YEAR 8 SKILLS BOOKLET HSIE

Subject: History

Year: 8

Task: #1

Due Date: Term 2 Week 1

Mark: /52

Weighting: 15%

Assessment Mode: Skills booklet

Outcomes 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

HT4-6 uses evidence from sources to support historical narratives, explanations

HT4-7 identifies and describes different contexts, perspectives and interpretations of the past

Marking Criteria: Students will be assessed on:

● Ability to develop hand-written research notes ● Understanding of conservation and preservation in relation to the ancient past ● Visually representing this information as an infographic ● Reflection of learning

Submission / Late Policy Students are expected to submit their assessment tasks during the period the class meets on the due date. Students submitting assessment tasks at the staff room should only submit these tasks to their teacher or a nominated representative from the faculty. If the task is collected by anyone else the student MUST ask for a signed submission receipt.

Students who wish to submit their assessment task on the due date but later than the class time MUST negotiate an alternative time with their class teacher. Late penalties will apply after this.

Year 7-10 will lose 10% of the final mark for every consecutive school day that the assessment task remains outstanding. This will occur for 3 consecutive school days. On the 4th day the student will receive zero for the task.

1 Glenmore Park High HSIE faculty – Yr 8 Skills booklet, 2020 Semester 1

History Skills Booklet Year 8 2020

Name: ________________ Class: ________________ Teacher: ________________

All responses MUST be written on the lines provided. No extra

paper is allowed. Q1

(20) Q2 (7)

Q3 (5)

Q4 (12)

Q5 (8)

Total (52)

Marks

All My Own Work Certification

I certify that the work submitted is all my own work. I have not plagiarised the work of others.

Student’s signature……………………………………………..............

2 Glenmore Park High HSIE faculty – Yr 8 Skills booklet, 2020 Semester 1

Task 1 - Terminology

Mark: /20

Task A: Google Classroom Form Quiz – Medieval Europe. 10 marks

Task B: Google Classroom Form Quiz- Key Terms and Concepts. 10 Marks

Complete both Terminology Tasks online through your HSIE class Google Classroom page.

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Task 2 - Using Sources

Interpret and analyse the following sources to see how they can be useful in understanding the way people commonly lived in Medieval European society. Source A

Source A: Illustration, showing a medieval siege in France, 13th century CE. From the Maciejowski Bible, (Pierpont Morgan Library).

Identify THREE things we can learn about Medieval weaponry and warfare from this source. (3 marks)

1)

2)

3)

Mark: /3

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Source B

Source B: Excerpt from Giovanni Boccaccio’s The Decameron (a novella), written in the 14th

century. Retrieved from

https://www.qcaa.qld.edu.au/downloads/p_10/ac_sa_hist_yr8_black_death.pdf

Use the information from Source B to explain the impact that the Black Death had upon society in Medieval Europe. This should be written in ONE PEEL paragraph. (4 marks)

P

E

E

L

Mark: /4

“Such was the terror this [the Black Death] caused that

seeing it take hold in a household, as soon as it started,

nobody remained ... No doctors were to be found, because

they were dying like everybody else ... Sons abandoned

fathers, husbands wives, wives husbands, one brother the

other, one sister the other.”

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Task 3 - THE FIVE W’S 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?

Use the above model to conduct your own research on the changes in Japanese society during the Tokugawa Shogunate. Choose ONE useful website and evaluate the site using the 5 W’s of Website Evaluation. Use the following scaffold to organise your website evaluation.

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Name of Website:

Date Accessed:

Who (1 mark)

What (1 mark)

When (1 mark)

Where (1 mark)

Why (1 mark)

Mark: /5

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Task 4 - Source Analysis Scaffold

COMBAT

Content: Who/what is in the source?

What does it say/show? 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 intended/desired 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?

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C.O.M.B.A.T Analysis (12 Marks)

Source D

Using the information above, complete a COMBAT analysis of Source D. (2 marks per section)

C:

O:

Source D: Excerpts from The Way of the Samurai (Shīdo) By Yamaga Sokō, found in

Sources of Japanese Tradition, edited by Wm. Theodore de Bary, Carol Gluck, and

Arthur L. Tiedemann, 2nd ed., vol. 2 (New York: Columbia University Press, 2005),

192‐194.

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M:

B:

A:

T:

10 Glenmore Park High HSIE faculty – Yr 8 Skills booklet, 2020 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 – 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.

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

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Follow the steps and example above to help you practise breaking down questions.

DO NOT WRITE AN ESSAY ANSWERING THE QUESTION

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

Task 5

Discuss the response members of other social classes had

towards the King and Queen during the Medieval period.

(4 Marks)

Analyse the role of the Shogun in the Tokugawa

Period of Japan.

(4 Marks)