2019 HSC Extension History Course Outline v4 · arranged appointment with a Holocaust survivor and...

Ruben Canobra – 26/8/2018 1 of 29

John Edmondson High School

Extension History

Stage 6 - HSC Course

2018 - 2019

Course Structure HSC History Extension Course (60 indicative hours) Part I: What is History? Percentage of course time: 66% (minimum) (Approximately 40 hours) Students use historical debates from one case study and a source book of historical readings to investigate the question ‘What is history?’, through the key questions:

Who are the historians? What are the purposes of history? How has history been constructed, presented and recorded over time? Why have approaches to history changed over time?

Part II: History Project Percentage of course time: 33% (maximum) (Approximately 20 hours) Students learn historical skills of:

Developing a proposal for a historical investigation Locating, selecting, analysing, synthesising and evaluating information from a

range of historical sources Presenting research findings through a well-structured historical text Appropriate referencing Preparing a bibliography Reviewing key sources Reflecting on process and product and apply the skills by designing and

conducting their own historical investigation.

Course Time Table

When Times Location Mondays 3pm to 4.30pm F5 Wednesdays 3pm to 4.30pm F5


History Extension - HSC Course Total Hours – 60 Indicative Hours

History Extension HSC Assessment Schedule 2018 - 2019

Component Weighting % Task 1 Task 2 Task 3 History Project

Essay

Trial HSC Examination

History Project Bibliography +

Annotated Bibliography +

Project Log Term 4 Week 9

Wed 12th Dec

Term 2 Week 9/10

9th June to 5th July

Term 3 Week 3

Wed 7th August Outcomes

E1.1, E2.2, E2.3

E1.1, E2.2, E2.3

E1.1, E2.1, E2.2, E2.3

Knowledge and understanding of significant historical ideas and processes

40 5 30 5

Skills in designing, undertaking and communicating historical inquiry – the History project

60 35 25

Marks 100 40 30 30


2019 History Extension

HSC Course Scope & Sequence

Term 4 2018 Week Topic Content Assessment

Task 1 Course Intro 2 What is History 3

Reynolds Vs Windshuttle debate

4 5

Historiography

History Extension Seminar Day @ State Library Friday 9/11/18 $25 + train fare HTA Project Study Day @ Sydney Uni Saturday 1/12/18 $60 + parking/petrol (fee is yet to be determined)

6 7 Intro to project, exploration of ideas and IT

research to prepare for “Proposal”

8 9

Types of history and how it has been recorded Project

“Proposal” Submission 10%

10 Historiographical arguments Please confidentially discuss excursion costs with Mr Canobra if there are financial

constraints. Depending on Interest, an option will be available to visit the Holocaust (Jewish) Museum

during Term 4 for an exclusive “History Extension – Project” session. Cost $25. Details below;

HISTORY EXTENSION PROJECT Students will have the opportunity to investigate one or more historical questions within the topic area of Holocaust history. Museum educators will provide assistance to students and teachers in: topic selection and planning; appropriate enquiry and research methodologies; direction to a wide variety of sources including oral histories, audio-visual sources; original documents and evidence of material culture. Students will be given a Research Pass, which will entitle them to multiple visits to the Museum and Resource Centre (including access to the VHA—see following section) and a pre-arranged appointment with a Holocaust survivor and Museum educator.


Term 1 2019

Week Topic Content Assessment Task

1 Intro to JFK The Man or the Myth 2 Review , analyse and debate “PT109”, a Camelot

Perspective “Log” 1st Review

3 4 HSC expectations on Case study “Log” 2nd Review 5

Investigate the private man

6 7 Cuban Missile Crisis “Log” 3rd Review 8 Relationship with Kruschev 9 Indochina “Log” 4th Review 10 Revise the Historians for JFK

Term 2 2019 Week Topic Content Assessment Task

1 Revisionist Perspective “Log” 5th Review 2 Herodotus 3 Livy “Log” 6th Review 4 Thucydides 5 Sumarise classical history 6 Christian Historiography “Log” 7th Review 7 The Venerable Bede 8

Edward Gibbon

HTA Sydney Uni HSC Study day (Ancient/Extension/Modern) Approx $50 + Transport

9 Trial HSC 10

Term 3 2019 Week Topic Content Assessment

Task 1 Leopold Von Ranke “Log” 8th Review 2 Karl Marx 3

The Annales School History Project

due 4 Michael Foucault 5 Postmodernism 6 Defining Narrative and Analytical History 7 Value of History 8 The role of the professional Historian 9 Revision & Preparation for HSC 10


Rationale The History Extension course is about the nature of history, and how and why historical interpretations are developed from different perspectives and approaches over time. It offers a higher level of challenge than the Ancient History and Modern History courses with its greater emphasis on historiography. The History Extension course requires students to examine the way history is constructed and the role of historians. This involves reviewing the types of history that have been produced over time and the contexts in which they were developed. Students explore problems and issues associated with the construction of history through sampling the works of various writers, historians and others involved in the practice of history from ancient times to the present day. Students focus on an area of debate to consider how an historian’s context, methodology and purpose shape their interpretation of a person, group, event or issue. Students apply their understanding and skills of historical inquiry by designing and conducting their own historical investigation. History Extension requires students to engage with complex historiographical ideas and methodologies and to communicate sophisticated, sustained and coherent historical arguments about the nature and construction of history. History Extension appeals to students who appreciate the intellectual challenge of grappling with an area of debate, and constructing and defending a position through a reasoned and cohesive argument. It offers students the opportunity to work independently and apply the historiographical understanding developed through the course to an individual project of personal interest. The History Extension course is designed to enhance the development of critical and reflective thinking skills essential for effective participation in work, higher learning and the broader community. It fosters the ability of students to approach complex tasks flexibly, analyse and synthesise information from a range of sources and situations, explore a range of perspectives, develop considered responses and reflect on the methodologies with which they engage. These experiences are of particular value to those students intending to undertake tertiary study, by providing an introduction to the issues of how a discipline is structured and practised. The History Extension course lays a foundation for such tertiary study by raising awareness of these issues and facilitating the transfer of higher-order thinking skills from one area of study to another.

Aim The study of History Extension in Stage 6 enables students to:

evaluate the ideas and methodologies that are used by historians and others to construct and represent history

apply what they have learned to inquire into areas of historical debate and interest critically, with independence and insight

develop skills that support active and informed citizenship.


Organisation of Content

The following diagram provides an illustrative representation of elements of the course and their relationship

.


History Extension: HSC Course

Task 1

“Project”

The Task (Weighting: 70%) The history project provides the opportunity for students to design and conduct an investigation in an area of changing historical interpretation. Students develop and refine specific questions for investigation that add to their understanding of the key questions:

Who are the historians? What are the purposes of history? How has history been constructed and recorded over time? Why have approaches to the construction of history changed over time?

Percentage of Course Time: 40% Weighting of Project: 40/50

Purpose A project in which students investigate one or more significant historical questions in a topic area of their own choice

Process Designing the investigation Conducting the investigation Presenting the findings from the investigation

Presentation The proposal: outline of focus questions, pre-reading and anticipated research strategies

The essay: synopsis and essay The bibliography: source list and selected annotations including Annotated

sources The process log: sequence of the process, personal reflections on, and

evaluation of methodology and validation of student work

Assessment Criteria for assessing the project are based on: knowledge and understanding of key historical and historiographical terms,

concepts and issues knowledge and understanding of significant historiographical processes knowledge, understanding and skills in historical inquiry knowledge, understanding and skills in historical communication


Project Elements Assessed

Course outcomes being assessed A student: HE12-1 - analyses and evaluates different approaches to history and the complexity of factors that shape historical interpretations HE12-2 - plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches HE12-3 - communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues HE12-4 - constructs an historical position about an area of historical inquiry, and discusses and challenges other positions

Component Weighting Date Due Proposal

10% Term 4 (2018)

Week 8

Essay

40% Term 3 (2019)

Week 3

Bibliography + Annotated Bibliography

10% Term 3 (2019)

Week 3

Process Log

10% Term 3 (2019)

Week 3


Students learn to:

• plan and conduct a substantial historical investigation by: – developing a proposal for a historical investigation – locating, selecting, analysing, synthesising and evaluating historical information from a range of

sources with differing perspectives and interpretations – reflecting on, and evaluating, the process and product of historical inquiry, especially through a

process log • construct a historical position about an area of historical enquiry • communicate through detailed, well-structured texts to:

– explain and argue for a historical position – discuss and challenge other historical positions – analyse and evaluate historical issues

• use appropriate referencing • prepare a bibliography • evaluate key sources of evidence in an area of historical enquiry for usefulness and reliability.

Students learn about: • historiographical issues relating to the topic of their history project • the process and documentation of historical enquiry.

i. Conducting the Investigation Teachers should expect to provide personal and group assistance to students on issues such as:

Topic selection and planning Enquiry and research methodologies appropriate to the topics selected by students Understanding and interpreting the findings of the research Development and preparation of components of the project Evaluation of student progress through reviewing drafts of the components of the project and

the research log Task management of the project.

While students will vary in their ability to crystallise their precise enquiry question at a particular point in time, and teachers will differ in their programming of the course, students are strongly encouraged to:

Submit their proposal (which establishes the topic area and possible enquiry questions, methodology and areas of research) within one third of the time allocated to the course by the teacher

Finalise their topic area and specific enquiry questions no later than one month before the final deadline for submitting the project

Adopt a realistic approach to the scope and depth of their investigations at an early stage of their project

Consult a wide variety of sources during their research, including written, archaeological, oral, graphic, audio-visual and multimedia sources

Use a variety of enquiry and research methodologies at an early stage of their project, to allow them to choose those methodologies that are best suited to their particular topic

Consider, where relevant, the ethical implications of the topics that are selected. For example, topics that involve the use of the names of deceased indigenous Australians or that involve the examination of the remains of deceased people will invoke a range of delicate ethical issues. Experts in issues such as these may need to be consulted to ascertain correct procedures. In addition, teachers and students may need to seek the school principal’s permission where a controversial topic is selected.


ii. Designing an Investigation The topic must be developed from one or more of the following areas:

a historical debate or controversy a historian’s or archaeologist’s work changing analysis of an archaeological site over time ethical issues surrounding an archaeological site contrasting approaches to a historical personality, issue or event museums as history history in the media – film, documentary, fiction, docudrama, drama, poetry, opera an interdisciplinary approach to the study of the history of a personality, issue or event the impact of global or national events at a regional or local level oral history historical biography local history the history of an institution critical analysis of a major historical work the use and misuse of history in either a specific context or over time.

The topic of the project should reflect an area of student interest; however, the topic: must focus on the fundamental historiographical concepts and issues of HSC History Extension may be developed from a case study but should cover substantially different ground must not overlap significantly with the examinable content of any other School Certificate or

Higher School Certificate course.

iii. Documenting the Project The history project should be a product of the student’s own work. It should be a piece of work that is free of plagiarism. Plagiarism may be broadly defined as presenting as one’s own the thoughts, writings or inventions of another. While the students may draw on the assistance of other people in developing the project, the student must take care to avoid practices that may be the subject of claims of academic misconduct, including plagiarism. Students should keep a record of:

the proposal for the investigation sequentially dated records of the enquiry process dated notes and progressive drafts of work all sources used in preliminary notes and drafts.

Teachers should: sign and initial the process log at regular intervals, see process log for dates. maintain a file of final, submitted and assessed projects.


The Proposal The proposal should contain:

description of preliminary research a focus question inquiry questions research intentions in relation to

o areas/texts to examine o methodology.

The Essay The essay should contain:

The essay is an argument in response to a precise question with evidence in support, the sources of which are acknowledged. It will be in written form and may be accompanied by appropriate graphic texts only as appendices (apart from short explanatory captions). The essay must not exceed 2,500 words. The essay should contain material from a range of perspectives, including the student’s own views. A consistent system of referencing should be used to acknowledge the use of sources.

The Bibliography The bibliography should contain: a consistently formatted alphabetical list of all sources used within the project

Annotated Sources Evaluation of minimum three of these sources. The reviews should:

o be selected for the three most valuable sources used in the history project o not exceed 600 words in total o explain the strengths and weaknesses of each source, considering its usefulness and

reliability and the reasons it was valuable to the project and the central argument of the essay.

The Process Log The process log should contain: description of procedures log of sequential development of the topic record of major decisions of the project review: cumulative self, peer and teacher evaluation of the project and record of interviews.

Certification of the Project A statement by the principal, teacher and student that the project is considered to be an original piece of work carried out by the student must be attached to the final copy of the project. Certification is required to ensure that each submitted work is wholly the work of the student entered for the Higher School Certificate and has been completed under the supervision of the teacher. The Office of the Board of Studies will provide a certification form for this purpose. If the supervising teacher cannot certify the student’s work the school must complete a non-certification report document.


It is essential that:

aspects of the process of development of the project take place in school time work completed away from school is regularly monitored by the supervising teacher each student sign a statement, witnessed by the supervising teacher, that the submitted major

work is their own work the process log be submitted with the essay. This requirement is necessary for verification of

authenticity and will be referenced in the case of appeals being made to the Board of Studies.

Summary of external and internal HSC assessment

External examination Mark Internal assessment Weighting Section I Candidates answer one extended response question

25 Knowledge and understanding of significant historiographical ideas and processes

40

Section II Candidates answer one extended response question

25 Skills in designing, undertaking and communicating historical inquiry – the History Project

60

50 100


Notification of Assessment History Extension

Assessment Title: History Project Proposal Date of Task: Term 4 Week 9, Wednesday 12/12/18 (8am to 8.20am, Library) Length of Task: Should not exceed 800 words total (+/- 10%) Weighting of Task: 10% Coordinator: Mr Canobra Nature of Task A proposal for an investigation in an area of changing historical interpretation Outcomes Assessed

HE12-2 plans, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches

HE12-3 communicates through detailed, well-structured texts to explain, argue, discuss, analyse and evaluate historical issues

Format of Task

Word processed Arial 12 point font Words to be double spaced Page margins of 3cm

Details of Task The Proposal should contain;

I. Description of preliminary research. II. A Focus questions

III. Enquiry questions. IV. Research intentions in relation to

a. Areas/texts to examine b. Methodology

Additional Information Refer to the syllabus and support documents for further details about what to include for each of these sub-headings, as well as a list of areas of study to choose from. Your choice of topic must add to your understanding of the key questions; Who are historians?

o the producers of history over time – from Ancient times to the present day o the identity of historians: biographical details, personal values and beliefs, philosophy of

history, approaches to the construction of history, bias o the context of historians: gender, class, ethnicity, time, place, social and economic

structures/change, political constraints, official and unofficial status, academic background


What are the purposes of history?

o the aims and purposes of specific historical works and historians o changing interpretations and perspectives of the aims and purposes of history o changing interpretations and perspectives of the role of history o the use and misuse of history

How has history been constructed, recorded and presented over time? – from Ancient times to the present day

o changing methods of historians o how historians work o forms of historical communication: written, oral, visual, audio-visual, multimedia, digital o types of history, eg political, social, economic, environmental, military, academic, popular,

national, local, surveys, macrohistories, microhistories, biographies, psychohistories, historical fiction

Why have approaches to history changed over time? – from Ancient times to the present day o the availability of historical evidence o the contexts of historians o changing perspectives about approaches to the construction of history o changing philosophies of history o changing technology o changing audiences

Finally, be aware that the topic must not overlap significantly with the examinable content of any other Higher School Certificate course.

Marking Criteria: History Project Proposal

Mastering 8-10

A comprehensive identification of different historical perspectives and approaches to history in the chosen topic.

A sophisticated plan of an appropriate historical and substantial investigation.

Consolidating 5-7

A detailed identification of different historical perspectives and approaches to history in the chosen topic.

A thorough plan of an appropriate and substantial historical investigation.

Developing 3-4

Identifies some of the different historical perspectives and approaches to history in the chosen topic.

A limited plan of an historical investigation.

Not Achieving 0-2

Limited outline of some different historical perspectives and approaches to history which may or may not relate to the chosen topic.

A basic and/or incoherent plan of an historical investigation which may or may not be appropriate.

Feedback:_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Assessment Title: History Project Process Log Date of Task: Final submission on Wednesday of week 3 in

Term 3, Wednesday 7/8/2019 with the project. A series of randomly marked checks will form this element of the project.

Length of Task: N/A Weighting of Task: 10% Coordinator: Mr Canobra Nature of Task A Process Log giving a detailed overview of the project research, development and writing process. Outcomes Assessed

HE12-1 analyses and evaluates different approaches to history and the complexity of factors that shape historical interpretations


Format of Task

Use process log proforma attached to this document Details of Task The process Log should contain;

I. An explanation of the topic choice II. Description of procedures.

III. Log of sequential development of the topic. IV. Record of major decisions of the project. V. Review: cumulative self, peer and teacher evaluation of the project and record interviews.

VI. draft responses All My Own Work The History Project must adhere to the principles and practices of good scholarship, as identified in the HSC: All My Own Work program.


Marking Criteria: History Project Log

Mastering 8-10

A comprehensive description of procedures and the sequential development of the project.

A sophisticated analytical and coherent review of cumulative self, peer and teacher evaluation of the project.

Consolidating 5-7

A detailed description of procedures and sequential development of the project.

A thorough analytical review of the cumulative self, peer and teacher evaluation of the project.

Developing 3-4

Identifies some of the procedures and development of the project.

A basic review of the cumulative self, peer and teacher evaluation of the project, with limited success.

Not Achieving 0-2

Limited identification of some of the procedures and development of the project.

A limited review of self, peer and teacher evaluation of the project.

Feedback:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Assessment Title: History Project: Essay Date of Task: Term 3 Week 3, Wednesday 7/8/2019

(8am to 8.20am, Library) Length of Task: Project: 2500 maximum (+/- 10%) Weighting of Task: 40% Coordinator: Mr Canobra Nature of Task An extension history project whereby students investigate one or more significant historical questions with regards to a topic of their choice. Outcomes Assessed




HE12-4 constructs an historical position about an area of historical inquiry, and discusses and challenges other positions

Format of Task

Word processed Arial 12 point font Words to be double spaced Page margins of 3cm

Details of Task Your Project should contain;

The essay, an argument in response to a precise question which; Synthesises a coherent and logical argument Includes evidence in support, the sources of which are acknowledged with a consistent system

of referencing. May be accompanied by appropriate graphic texts only as appendices (apart from short

explanatory captions). Should contain material from a range of perspectives, including your own views. Addresses the four core questions of, Who are the historians? What are the purposes of history?

How has history been constructed and recorded over time? and Why have the approaches to the construction of history changed over time?


Marking Criteria: History Project Proposal

Mastering 31-40

The synopsis is a succinct, coherent and appropriate description of the development of the precise research question, and why content used in the essay was included.

A comprehensive and coherent historical investigation, involving superior analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches.

Outstanding, detailed, well structured text to explain, argue, discuss, analyse and evaluate historical issues.

Constructs a sophisticated historical position about a historical inquiry and discusses and challenges other positions.

Consolidating 21-30

The synopsis is an appropriate description of the development of the precise research question, the way the essay addresses the precise research question, and why content used in the essay was included.

A coherent historical investigation, involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches.

Well structured text to explain, argue, discuss, analyse and evaluate historical issues.

Constructs a thorough historical position about a historical inquiry and discusses and challenges other positions.

Developing 11-20

The synopsis is an inconsistent description of the development of the precise research question, the way the essay addresses the precise research question, and why content used in the essay was included.

Contains key features of a historical investigation, involving some analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches.

Uses some appropriate structure and language features of a text to explain, argue, discuss, analyse and evaluate historical issues.

Displays some evidence of constructing a historical position about a historical inquiry and makes an attempt to discuss and challenge other positions.

Not Achieving 0-10

The synopsis demonstrates a limited description of, or fails to address the development of the precise research question.

May contain some elements of a historical investigation. May use some aspects of structure of a text to explain. Displays little evidence of constructing a historical position about a

historical inquiry Feedback:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



Assessment Title: History Project Bibliography + Annotated Sources Date of Task: Term 3 Week 3, Wednesday 7/8/2019 (8am to 8.20am, Library) Length of Task: there is no set limit to the bibliography itself, but the evaluation of sources should not exceed 600 words in total Weighting of Task: 10% Coordinator: Mr Canobra Nature of Task ● A consistently formatted alphabetical list of all sources used within the project, and evaluations on

three specific resources. The Annotated Sources The annotated sources should: ● be selected for their value to the History Project ● not exceed 600 words in total ● explain the strengths and weaknesses of each source (minimum of 3), considering their

usefulness and reliability for the question(s) asked and the reasons for their value to the project and the central argument of the essay.

● An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Outcomes Assessed



Format of Task

Word processed Arial 12 point font Use Harvard method of referencing Page margins of 3cm

Details of Task The Bibliography should contain; a) A consistently formatted alphabetical list of all sources used within the project. b) Evaluate three of these sources. These reviews should be from different perspectives;

Be selected from the three most valuable sources used in the history project. Explain the strengths and weaknesses of each source, considering its usefulness and reliability

and the reasons it was valuable to the project and the central argument of the essay.


Marking Criteria: History Project Bibliography

Mastering 7-10

Selects and incorporates three appropriate sources from different historical perspectives to the topic chosen for evaluation

Critically evaluates each of the three sources Adheres to the required method of referencing and

Bibliography

Consolidating 5-6

Provides three sources for evaluation with some attempt at difference in historical perspectives

Provide a source evaluation on each of the three sources

Provides referencing and or Bibliography with limited errors

Developing 3-4

Provides three sources for evaluation Attempts to provide a limited source evaluation on

some of the sources Attempts to provide some referencing and or

Bibliography

Not Achieving 0-2

Provides less than the minimum three sources for evaluation

Does not provide any source evaluation Does not provide referencing and or Bibliography

Feedback:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Project Checklist The following is a checklist of different aspects of the project for both students and teachers to consider. They should be carefully checked in order to ensure that all requirements and the main issues are being addressed. Appropriate action should be taken to rectify any ‘No’ answers. Student Name:________________________________ Project Checklist for Students Circle the appropriate answer (Yes or No). Have I YES NO DATE • chosen a manageable topic? Yes No

• made my focus clear? Yes No

• developed a proposal which can be presented? Yes No

• chosen appropriate methodologies/investigative approach? Yes No

• checked whether resources are suitable and available? Yes No

• understood the key historiographical processes that will be used in the project? Yes No

• understood key historiographical terms, concepts and issues to be used in the project?

Yes No

• included historical references and developed knowledge, understanding and skills of historical inquiry?

Yes No

• devised a realistic time frame to complete the project? Yes No

• considered all ethical implications? Yes No

• kept appropriate records relating to investigation and draft copies? Yes No

• maintained my Process Log as a record of my progress? Yes No

• maintained a thorough documentation of information? Yes No

• ensured that my work is free of plagiarism? Yes No

• ensured that the material included is relevant and historically accurate? Yes No

• ensured that the synopsis captures the theme of the essay? Yes No

• acknowledged the source of my information and any assistance I have had? Yes No

• demonstrated historical knowledge, understanding and skills in my written communication?

Yes No

• kept within the word limit? Yes No

• drafted and edited the essay? Yes No

• included necessary material in the appendix? Yes No

• followed the time frame established? Yes No

• ensured that the references in the bibliography are accurate and correctly formatted?

Yes No

• followed the guidelines to evaluate the three sources included in the bibliography?

Yes No

If, as a student, you find that you are unable to answer ‘yes’ for each of these items, it will be necessary for you to review your project carefully and consult with your supervising teacher.


Project Checklist for Teachers Student Name:________________________________ Have I checked that: YES NO DATE

• the student’s topic is manageable and the focus clear? Yes No

• the student has chosen appropriate methodologies? Yes No

• the topic relates to the project requirements? Yes No

• there is a clear historical debate and sources within the topic are available and appropriate?

Yes No

• all compulsory elements have been addressed? Yes No

• the work is the student’s own? Yes No

• the student is acknowledging sources appropriately? Yes No

• there are no ethical concerns?

Yes No


HSC History Extension Project Certification and Student/Teacher Declaration Form

Pleasecompletethefollowingdetails Student: ___________________________________________________________________ Student number: _________________ History Project title: _________________________________________________________ Supervising teacher: Mr Ruben Canobra

Supervising Teacher please note: The teacher and student declarations regarding the originality of the student’s work and its supervision are included on this form. Please ensure that your students have read the declaration to which they are attesting when they sign the form. Your declaration attesting to the completion of students’ work in accordance with the rules appears below. Please read the declaration prior to signing against the student’s signature. Supervising Teacher’s Declaration: I declare that I have supervised the planning, development, content and presentation of this project and I confirm that it is essentially the student’s own work, except for limited material, if any, drawn from acknowledged sources. The process log, submitted with the project, is a correct record of the student’s planning and progress throughout the project.

NB. If any student’s work is unable to be certified, a statement from the school providing the reasons for non-certification should be attached to this form. This statement must be signed by the student. If the student wishes, they should be given the opportunity to make written comments.

Students please note: You must read and understand the following declaration prior to signing below. Your signature shows your agreement with the declaration.

Student Declaration: I declare that the planning, development, content and presentation of this project is essentially my own work (except for limited material, if any, drawn from acknowledged sources) and has not been copied from any other person’s work; and I understand that a false declaration may jeopardise my HSC exam results.

__________________________________________________ __________________

Signature of Student Date

__________________________________________________ __________________

Signature of Supervising Teacher Date

__________________________________________________ __________________

Signature of Principal Date

This form contains information to be read by students, teachers and the principal. The form is to be retained by the school as part of the student’s internal assessment record.


Practical Project: Record of Student’s Progress Course: .................................................................................................

Supervising teacher: .................................................................................................

Student: .....................................................................................................................

Project: ................................................................................................. Write a brief record of the student’s progress on their project. Entries should be made as often as required to provide adequate documentation of the development of the project.

Work Period Brief record of the student’s progress

Date: Initial:

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Task 2 Trial HSC

Week 9-10 Term 2, 2019

“Case Study and Historiography” The Task: (Weighting: 30%) Section 1: What is History? (25 Marks) There will be one extended-response question. The question may include reference to one or two unseen passages as a stimulus for exploration of issues of historiography. The expected length of response will be around eight examination writing pages (approximately 1000 words). Students use historical debates from one case study and a source book of historical readings to investigate the question ‘What is history?’, through the key questions:

Who are the historians? What are the purposes of history? How has history been constructed, presented and recorded over time? Why have approaches to history changed over time?

In your answer you will be assessed on how well you: demonstrate knowledge and understanding of relevant issues of historiography use relevant sources to support your argument present a detailed, logical and cohesive response Section 2: (25 Marks) Option 20: The Nature of the Presidency of John Fitzgerald Kennedy Principal focus: Students investigate changing interpretations of the evidence relating to the nature and achievements of the presidency of John Fitzgerald Kennedy. There will be one extended-response question. The question will ask candidates to analyse an historiographical issue with specific reference to the case study. The expected length of response will be around eight examination writing pages (approximately 1000 words). Students examine the approaches to history and interpretations (including recent historiography) that have resulted in historical debate in the areas of:

the role in the Indochina conflict (ACHMH192)

the role in the Cuban missile crisis and/or dealings with Khrushchev (ACHMH192)

Camelot – man and myth (ACHMH192)

In your answer you will be assessed on how well you: demonstrate knowledge and understanding of an appropriate case study engage with the historiography of the areas of debate selected for discussion present a sustained, logical and cohesive response


2019 History Extension HSC Trial Marking Guidelines

Section I

Question I Outcomes assessed: HE12.1, HE12.3, HE12.4

MARKING GUIDELINES

Criteria Marks

Comprehensively identifies the significant historiographical issues surrounding the changing roles of the historian in society

Presents a sophisticated, complex and critical judgment about the continuity and change as it relates to the roles of the historian, which is supported by close reference to the source and at least THREE other sources

Provides a perceptive judgment and a complex argument in a well-structured, integrated and sophisticated response

21-25

Identifies a range of historiographical issues surrounding the changing roles of the historian in society

Presents a clear and reasoned judgment about the roles of the historian in society, which is supported by close reference to the source and at least THREE other sources

Provides a coherent judgment and a well-developed argument in a well-structured and integrated response

16-20

Identifies some historiographical issues surrounding the changing roles of the historian in society

Presents a discussion about the about the continuity and change as it relates to the roles of the historian in society, which is supported by close reference to the source and at least THREE other sources

Provides relevant judgments in a well-structured response

11-15

Identifies at least ONE historiographical issue surrounding the changing roles of the historian

Makes comments about continuity and/or changes to the role/s of the historian with limited reference to the source and refers to at least ONE other source

Presents a description of the roles of the historian

6-10

May identify an issue surrounding the roles of the historian Displays little or no understanding of the changing roles of the

historian Offers isolated observations

1-5


Section II Question 2

Outcomes assessed: HE12.1, HE12.3, HE12.4

MARKING GUIDELINES

Criteria Marks Provides an insightful, critical and analytical judgment of the given

statement as it applies to the selected case study Demonstrates extensive knowledge and sophisticated understanding

of the work of historians relevant to the chosen case study Presents a sustained, complex and sophisticated argument in a well-

structured and integrated response

21–25

Provides a clearly reasoned and analytical judgment of the given statement as it applies to the selected case study

Demonstrates substantial knowledge and well-developed understanding of the work of historians relevant to the chosen case study

Presents a sustained and coherent argument in a well-structured and integrated response.

16–20

Provides a sound discussion of the given statement as it applies to the selected case study

Demonstrates a sound knowledge and some understanding of the work of historians relevant to the chosen case study

Presents a relevant discussion in a structured response

11–15

Provides a limited discussion of the given statement as it applies to the selected case study

Demonstrates limited knowledge and understanding of the work of historians relevant to the chosen case study

Presents a limited discussion or description

6–10

Provides little or no understanding of the given statement as it applies to the selected case study

Demonstrates little knowledge of the work of historians relevant to the chosen case study

Makes isolated observations on the case study

1–5

2018 HISTORY EXTENSION HSC TRIAL MAPPING GRID

Question Marks Content Syllabus outcomes Section I

1 25 What is History? HE12.1, HE12.3, HE12.4

Section II 2 25 Case Study HE12.1, HE12.3,

HE12.4


Addendum

Transforming fact into analysis

We all know one of the requirements for those top band (4 and up) essays and longer responses is the ability to analyse historical events, evidence and information. This is the secret of transforming simple description into paradigm shifting analysis that will just history as we know it. To aid you in the development of this essential skill where going to practice a simple trick. This will transform the fact into the stem of an analysis. For Example,

Political graffiti was found in Pompeii– FACT!! Found is the past tense verb, now transform it into a noun

The discovery of political graffiti in Pompeii suggests... And now we have an amazing stem to begin our analysis of political graffiti of Pompeii.

It’s that easy!!!!

Now practice on the following facts about Pompeii and Herculaneum, by first identifying the verb and transforming in to a noun...

Graffiti was written all over the streets of Pompeii

Most people in Herculaneum escaped to the beach

Pliny’s description of the eruption was not believed by most people.

Fiorelli created plaster castes of the victims in Pompeii.

Pompeii was built with a lot of public spaces.

Pompeii was designed around the forum.

Wealthy Pompeian used graffiti to advertise the games.

A temple to Cult of Emperor was found at Pompeii

2019 HSC Extension History Course Outline v4 · arranged appointment with a Holocaust survivor and...

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