: Briefly describe Ramesses’ family background.

DISCUSS

Identify issues and provide points for and/or against.

Example: Discuss the role and importance of the helots and perioikoi.

EVALUATE

Make a judgement based on criteria; determine the value of.

Example: Evaluate the impact of TWO significant individuals in this period.

EXAMINE

Inquire into.

Example: With reference to ancient and modern sources, examine the contribution

of Akhenaten to Egyptian religion.

EXPLAIN

Relate cause and effect; make the relationships between things evident;

provide why and/or how.

Example: Explain the main features and structure of Spartan government.

IDENTIFY

Recognise and name.

Example: Identify TWO pharoahs from the Ramesside period.

INTERPRET

Draw meaning from.

Example: Look at Source 9 below. Interpret what this source tells us about the role of

women in Spartan society.

INVESTIGATE

Plan, inquire into and draw conclusions about.

Example: Investigate the differences and similarities between the Akhenaten’s

Artistic reforms and those of other New Kingdom Pharaohs.

JUSTIFY

Support an argument or conclusion.

Example: Describe the role of women in Roman society. Justify your response by

referring to Source 3 and any other sources that you have studied.

OUTLINE

Sketch in general terms; indicate the main feature of.

Example: Outline the main features of the Spartan economy.

RECOUNT

Retell a series of events.

Example: Recount the reign of Ramesses II.

SUMMARISE

Express, concisely, the relevant details.

Example: Read Chapter 3 of the text and summarise the key ideas in your own

words. Remember to include direct quotes where necessary.