year 8 history skills booklet assessment task –glenmore park high hsie faculty yr 8 skills...
TRANSCRIPT
Year 8 History Skills Booklet Assessment Task
Year
Subject
Year 8 History Task -
Skills Booklet
Task Weighting 20
Due Date Term 2 Week 1
Historical Tools 10
Source Material 5
Communication 5
TOTAL FOR TASK 20
Outcomes to
be assessed
HT4-2 describes major periods of historical time and sequences events people and
societies from the past
HT4-5 identifies the meaning purpose and context of historical sources
HT 4-6 uses evidence from sources to support historical narratives explanations
HT4-7 identifies and describes different contexts perspectives and interpretations of the
past
Instructions This booklet will be worked on during class time A specific amount of lesson time has been
allocated for each skill within the booklet Any work not completed in class is to be finished at home with
the finalised booklet being submitted on the due date It is your responsibility to ensure that all sections are
completed to the best of your ability
All My Own Work Certification ndash this portion is to be submitted with the Assessment Task
I certify that the work submitted is all my own work I have not plagiarised the work of others
Studentrsquos signaturehelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip
LATE POLICY This assessment task is due in Week 1 of Term 2 You have been allocated a specific due date by your
classroom teacher Please make sure you submit this task on the due date Students who are absent on the day of their assessment
must produce a note signed by a parent or guardian to their classroom teacher on their first day back at school Students who fail
to present a signed note will lose 10 of their earned mark for each day the assessment is overdue for the first three days
(including weekends) On the fourth day students will be awarded with a ZERO and a letter of concern will be sent home
Please refer any issues to Mrs Hardaker (HSIE Head Teacher)
1 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
History Skills Booklet Year 8 2018
Name _______________ Class ________________ Teacher ______________ Marks
Q1 (10)
Q2 (15)
Q3 (10)
Q4 (12)
Q5 (12)
Q6 (8)
Q7 (8)
Q8 (8)
Total (83)
2 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
1 Define each of the following concepts in your own words
Perspective (1 mark)
Cause (1 mark)
Effect (1 mark)
Bias (1 mark)
3 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Interpretation (1 mark)
Contestability (1mark)
Reliability (1 mark)
Accurate (1 mark)
Primary source (1 mark)
Secondary source (1 mark)
Mark 10
4 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source A
2 Using Sources
Interpret and analyse the following sources to see how they can be useful in understanding the effects of the Black Death and Medieval European Society
Painting Paul Limbourg Tregraves Riches Heures du Duc de Berry (c 1412) Sourced from httpspartacus-
educationalcomEXnormans11htm
Identify THREE things we can learn about Medieval daily life from this source (3 marks)
Mark 3
5 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source B
Seven thousand people died per day in Cairo Egypt Three-quarters of Florences residents were buried in makeshift graves in just one macabre year One third of China evaporated before the rest of the world knew what was coming By the time the tornado-like destruction of the 14th-century bubonic plague finally dissipated nearly half the people in each of the regions it touched had succumbed to a gruesome painful death
The Black Death ndash as it is commonly called ndash especially ravaged Europe which was halfway through a century already marked by war famine and scandal in the church which had moved its headquarters from Rome to Avignon France to escape infighting among the cardinals In the end some 75 million people succumbed it is estimated It took several centuries for the worlds
population to recover from the devastation of the plague but some social changes borne by watching corpses pile up in the streets were permanent
Source httpswwwlivesciencecom2497-black-death-changed-worldhtml
Use the information from Source B to explain the impact the ldquoblack deathrdquo had on the worldrsquos population (4 marks)
Mark 4
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
1 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
History Skills Booklet Year 8 2018
Name _______________ Class ________________ Teacher ______________ Marks
Q1 (10)
Q2 (15)
Q3 (10)
Q4 (12)
Q5 (12)
Q6 (8)
Q7 (8)
Q8 (8)
Total (83)
2 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
1 Define each of the following concepts in your own words
Perspective (1 mark)
Cause (1 mark)
Effect (1 mark)
Bias (1 mark)
3 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Interpretation (1 mark)
Contestability (1mark)
Reliability (1 mark)
Accurate (1 mark)
Primary source (1 mark)
Secondary source (1 mark)
Mark 10
4 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source A
2 Using Sources
Interpret and analyse the following sources to see how they can be useful in understanding the effects of the Black Death and Medieval European Society
Painting Paul Limbourg Tregraves Riches Heures du Duc de Berry (c 1412) Sourced from httpspartacus-
educationalcomEXnormans11htm
Identify THREE things we can learn about Medieval daily life from this source (3 marks)
Mark 3
5 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source B
Seven thousand people died per day in Cairo Egypt Three-quarters of Florences residents were buried in makeshift graves in just one macabre year One third of China evaporated before the rest of the world knew what was coming By the time the tornado-like destruction of the 14th-century bubonic plague finally dissipated nearly half the people in each of the regions it touched had succumbed to a gruesome painful death
The Black Death ndash as it is commonly called ndash especially ravaged Europe which was halfway through a century already marked by war famine and scandal in the church which had moved its headquarters from Rome to Avignon France to escape infighting among the cardinals In the end some 75 million people succumbed it is estimated It took several centuries for the worlds
population to recover from the devastation of the plague but some social changes borne by watching corpses pile up in the streets were permanent
Source httpswwwlivesciencecom2497-black-death-changed-worldhtml
Use the information from Source B to explain the impact the ldquoblack deathrdquo had on the worldrsquos population (4 marks)
Mark 4
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
2 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
1 Define each of the following concepts in your own words
Perspective (1 mark)
Cause (1 mark)
Effect (1 mark)
Bias (1 mark)
3 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Interpretation (1 mark)
Contestability (1mark)
Reliability (1 mark)
Accurate (1 mark)
Primary source (1 mark)
Secondary source (1 mark)
Mark 10
4 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source A
2 Using Sources
Interpret and analyse the following sources to see how they can be useful in understanding the effects of the Black Death and Medieval European Society
Painting Paul Limbourg Tregraves Riches Heures du Duc de Berry (c 1412) Sourced from httpspartacus-
educationalcomEXnormans11htm
Identify THREE things we can learn about Medieval daily life from this source (3 marks)
Mark 3
5 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source B
Seven thousand people died per day in Cairo Egypt Three-quarters of Florences residents were buried in makeshift graves in just one macabre year One third of China evaporated before the rest of the world knew what was coming By the time the tornado-like destruction of the 14th-century bubonic plague finally dissipated nearly half the people in each of the regions it touched had succumbed to a gruesome painful death
The Black Death ndash as it is commonly called ndash especially ravaged Europe which was halfway through a century already marked by war famine and scandal in the church which had moved its headquarters from Rome to Avignon France to escape infighting among the cardinals In the end some 75 million people succumbed it is estimated It took several centuries for the worlds
population to recover from the devastation of the plague but some social changes borne by watching corpses pile up in the streets were permanent
Source httpswwwlivesciencecom2497-black-death-changed-worldhtml
Use the information from Source B to explain the impact the ldquoblack deathrdquo had on the worldrsquos population (4 marks)
Mark 4
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
3 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Interpretation (1 mark)
Contestability (1mark)
Reliability (1 mark)
Accurate (1 mark)
Primary source (1 mark)
Secondary source (1 mark)
Mark 10
4 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source A
2 Using Sources
Interpret and analyse the following sources to see how they can be useful in understanding the effects of the Black Death and Medieval European Society
Painting Paul Limbourg Tregraves Riches Heures du Duc de Berry (c 1412) Sourced from httpspartacus-
educationalcomEXnormans11htm
Identify THREE things we can learn about Medieval daily life from this source (3 marks)
Mark 3
5 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source B
Seven thousand people died per day in Cairo Egypt Three-quarters of Florences residents were buried in makeshift graves in just one macabre year One third of China evaporated before the rest of the world knew what was coming By the time the tornado-like destruction of the 14th-century bubonic plague finally dissipated nearly half the people in each of the regions it touched had succumbed to a gruesome painful death
The Black Death ndash as it is commonly called ndash especially ravaged Europe which was halfway through a century already marked by war famine and scandal in the church which had moved its headquarters from Rome to Avignon France to escape infighting among the cardinals In the end some 75 million people succumbed it is estimated It took several centuries for the worlds
population to recover from the devastation of the plague but some social changes borne by watching corpses pile up in the streets were permanent
Source httpswwwlivesciencecom2497-black-death-changed-worldhtml
Use the information from Source B to explain the impact the ldquoblack deathrdquo had on the worldrsquos population (4 marks)
Mark 4
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
4 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source A
2 Using Sources
Interpret and analyse the following sources to see how they can be useful in understanding the effects of the Black Death and Medieval European Society
Painting Paul Limbourg Tregraves Riches Heures du Duc de Berry (c 1412) Sourced from httpspartacus-
educationalcomEXnormans11htm
Identify THREE things we can learn about Medieval daily life from this source (3 marks)
Mark 3
5 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source B
Seven thousand people died per day in Cairo Egypt Three-quarters of Florences residents were buried in makeshift graves in just one macabre year One third of China evaporated before the rest of the world knew what was coming By the time the tornado-like destruction of the 14th-century bubonic plague finally dissipated nearly half the people in each of the regions it touched had succumbed to a gruesome painful death
The Black Death ndash as it is commonly called ndash especially ravaged Europe which was halfway through a century already marked by war famine and scandal in the church which had moved its headquarters from Rome to Avignon France to escape infighting among the cardinals In the end some 75 million people succumbed it is estimated It took several centuries for the worlds
population to recover from the devastation of the plague but some social changes borne by watching corpses pile up in the streets were permanent
Source httpswwwlivesciencecom2497-black-death-changed-worldhtml
Use the information from Source B to explain the impact the ldquoblack deathrdquo had on the worldrsquos population (4 marks)
Mark 4
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
5 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source B
Seven thousand people died per day in Cairo Egypt Three-quarters of Florences residents were buried in makeshift graves in just one macabre year One third of China evaporated before the rest of the world knew what was coming By the time the tornado-like destruction of the 14th-century bubonic plague finally dissipated nearly half the people in each of the regions it touched had succumbed to a gruesome painful death
The Black Death ndash as it is commonly called ndash especially ravaged Europe which was halfway through a century already marked by war famine and scandal in the church which had moved its headquarters from Rome to Avignon France to escape infighting among the cardinals In the end some 75 million people succumbed it is estimated It took several centuries for the worlds
population to recover from the devastation of the plague but some social changes borne by watching corpses pile up in the streets were permanent
Source httpswwwlivesciencecom2497-black-death-changed-worldhtml
Use the information from Source B to explain the impact the ldquoblack deathrdquo had on the worldrsquos population (4 marks)
Mark 4
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
6 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information from the sources above write a PEEL paragraph explaining ONE significant change or consequence of the Black Death
Source C
2 Marks for each section
Point
Explain
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
7 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Example
Link
Mark 8
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
8 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate Choose two useful websites and evaluate the sites using the 5 Wrsquos of Website Evaluation Use the following scaffold to organise your website evaluation
THE FIVE WrsquoS OF WEBSITE EVALUATION
WHO
Who wrote the pages and are they an expert Is a biography of the author included
How can I find out more about the author
WHAT
What does the author say is the purpose of the site What else might the author have in mind for the site
What makes the site easy to use What information is included and does this
information differs from other sites
WHEN
When was the site created When was the site last updated
WHERE
Where does the information come from Where can I look to find out more about
the sponsor of the site
WHY
Why is this information useful for my purpose Why should I use this information
Why is this page better than another website
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
9 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
Name of website Date Accessed
Who (1 mark)
What (1 mark)
When (1 mark)
Where (1 mark)
Why (1 mark)
Mark 5
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
10 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Using the information gathered from your website evaluation and additional research complete an information report (extended response) on the changes in
Japanese society during the Tokugawa Shogunate by answering the following question
Analyse the impact of the changes in Japan as a result of the
Tokugawa Shogunate rule
EXTENDED RESPONSE
When do I use it To answer questions that require detailed responses or have multiple sections to their answer Each section should become a new paragraph and your response should use the wording of the question clearly in your introduction and conclusion
Introduction
This statement tells the audience what the text is going to be about This can include a short description of the subject subject
Body Paragraphs
Each paragraph starts with a topic sentence or argument statement The topic sentence at the beginning of each paragraph previews
the information contained in the rest of the paragraph Each paragraph should give information about one feature of the
subject These paragraphs should use sources or factual information as evidence
Conclusion
This paragraph signals the end of the text It should summarise your argument and key ideas
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
11 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Extended Response Template
Introduction 2 marks
Body Paragraph 1 3 marks
Body Paragraph 2 3 marks
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
12 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Mark 12
Body Paragraph 3 3 marks
Conclusion 1 Mark
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
13 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Source Analysis Scaffold COMBAT
Content Whowhat is in the source
What does it sayshow What is it about
Origin
When was it made When was it used
Where did it come from Who made it
Motive
Why was it made Why was it used
What was the purpose of the composer
Bias What point of view does it show Is it reliable
What information does it exclude Does it favour one side
Is it still useful to the historian
Audience Who is it aimed at
What is the intendeddesired response Does it evoke emotions Why What are they
Text Type
What form does the information take Is it a poster A cartoon A letter
Is it primary or secondary Why is this form used
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
14 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
COMBAT Analysis
Using the information above Complete a COMBAT analysis of the source above (2 marks for each section)
C
O
M
Excerpt from The Way of the Samurai by Yamaga Soko (1665) The writings were published as a
list of rules about being a Samurai and to learn to appreciate the position in the social structure
This excerpt was translated in 2005
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
15 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
B
A
T
Mark 12
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
16 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
In an Empathy Task you are writing as though you are the person and know what the person is feeling what they have experienced and what their life is like It should also be historically accurate Empathy writing uses
Descriptive language to accurately show what the situation was like (Hint
Think of your five senses)
Emotive language to express how you feel about the things happening
around you and to you
Your empathy task should aim to include
Accurate factual details about your chosen person and their lifestyle
Write like you would imagine a person from that time would write ndash remember
that most language used was very formal
An accurate date and timeframe for your writing
Correct structure for your text type ndash letter diary article etc
Careful spelling
A convincing voice Try to sound like the person you are pretending to be
Use of as much space as possible ndash include as many specific details as you can
think of to make your task sound convincing and realistic
Using the information above as a guide complete an empathy task to the following scenario (If you need more paper attach it to the back of this
booklet)
You are a member of the nobility in either Shogun Era Japan or Medieval Europe Write a letter to a close friend or family member and discuss
with them your experience or opinion of a key person event law change battle or member of the royal family relevant to the time you are
writing in
(8 marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
17 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
(8 marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
18 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Essay and extended response questions are designed to test your ability to write what you know but
also designed to test your understanding of question wording and expectations
Breaking down the question is a really important step before you even think about writing You need
to know what you are expected to write before you start
Look at the one that has been done for you
What do you think the question is asking This question is asking me to break down the different changes in crime and
punishment during the Medieval period and explain how its role (or position)
changed and why it got more important or less important as time went on
Steps for Breaking Down a Question 1 Circle the question verb ndash the word telling you what you will do
2 Highlight any key terms or dates you think are relevant to the question
3 Underline any words that are to do with date ranges so you know you are writing
about the correct timeframe (eg In between from to during)
4 In your own words write a sentence explaining what you think the question is
asking you to do
Follow the steps and example on the previous page to help you practice breaking down
questions
Some key things about question verbs Discuss = provide multiple perspectives
Analyse = break down the ideas with evidence Evaluate = provide an argument explaining HOW MUCH or HOW IMPORTANT
Outline = provide key ideas or evidence briefly
Analyse the changing role of crime and punishment in
Medieval Europe during 1550-1650
Analyse means provide
specific details and evidence
and form an argument
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)
19 Glenmore Park High HSIE faculty ndash Yr 8 Skills booklet Semester 1
Discuss the response members of other social classes had
towards the King and Queen during the Medieval period
(4 Marks)
Analyse to role of the Shogun in the Tokugawa Period of
Japan
(4 Marks)