STAGE 1 MODERN HISTORY ASSESSMENT TASK 1: INVESTIGATION (30%)

Key Players in History – The French Revolution (1789 – 1799)

PurposeYou are required to:

Investigate the role of key players within the French Revolution, and determine the extent of their influence within the movement.

Explore the ways in which influential people can wield power in different ways to effect change.

Analyse the motivations behind your chosen figure’s actions, their methods for effecting change, allies and opponents.

Present your findings in a clear, coherent and engaging manner.

Learning Outcomes: UE2, AE1, AE3, A1.

Learning OutcomesUnderstanding and Exploration:UE2: Understanding and exploration of the role of ideas, people and events in history.

Application and Evaluation: AE1: Application of the skills of historical inquiry to examine and evaluate sourcesand interpretations.AE3: Communication of reasoned historical arguments, with acknowledgement of sources.

Analysis: A1: Analysis of short-term and long-term impacts of developments and/ormovements in the modern world.

Description of assessmentCreate a folio investigating a key player from the French Revolution, and their role within the movement.

In this task you will:

Choose a key player from the French Revolution (for example, Napoleon Bonaparte, Maximillien Robespierre, Georges Danton, Jacques-Pierre Brissot, Jacques Necker, Charles de Calonne, Marquis de Lafayette, King Louis XVI, Emmanuel-Joseph Sieyès.)

Investigate their role within the movement; how did they encourage or prevent change? Did they inspire the people or incite them to revolt?

Who were their allies and opponents? How did they work with or against these people?

What inspired and motivated this historical figure, what was the reasoning behind their actions?

Assessment Tasks – Stage 1 History: Kendra Pratt

How have their actions had a lasting impact on French society? Would the French Revolution have occurred without them?

You may present your findings in a variety of different ways, including (but not limited to); a documentary, an oral presentation, a short biography, an essay or a series of fictional newspaper article from the time.

You must provide evidence to support your findings, and use appropriate historical sources.

You must adapt your language to suit your chosen medium, and consider how best to present your work.

Assessment conditions

Word count: 1,000 words (or equivalent multimodal)Due Date: First draft – Monday Week 3 (31st Oct.)

Final submission - Friday Week 3 (4th Nov.)

Assessment Tasks – Stage 1 History: Kendra Pratt

Stage 1 History Performance Standards – Investigation Understanding and Exploration Application and Evaluation Analysis

A In-depth understanding and exploration of historical concepts.

Comprehensive understanding and insightful exploration of the role of ideas, people, and events in history.

Perceptive application of the skills of historical inquiry to critically examine and evaluate sources and interpretations.

Discerning use of relevant evidence to support arguments and draw insightful and relevant conclusions.

Communication of well-reasoned, coherent, and insightful historical arguments, with appropriate acknowledgment of sources.

Critical analysis of short- and long- term impacts of developments and/or movements in the modern world.

Insightful and critical analysis of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

B Some depth in understanding and exploration of historical concepts.

Some depth of understanding and thoughtful exploration of the role of ideas, people, and events in history.

Thoughtful application of the skills of historical inquiry to examine and evaluate sources and interpretations.

Well-considered use of mostly relevant evidence to support arguments, and draw mostly relevant conclusions.

Communication of reasoned and coherent historical arguments, with some insights, and with appropriate acknowledgment of sources.

Some depth in analysis of short- and long-term impacts developments and/or movements in the modern world. Well-considered analysis of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

C Understanding and exploration of historical concepts.

Understanding and considered exploration of the role of ideas, people, and events in history.

Application of the skills of historical inquiry to examine sources and interpretations, with some evaluation.

Use of generally relevant evidence to support arguments, and draw some relevant conclusions.

Communication of generally reasoned and coherent historical arguments, with acknowledgment of sources.

Description, with some analysis, of short- and long-term impacts of developments and/or movements in the modern world. Description, with some analysis, of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

D Some recognition of historical concepts.

Recognition and basic understanding the role of ideas, people, and events in history.

Basic application of some skills of historical inquiry to select and use sources.

Use of some information with partial relevance to support an argument, and draw basic conclusions.

Partial communication of a historical argument, with attempted acknowledgment of sources.

Description of basic short- and/or long-term impacts of a development and/or movement in the modern world.

Superficial description of one or more ways in which societies in the modern world have been shaped by an internal or external force or challenge.

E Attempted engagement with one or more historical concepts.

Awareness of one or more ideas, people, or events in history.

Attempted application of the skills of historical inquiry to select and use one or more sources.

Attempted use of information of limited relevance.

Attempted description of a historical event, with limited or no acknowledgment of sources.

Attempted description of a short- or long-term impact of a development or movement in the modern world.

Attempted description of one way in which a society in the modern world has been shaped by an internal or external force.

Assessment Tasks – Stage 1 History: Kendra Pratt

STAGE 1 MODERN HISTORY ASSESSMENT TASK 2Debate – The American Civil Rights Movement (20%)

PurposeTo provide you with the opportunity to:

Formulate an argument and support it with appropriate historical evidence. Refine and practice your historical inquiry skills. Develop and demonstrate your understanding of the Civil Rights Movement in

America. Consider both sides of a given argument and predict counter-arguments from the

opposition.

Learning Outcomes: UE2, AE2, AE3, A1, A2.

Learning OutcomesUnderstanding and Exploration:UE2: Understanding and exploration of the role of ideas, people and events in history.

Application and Evaluation: AE2: Use of evidence to support arguments and draw conclusions.AE3: Communication of reasoned historical arguments, with acknowledgement of sources.

Analysis: A1: Analysis of short-term and long-term impacts of developments and/ormovements in the modern world.A2: Analysis of ways in which societies have been shaped by both internal/external forces and challenges.

Description of assessmentIn groups of three, you must select one of the following statements to debate and decide whether you will argue for the Affirmative or the Negative.

1. Without Martin Luther King Jr., the Civil Rights Movement could not have happened. 2. Violent protest is necessary to effect significant social change (with reference to the

Civil Rights Movement).3. The Civil Rights Movement was successful. 4. Peter Norman (Australian Silver Medallist) should have raised his hand in the Black

Power Salute along with Tommie Smith and John Carlos during the 1968 Summer Olympics.

Assessment Tasks – Stage 1 History: Kendra Pratt

In this task you will:

Formulate a position for either the Affirmative or the Negative and begin researching your topic. Assign each student a role within the group (1st, 2nd or 3rd speaker) and determine what each of your main points will be.

Each speaker should present new information, unlike a formal debate in which the third speaker usually presents a rebuttal. However, it is expected that you try to anticipate your oppositions argument and have some form of rebuttal pre-prepared.

Your debate will be marked in three sections; argument, presentation and structure.

Your argument is the main section, and accounts for 60% of your grade. You will be graded on how convincing your argument is, and the support of your main points with appropriate historical evidence. Please hand up a transcript of your argument after the debate.

Presentation is worth 20% of your grade, it comprises of your ability to present your argument in an effective manner. This includes using an appropriate tone for debating, and clear and appropriate use of subject-specific language. It will also take into consideration your ability to present in a clear and confident voice, making appropriate eye-contact with the audience.

The structure of your argument is worth 20%, this includes using appropriate structure within each speaker’s presentation (introduction, argument and conclusion) as well as the order in which you choose to present your three points (the order of speakers within the group).

Assessment conditions

Time Limit: 3 minutes per speaker, debaters will be cut off at the three-minute mark.

Due Date: To be presented in class, Wednesday Week 5 (16th November).

Assessment Tasks – Stage 1 History: Kendra Pratt

Stage 1 History Performance Standards - DebateUnderstanding and Exploration Application and Evaluation Analysis

A In-depth understanding and exploration of historical concepts.

Comprehensive understanding and insightful exploration of the role of ideas, people, and events in history.

Perceptive application of the skills of historical inquiry to critically examine and evaluate sources and interpretations.

Discerning use of relevant evidence to support arguments and draw insightful and relevant conclusions.

Communication of well-reasoned, coherent, and insightful historical arguments, with appropriate acknowledgment of sources.

Critical analysis of short- and long- term impacts of developments and/or movements in the modern world.

Insightful and critical analysis of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

B Some depth in understanding and exploration of historical concepts.

Some depth of understanding and thoughtful exploration of the role of ideas, people, and events in history.

Thoughtful application of the skills of historical inquiry to examine and evaluate sources and interpretations.

Well-considered use of mostly relevant evidence to support arguments, and draw mostly relevant conclusions.

Communication of reasoned and coherent historical arguments, with some insights, and with appropriate acknowledgment of sources.

Some depth in analysis of short- and long-term impacts developments and/or movements in the modern world.

Well-considered analysis of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

C Understanding and exploration of historical concepts.

Understanding and considered exploration of the role of ideas, people, and events in history.

Application of the skills of historical inquiry to examine sources and interpretations, with some evaluation.

Use of generally relevant evidence to support arguments, and draw some relevant conclusions.

Communication of generally reasoned and coherent historical arguments, with acknowledgment of sources.

Description, with some analysis, of short- and long-term impacts of developments and/or movements in the modern world.

Description, with some analysis, of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

D Some recognition of historical concepts.

Recognition and basic understanding the role of ideas, people, and events in history.

Basic application of some skills of historical inquiry to select and use sources.

Use of some information with partial relevance to support an argument, and draw basic conclusions.

Partial communication of a historical argument, with attempted acknowledgment of sources.

Description of basic short- and/or long-term impacts of a development and/or movement in the modern world.

Superficial description of one or more ways in which societies in the modern world have been shaped by an internal or external force or challenge.

E Attempted engagement with one or more historical concepts.

Awareness of one or more ideas, people, or events in history.

Attempted application of the skills of historical inquiry to select and use one or more sources.

Attempted use of information of limited relevance.

Attempted description of a historical event, with limited or no acknowledgment of sources.

Attempted description of a short- or long-term impact of a development or movement in the modern world.

Attempted description of one way in which a society in the modern world has been shaped by an internal or external force.

Assessment Tasks – Stage 1 History: Kendra Pratt

STAGE 1 HISTORY ASSESSMENT TASK 3:Sources Analysis – Propaganda in Action (20%)

American Civil Rights Movement (1954- 1968) and the French Revolution

PurposeTo provide you with the opportunity to:

Critically view historical sources and assess for bias, reliability and relevance. Assess the usefulness and limitations of historical sources. Demonstrate your ability to draw conclusions from historical sources to support your

argument. Demonstrate your ability to identify and explain differing points of view within

sources.

Learning Outcomes: UE1, AE1, AE2, A2.

Learning OutcomesUnderstanding and Exploration:UE1: Understanding and exploration of historical concepts.

Application and Evaluation: AE1: Application of the skills of historical inquiry to examine and evaluate sourcesand interpretations.AE2: Use of evidence to support arguments and draw conclusions.

Analysis: A2: Analysis of ways in which societies have been shaped by both internal/external forces and challenges.

Description of assessmentUnder exam conditions, you are required to analyse four examples of propaganda and other persuasive media from both the French Revolution and the Civil Rights Movement.

Sources are taken from; Holiday, Billie, and Meropol, Abel. “Strange Fruit.” 1937. [poem]. Crawford, Bill. “Marching Together.” Robert Roy Metz Collection. [cartoon]

[http://hti.osu.edu/opper/lesson-plans/the-civil-rights-movement/images/marching-together] Gillray, James. “French Liberty, British Slavery” 1792. [cartoon] [http://www.brh.org.uk/site/wp-

content/uploads/2014/03/french-revolution-fig2.jpg]. Vink, Carl de (collector) and Basset, Paul-Andra (publisher). 1792. “Unite indivisibilite de la

Republique. Liberte, egalite, fraternite, ou la mort” [poster/picture] [http://frda.stanford.edu/en/catalog/bw644zd1258].

Assessment Tasks – Stage 1 History: Kendra Pratt

In this task you will:

Analyse the sources provided and use them as resources with which to answer the questions below.

Look at how many points each question is worth, aim for 1-2 sentences per mark. The final question requires a mini-essay - use appropriate essay format (introduction, body, conclusion).

Assessment conditions:Time Limit: 100 minutes (under exam conditions)Word Count: 800 words (approx.)

Due Date: In class, Wednesday Week 8 (7th Dec.)

Questions

(a) Identify 1-2 features which distinguish the causes/movements being represented in both Source B and Source C (2 marks)

(b) What two conclusions can be drawn from Source A about the poet’s attitude towards the lynching of African- Americans during the civil rights movement? (3 marks)

(c) To what extent does Source D support Source C, in regards to the ideals of the French Revolution? (4 marks)

(d) Examine Sources A and B. How useful and/or limited are these sources to historians studying the Civil Rights Movement in America? (5 marks)

(e) With reference to any of the four sources, analyse the ways in which propaganda and persuasive media are used to influence common opinion within a movement. Do you believe that persuasive media is an effective way to communicate ideas? (6 marks)

Assessment Tasks – Stage 1 History: Kendra Pratt

Source A: “Strange Fruit” – Billie Holiday and Abe Meropol (1937)

Southern trees bear a strange fruit, Blood on the leaves and blood at the root, 

Black bodies swinging in the southern breeze, Strange fruit hanging from the poplar trees.

Pastoral scene of the gallant south, The bulging eyes and the twisted mouth, 

Scent of magnolias, sweet and fresh, Then the sudden smell of burning flesh.

Here is fruit for the crows to pluck, For the rain to gather, for the wind to suck, 

For the sun to rot, for the trees to drop, Here is a strange and bitter crop.

Source B: “Marching Together” - Bill Crawford (Year Unknown)

Assessment Tasks – Stage 1 History: Kendra Pratt

Source C: “French Liberty, British Equality” – James Gillray (1792)

French Liberty: “O Sacre Dieu! [Holy God] - vat blessing be de Liberte vive le Assemblè Nationale! - no more Tax! no more Slavery! - all Free Citizen! ha hah! by Gar, how ve live! – ve svim in de Milk & Honey!”

British Slavery: “Ah! this cursed Ministry! they'll ruin us, with their damn'd Taxes! why, Zounds! - they're making Slaves of us all, & Starving us to Death!"

Assessment Tasks – Stage 1 History: Kendra Pratt

Source D: “Unite indivisibilite de la Republique. Liberte, egalite, fraternite, ou la mort” - Carl de Vink (collector) and Paul-Andre Basset (publisher) (1792)

“Unity, indivisibility of the Republic; liberty, equality, brotherhood or death"

Assessment Tasks – Stage 1 History: Kendra Pratt

Stage 1 History Performance Standards – Sources AnalysisUnderstanding and Exploration Application and Evaluation Analysis

A In-depth understanding and exploration of historical concepts.

Comprehensive understanding and insightful exploration of the role of ideas, people, and events in history.

Perceptive application of the skills of historical inquiry to critically examine and evaluate sources and interpretations.

Discerning use of relevant evidence to support arguments and draw insightful and relevant conclusions.

Communication of well-reasoned, coherent, and insightful historical arguments, with appropriate acknowledgment of sources.

Critical analysis of short- and long- term impacts of developments and/or movements in the modern world.

Insightful and critical analysis of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

B Some depth in understanding and exploration of historical concepts.

Some depth of understanding and thoughtful exploration of the role of ideas, people, and events in history.

Thoughtful application of the skills of historical inquiry to examine and evaluate sources and interpretations.

Well-considered use of mostly relevant evidence to support arguments, and draw mostly relevant conclusions.

Communication of reasoned and coherent historical arguments, with some insights, and with appropriate acknowledgment of sources.

Some depth in analysis of short- and long-term impacts developments and/or movements in the modern world. Well-considered analysis of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

C Understanding and exploration of historical concepts.

Understanding and considered exploration of the role of ideas, people, and events in history.

Application of the skills of historical inquiry to examine sources and interpretations, with some evaluation.

Use of generally relevant evidence to support arguments, and draw some relevant conclusions.

Communication of generally reasoned and coherent historical arguments, with acknowledgment of sources.

Description, with some analysis, of short- and long-term impacts of developments and/or movements in the modern world. Description, with some analysis, of ways in which societies in the modern world have been shaped by both internal and external forces and challenges.

D Some recognition of historical concepts.

Recognition and basic understanding the role of ideas, people, and events in history.

Basic application of some skills of historical inquiry to select and use sources.

Use of some information with partial relevance to support an argument, and draw basic conclusions.

Partial communication of a historical argument, with attempted acknowledgment of sources.

Description of basic short- and/or long-term impacts of a development and/or movement in the modern world.

Superficial description of one or more ways in which societies in the modern world have been shaped by an internal or external force or challenge.

E Attempted engagement with one or more historical concepts.

Awareness of one or more ideas, people, or events in history.

Attempted application of the skills of historical inquiry to select and use one or more sources.

Attempted use of information of limited relevance.

Attempted description of a historical event, with limited or no acknowledgment of sources.

Attempted description of a short- or long-term impact of a development or movement in the modern world.

Attempted description of one way in which a society in the modern world has been shaped by an internal or external force.

Assessment Tasks – Stage 1 History: Kendra Pratt