Northlakes High SchoolHSIE

Student Booklet

PreliminaryModern History

2015

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Contents

1 Northlakes HSC Scope and Sequence..........................................22 Assessment Task Schedule...........................................................33 Course Objectives and Outcomes..................................................44 Course Overview and Content .......................................................75 HSC Examination Rubrics............................................................196 HSC Examination Specifications..................................................217 Performance Band Descriptors.....................................................228 Glossary from Syllabus.................................................................239 Websites.......................................................................................27

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NORTHLAKES HIGH SCHOOLYear11– Modern History

YEARLY PLANNER 2015Term 4: Monday 8/10/12 – Friday 21/12/12Week 1

8/10Week 2

15/10Week 3

22/10Week 4

29/10Week 5

5/11Week 6

12/11Week 7

19/11Week 8

26/11Week 9

3/12Week 10

10/12Week 11

20/12AssessTask#1

Week 128/1

Week 23/2

Week 310/2

Week 417/2

Week 524/2

Week 63/3

Week 710/3

Week 817/3

Week 924/3

Week 1031/3

Week 117/4

Assess Task#2

Week 128/4

Week 2 5/5

Week 3 12/5

Week 4 19/5

Week 5 26/5

Week 62/6

Week 79/6

Week 816/6

Week 923/6

AssessTask#3

AssessTask#4

Week 1

14/7

Week 2

21/7

Week 3

28/7

Week 4

4/8

Week 511/8

Week 618/8

Week 725/8

Week 81/9

Week 98/9

Week 1015/9

TRIAL HSCTask 5

FEEDBACK

REVISION REVISION REVISION REVISION REVISION

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Yankees and Confederates In the American States in the Mid 19th Century

The Origins of the Arab-Israeli conflict, 1880s-1947 The Civil Rights

Movement in the USA in the USA in the 1950s and 1960s

The World at the Beginning of the

Twentieth Century

+

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Assessment

HSC course The mandatory components and weightings for the HSC course are set out below. The internal assessment mark submitted to the Board of Studies is to be based on the HSC course only.

No more than 40% weighting may be allocated to tests and examinations.

Summary of external and internal HSC assessment

External examination MarksSection I – Cities of Vesuvius – Pompeii and HerculaneumPart A Source-based objective response and short-answer questions Part B One source-based question

15

10Section II – Ancient Societies One question in parts 25Section III – Personalities One question in parts 25Section IV – Historical Periods Candidates answer one of two extended response alternatives

25

100

Ancient History HSC examination specifications The examination will consist of a written paper worth 100 marks.

Time allowed: 3 hours plus 5 minutes reading time.

The paper will include a source booklet.

The paper will consist of four sections.

Section I – Cities of Vesuvius – Pompeii and Herculaneum (25 marks) Questions in this section will require candidates to refer to the source booklet. This section will consist of two parts.

Part A(15 marks) • There will be objective response and short-answer questions to the value of 15 marks, including from 5 to 10 objective response questions. • Questions will require candidates to use sources and apply their own knowledge.

Part B (10 marks)

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Internal assessment Weighting

Knowledge and understanding of course content

40

Source-based skills: analysis, synthesis and evaluation of historical information from a variety of sources

20

Historical inquiry and research 20Communication of historical understanding in appropriate forms

20

100

• There will be one question worth 10 marks that will require candidates to refer to sources and apply their own knowledge to issues of investigating, reconstructing and preserving the past and related ethical issues.

• There will be 10 questions, one for each ancient society. • Each question will consist of four or five parts. • A source will be provided for each society. • Candidates will be required to answer the question on the ancient society they have studied. • The expected length of response will be around eight pages of an examination writing booklet (approximately 1000 words) in total.

• There will be 12 questions, one for each personality. • Each question will consist of two or three parts, with the last part worth 15 marks. • Candidates will be required to answer the question on the personality they have studied. • The expected length of response will be around eight pages of an examination writing booklet (approximately 1000 words) in total.

• There will be 16 extended response questions, one for each historical period. • Each question will have two alternatives. • Candidates will be required to answer one alternative on the historical period they have studied. • The expected length of response will be around eight pages of an examination writing booklet (approximately 1000 words).

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MODERN HISTORY – 2 UNITPreliminary 2015

Components WeightingTask 1

Week: 7Term: 1, 2015Oral

Task 2Week: 5Term: 2, 2015Source Analysis

Task 3Week: 4Term: 3, 2015Historical Investigation Research

Task 4Week: 7/8Term: 3, 2015Preliminary Exam

Oral Presentation 10% 10%

Research 25% 25%

Source Analysis 25% 25%

Exams, Tests 40% 40%

TOTAL MARKS: 100% 10% 25% 25% 40%

OutcomesP1.1, P1.2 P2.1,

P3.2 P4.2P2.1, P3.1, P3.3,

P.3.4, P4.1, P4.2

P3.3, P3.4 P3.5, P4.1, P4.2

P1.1, P2.1, P3.3. P3.4, P4.2

Course Outline Components:

1. Yankees and Confederates in the American States in the mid 19th Century2. The origins of the Arab – Israeli conflict, 1880’s – 19473. The Civil Rights movement in the USA IN THE 1950’S AND 60’S4. Historical Investigation5. Core Study: the World at the Beginning of the 20th Century

OutcomesP1.1 Describe the role of key individuals, groups and events of selected studies from the eighteenth

century to the present

P1.2 Investigate and explain the key features and issues of selected studies from the eighteenth century to the present

P2.1 Identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present

P3.1 Ask relevant historical questions

P3.2 Locate, select and organise relevant information from different types of sources

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P3.3 Comprehend and analyse sources for their usefulness and reliability

P3.4 Identify and account for differing perspectives and interpretations of the past

P3.5 Plan and present the findings of historical investigations, analysing and synthesising information from different types of sources

P4.1 Use historical terms and concepts appropriately

P4.2 Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

8 Objectives and Outcomes

8.1 Objectives and Outcomes

Objectives

A student develops knowledge and understanding about:

Preliminary Course Outcomes

A student develops the skills to:

HSC Course Outcomes

A student develops the skills to:

1 people, places, societies and events in the context of their times

P1.1 describe and explain the contribution of key people, groups, events, institutions, societies and sites within the historical context

H1.1describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context

2 change and continuity over time

P2.1 identify historical factors and explain their significance in contributing to change and continuity in the ancient world

H2.1explain historical factors and assess their significance in contributing to change and continuity in the ancient world

3 the process of historical inquiry

P3.1 locate, select and organise relevant information from a variety of sources

P3.2 identify relevant problems of sources in reconstructing the past

P3.3 comprehend sources and analyse them for their usefulness and reliability

P3.4 identify and account for differing perspectives and interpretations of the past

P3.5 discuss issues relating to ownership and custodianship of the past

P3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

H3.1locate, select and organise relevant information from a variety of sources

H3.2discuss relevant problems of sources for reconstructing the past

H3.3analyse and evaluate sources for their usefulness and reliability

H3.4explain and evaluate differing perspectives and interpretations of the past

H3.5analyse issues relating to ownership and custodianship of the past

H3.6plan and present the findings of historical investigations, analysing and synthesising information from a range of sources

4 communicating an understanding of history

P4.1 use historical terms and concepts appropriately

H4.1use historical terms and concepts appropriately

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P4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

H4.2communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

HSC Course Overview

Part I: Core Study: Cities of Vesuvius – Pompeii and Herculaneum (25%) Part II: ONE Ancient Society - Minoans (25%) Part III: ONE Personality in their Times - personality (25%) Part IV: ONE Historical Period - period (25%)

10 Content: HSC Course

Students are required to study Parts I, II, III and IV of the course.

10.1 Part I: Core Study: Cities of Vesuvius – Pompeii and Herculaneum

Percentage of course time: 25%

Principal Focus: Students investigate the range and nature of archaeological and written sources available for the study of the cities of Pompeii and Herculaneum through an exploration of issues relating to reconstruction, ownership and custodianship of the past.

Outcomes

Students:H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical contextH 2:1 explain historical factors and assess their significance in contributing to change and continuity in the

ancient worldH 3.1 locate, select and organise relevant information from a variety of sourcesH 3.2 discuss relevant problems of sources for reconstructing the pastH 3.3 analyse and evaluate sources for their usefulness and reliabilityH 3.4 explain and evaluate differing perspectives and interpretations of the pastH 3.5 analyse issues relating to ownership and custodianship of the pastH 3.6 plan and present the findings of historical investigations, analysing and synthesising information from a

range of sourcesH 4.1 use historical terms and concepts appropriatelyH 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms.

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Students learn to:

• comprehend and analyse a range of archaeological and written sources relevant to the core study of the cities of Pompeii and Herculaneum

• use sources to reconstruct aspects of life in Pompeii and Herculaneum in AD 79 • evaluate the implications of gaps in the evidence for reconstructing life in Pompeii and Herculaneum in AD

79• describe and assess different methods used by archaeologists, historians and other specialists to investigate

the sites over time• evaluate different representations of Pompeii and Herculaneum over time• discuss relevant issues of conservation and reconstruction; custodianship of the sites and the display of

human remains• present the findings of investigations of key features or issues relevant to the study of Pompeii and

Herculaneum • communicate effectively in oral and written forms to describe and analyse features and issues of the study.

Students learn about:

Non-examinable background• stages of occupation • brief historical overview up to and including the eruption of AD 79• early discoveries and brief history of the excavations• representations of Pompeii and Herculaneum over time

Examinable content:

1 Geographical context • the physical environment: the geographical setting, natural features and resources of Pompeii and

Herculaneum • plans and streetscapes of Pompeii and Herculaneum

2 The nature of sources and evidence• the range of available sources, both written and archaeological, including ancient writers, official

inscriptions, graffiti, wall paintings, statues, mosaics, human and animal remains• the limitations, reliability and evaluation of sources• the evidence provided by the sources from Pompeii and Herculaneum for:

the eruption the economy: trade, commerce, industries, occupations social structure; men, women, freedmen, slaves local political life everyday life: leisure activities, food and dining, clothing, health, baths, water supply and sanitation public buildings – basilicas, temples, fora, theatres, palaestra, amphitheatres private buildings – villas, houses, shops influence of Greek and Egyptian cultures: art, architecture, religion religion: temples, household gods, foreign cults, tombs.

3 Investigating, reconstructing and preserving the past• changing methods and contributions of nineteenth and twentieth century archaeologists to our

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• changing interpretations: impact of new research and technologies• issues of conservation and reconstruction: Italian and international contributions and responsibilities;

impact of tourism• ethical issues: study and display of human remains

10.2 Part II: Ancient Societies

Principal Focus: The investigation of key features of ONE ancient society through a range of archaeological and written sources and relevant historiographical issues.

Percentage of course time: 25%

Outcomes

Students: H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical contextH 2.1 explain historical factors and assess their significance in contributing to change and continuity in the

ancient worldH 3.1 locate, select and organise relevant information from a variety of sourcesH 3.2 discuss relevant problems of sources for reconstructing the pastH 3.3 analyse and evaluate sources for their usefulness and reliabilityH 3.4 explain and evaluate differing perspectives and interpretations of the pastH 3.6 plan and present the findings of historical investigations, analysing and synthesising information from a

range of sourcesH 4.1 use historical terms and concepts appropriatelyH 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms.

ONE ancient society is to be studied from the following:

EgyptA Society in Old Kingdom Egypt Dynasties III–VIB Society in New Kingdom Egypt to the death of Amenhotep IIIC Society in New Kingdom Egypt during the Ramesside period, Dynasties XIX and XX

Near EastD Assyrian society from Sargon II to AshurbanipalE Society in Israel from Solomon to the fall of SamariaF Persian society at the time of Darius and Xerxes

GreeceG The Bronze Age – Minoan CreteH The Bronze Age – MycenaeI Spartan society to the Battle of Leuctra 371 BCJ Athenian society in the time of Pericles

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Students learn to:

• ask relevant historical questions• locate, select and organise information from a range of sources to describe and analyse the key features of

the ancient society• describe and evaluate the role and nature of key features of the ancient society• explain and assess the significance of historical factors contributing to change and continuity within the

ancient society• evaluate the usefulness and reliability of sources• explain and evaluate differing perspectives and interpretations of the ancient society• plan and present the findings of investigations on aspects of the ancient society, analysing and synthesising

information from a range of sources• communicate an understanding of relevant concepts, features and issues using appropriate oral and written

forms.

Option G Greece: The Bronze Age – Society in Minoan Crete

Principal Focus: The investigation of the key features of Minoan society in Crete through a range of archaeological and written sources and relevant historiographical issues.

Students learn about:

1 The geographical environment geographical setting, natural features and resources of Minoan Crete significant sites: Knossos, Phaestos, Malia, Zakros, Agia Triada, Gournia

2 Social structure and political organisation issues relating to gender and identity of the ruler/s palace elite: bureaucracy, priests and priestesses roles and status of women craftsmen and agricultural workers

3 The economy palace economy importance of agriculture role of towns: Gournia and Zakros trade and economic exchange: Mediterranean and Aegean region the issue of thalassocracy (maritime empire) crafts and industry: pottery, stone, ivory, metal, jewellery, seal stones, purple dye technology: building materials, techniques and construction (ashlar masonry), drainage and water supply

4 Religion, death and burial nature and identity of deities religious symbols: double axe (labrys) horns of consecration, the bull, snakes, trees, birds religious places: peak sanctuaries, cave shrines, palace shrines, pillar crypts, lustral basins rituals: sacrifice, libations, processions, dance funerary customs and rituals: larnax, ossuary; tombs: rectangular, tholos and chamber

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myths and legends relating to the Minoans: Theseus and the Minotaur, Icarus and Daedalus

5 Cultural life art: frescoes, figurines, pottery, seals, metalwork architecture of palace complexes: Knossos, Phaistos, Malia, Zakros and other palace sites writing: Linear A and Linear B, the Phaistos disc

6 Everyday life daily life and leisure activities food and clothing housing and furniture occupations health

10.3 Part III: Personalities in Their Times

Principal Focus: Students gain an understanding of the personality in the context of their time.

Percentage of course time: 25%

Outcomes

Students:H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical contextH2.1 explain factors and assess their significance in contributing to change and continuity in the ancient worldH3.1 locate, select and organise relevant information from a variety of sourcesH3.2 discuss relevant problems of sources for reconstructing the pastH3.3 analyse and evaluate sources for their usefulness and reliabilityH3.4 explain and evaluate differing perspectives and interpretations of the pastH3.6 plan and present the findings of historical investigations, analysing and synthesising information from a

range of sourcesH4.1 use historical terms and concepts appropriatelyH4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms

ONE personality is to be studied from the following:

EgyptA HatshepsutB AkhenatenC Ramesses II

Near EastD SennacheribE XerxesF Hannibal

GreeceG PericlesH Alexander the Great

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I Cleopatra VIIRome

J Tiberius GracchusK Julius Caesar

L Agrippina the Younger

Include from syllabus the historical personality

10.4 Part IV: Historical Periods

Percentage of course time: 25%

Principal Focus: Through an investigation of the archaeological and written sources of ONE historical period, students learn about significant developments and issues that shaped the historical period as well as relevant historiographical issues.

Outcomes

Students:H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical contextH 2.1 explain historical factors and assess their significance in contributing to change and continuity in the

ancient worldH 3.1 locate, select and organise relevant information from a variety of sourcesH 3.2 discuss relevant problems of sources for reconstructing the pastH 3.3 analyse and evaluate sources for their usefulness and reliabilityH 3.4 explain and evaluate differing perspectives and interpretations of the pastH 3.6 plan and present the findings of historical investigations analysing and synthesising information from a

range of sourcesH 4.1 use historical terms and concepts appropriatelyH 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms.

Students learn to:

• ask relevant historical questions• locate, select and organise relevant information form a variety of sources to investigate key developments,

forces and issues of the historical period • describe and assess significant developments, forces and issues that shaped the historical period• explain and assess the significance of historical factors in contributing to change and continuity within the

historical period• explain the implications of relevant problems of evidence for reconstructing the history of the period• analyse and evaluate relevant sources for their usefulness and reliability• explain and evaluate differing perspectives and interpretations of the historical period• present findings of investigations, analysing and synthesising information from a range of sources • communicate a knowledge and understanding of relevant developments and issues that shape the historical

period, using appropriate oral and written forms.

ONE historical period is to be studied from the following:

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EgyptA Egypt: From Unification to the First Intermediate PeriodB Egypt: New Kingdom Egypt to the death of Thutmose IVC Egypt: New Kingdom Egypt from Amenhotep III to the death of Ramesses II

Near EastD The Near East: Assyria from Tiglath-Pileser III to the fall of Assyria 609 BCE The Near East: Israel and Judah from Solomon to the fall of JerusalemF The Near East: Persia from Cyrus II to the death of

Darius IIIGreece

G Greece: The development of the Greek world 800 – 500 BCH Greece: The Greek world 500 – 440 BCI Greece: The Greek world 446 – 399 BCJ Greece: Fourth-century Greece to the death of Philip II of Macedon

RomeK Rome: Rome: 264 – 133 BCL Rome: Political revolution in Rome 133 – 78 BCM Rome: The fall of the Roman Republic 78 – 31 BCN Rome: The Augustan Age 44BC – AD 14O Rome: Rome in the time of the Julio-Claudians AD 14 – 69P Rome: The Roman Empire: AD 69 – 235

Include from syllabus the historical period

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Year ?? Subject Topic Outline

Syllabus Dot Points covered in this topic.

Kick start Questions . Here are a selection of past HSC/SC questions. Note any similarities or patterns. At the end of this topic you should submit to your teacher an answer to each question for feedback.

Metalanguage List. Learn them and use them

An example of a topic outline is on the next page.

Performance band descriptors16 | P a g e

Band 6Comprehensively assesses the significance of people, events, institutions and forces in Ancient History. Analyses, synthesises and interprets information to accurately address problems and issues in Ancient History. Displays a superior use of ancient terms and concepts to answer historical questions. Evaluates at a high level the factors contributing to continuity and change in the ancient world. Uses a range of relevant ancient sources and evaluates their reliability. Assesses different historical interpretations and perspectives. Communicates a high level argument through well-structured and detailed texts.

Band 5Assesses in detail the significance of people, events, institutions and forces in Ancient History. Analyses, synthesises and interprets information to address problems and issues in Ancient History. Displays an accurate use of ancient terms and concepts to answer historical questions. Evaluates thoroughly the factors contributing to continuity and change in the ancient world. Uses a variety of relevant ancient sources and evaluates their reliability. Argues using different historical interpretations and perspectives. Communicates a coherent and sustained argument through well-structured and detailed texts.

Band 4Clearly assesses the significance of people, events, institutions and forces in Ancient History. Analyses and interprets information to address problems and issues in Ancient History. Displays a broad use of ancient terms and concepts to answer historical questions. Evaluates soundly the factors contributing to continuity and change in the ancient world. Uses a variety of relevant ancient sources to support an argument. Explains different historical interpretations and perspectives. Clearly communicates a general argument through well- structured texts.

Band 3Provides a simple assessment of the significance of people, events, institutions and forces in Ancient History. Interprets basic information in Ancient History. Uses ancient terms and concepts descriptively. Recognises continuity and change in the ancient world. Quotes some ancient sources in an attempt to support an argument. Describes different historical interpretations and perspectives. Communicates relevant information through a descriptive text.

Band 2Describes people, events, institutions and forces in Ancient History. Interprets simple information in Ancient History. Demonstrates comprehension of basic historical terms and concepts. Demonstrates through simple sequencing of historical events, some understanding of continuity and change in the ancient world. Makes some use of ancient sources. Recognises simple historical interpretations and perspectives. Provides limited coherent descriptions of people and events from the ancient past in simple narrative style.

Glossary from the syllabus 17 | P a g e

ACCOUNT State reasons for, report on, explain. Give an account of, narrate a series of events or transactions

ANALYSE Identify components and the relationship between them, draw out and relate implications

APPLY Use, utilise, employ in a particular situation

APPRECIATE Make a judgment about the value of. Include evidence/examples

ASSESS Make a judgment of value, quality, outcomes, results or size. Give your opinion with facts.

CALCULATE Ascertain / determine from given facts, figures or information

CLARIFY Make clear or plain

CLASSIFY Arrange or include in classes / categoriesCOMPARE Show how things are similar or different (hint – use a Venn diagram)

CONSTRUCT Make, build, put together items or arguments

CONTRAST Show how things are different or opposite

CRITICALLY (analyse / evaluate) Add a degree or level of accuracy, depth, knowledge and understanding,

logic, questioning, reflection and quality to analysis/evaluation

DEDUCE Draw conclusions

DEFINE State meaning and identify essential qualities

DEMONSTRATE Show by exampleDESCRIBE Provide characteristics and features of the item / concept

DISCUSS Identify issues and provide points for and/or against

DISTINGUISH Recognise and indicate as being distinct or different from, to note differences

between things

EVALUATE Make a judgment and give your opinion based on criteria, determine the value of

EXAMINE Inquire into, find out the facts

EXPLAIN Relate cause and effect, make the relationships between things evident, provide the why and/or how about the item / concept

EXTRACT Choose relevant and/or appropriate details

EXTRAPOLATE Infer from what is known

IDENTIFY Recognise and name

INTERPRET Draw meaning from

INVESTIGATE Plan, inquire into and draw conclusions about

JUSTIFY Support an argument or conclusion with evidence and examples

OUTLINE Sketch in general terms, indicate the main features of

PREDICT Suggest what may happen based on available information

PROPOSE Put forward a point of view, idea, argument or suggestion for consideration or action

RECALL Present remembered ideas, facts or experiencesRECOMMEND Provide reasons in favourRECOUNT Retell a series of events

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SUMMARISE Concisely express the relevant details

SYNTHESISE Putting together various elements to make a whole

Websites

Some useful websites for Study Guides and Strategies: www.hsc.csu.edu.au www.boardofstudies.nsw.edu.au www.boredofstudies.org www.studygs.net www.tale.edu.au www.cli.nsw.edu.au

(Each of the universities websites also has tips and guides, so try a search under their names.)

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