HUMANITIES AND SOCIAL SCIENCES

FORMATIVE ASSESSMENT: N ATIONAL HISTORY CHALLENGE

Name: ______________________________________

Class: ________________________________

Teacher: ______________________________

Date Received: _________________________

Due Date:

Weighting: 7.5% of Term 2 marks

INTRODUCTION
The formative assessment for Term Two involves conducting an in-depth research and
investigation task on a person, group or idea.

The theme for this assessment is “People and Power”. Your response must address the
theme and include the following important information.

 Assess to what extent the particular event/person/idea can be viewed as

having power or demonstrated the use of power.
 Look at how, over time, a person/group/idea may have challenged people and
power.
 Evaluate how the impact of a person/group/event reflects the gaining or
losing of power.

Task Overview and Timing: Research Report

Task Due date

Task 1 - Create Inquiry Questions Week Five

Task 2 - Conduct Research Week Five

Task 3 - Source Analysis Week Five

Task 4 - Bibliography Week Eight

Task 5 - Create and submit final Week Eight

presentation
Choose a topic for the research assessment. Check this topic with your
teacher.
My person/group/event/idea

ASSESSMENT CHECKLIST
Use the following check list to ensure your report is complete:

TICK IF
ITEM DESCRIPTION COMPLETED


I have chosen a suitable topic and checked the topic with

Topic
my teacher.

I have decided if I am completing this assessment as an

Individual/group
individual or as part of a group
I understand the primary research question
Primary
and what this assessment requires me to do.
Question
I have written three or more useful, relevant and
Secondary appropriate research questions which help me understand
Questions the primary question and find an answer to it.

I have chosen a minimum of two (2) useful, informative

sources to analyse.
 I have completed the source analysis sheets in this
Sources
booklet on the two primary sources
 I have used at least six (6) secondary sources in my
research notes.
I have recorded all my sources in the bibliography section
Bibliography in the appropriate way.

I have completed my research of my sources:

 Taking notes in the Cornell Note style
 Analysed my notes
Research
 Found answers to both the primary and secondary
questions
 Summarised each page
I have created an essay/3D model/presentation or creative
Final representation that demonstrates the research I have
Presentation conducted and responds to the theme “People and Power”

Task 1: Primary inquiry question

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Step 1: Create your primary research question

Your primary research question should focus your research on addressing the key theme of the
assessment.

Primary Research Question:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Step 2: Write your secondary research questions

Create three or more useful, relevant and appropriate research questions to help answer the
primary research question and improve your understanding of it.

1. _________________________________________________________________

2. _________________________________________________________________

3. _________________________________________________________________

4. _________________________________________________________________

5. _________________________________________________________________

TASK 2: Collect and research your topic in relation to the theme

Step 1: Research and analysis

 Study sources for accurate, useful and relevant information on your topic
 Take notes in the Cornell Note style:
o Add the date, source details (title, URL, date accessed)
o Keywords, phrases or questions in the left hand column
o Notes in the main note section and analysis of notes
o Summary of notes in the summary section
o Identify the inquiry questions that are addressed in the notes in the keywords
section.

3
Inquiry Question/s:

Source and date of access (use):

Research notes use keywords, dot points, highlighting and diagrams

Key Concepts &

Key Questions

Summary

4
Inquiry Question/s:

Source and date of access (use):

Research notes use keywords, dot points, highlighting and diagrams

Key Concepts &

Key Questions

Summary

5
Inquiry Question/s:

Source and date of access (use):

Research notes use keywords, dot points, highlighting and diagrams

Key Concepts &

Key Questions

Summary

6
Inquiry Question/s:

Source and date of access (use):

Research notes use keywords, dot points, highlighting and diagrams

Key Concepts &

Key Questions

Summary

7
TASK THREE: Primary Source Analysis

Find two primary sources that help you understand the topic and demonstrate the theme “People
and Power”. Add the details of each source to the bibliography before completing the
source analysis.

PRIMARY SOURCE 1

Step 1: Copy and paste or glue a picture of the primary source into the box below.

Step 2: Complete the table below in relation to Source 1.

Context: Who is in the

source? When was it made?
What event/topic or idea
does it show?

Bias/Perspective: Is the
source one-sided? Who
published the source?
Whose point of view is the
source written from?

Reliability: Is the source

reliable? How do you know it
is reliable? Do other
interpretations of the
event/idea exist?

Purpose: Why was the

source created (to
inform/propaganda/political
speech)? Who was the
intended audience?

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TASK THREE: Primary Source Analysis

Find two primary sources that help you understand the topic and demonstrate the theme “People
and Power”. Add the details of each source to the bibliography before completing the
source analysis.

PRIMARY SOURCE 1

Step 1: Copy and paste or glue a picture of the primary source into the box below.

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Step 2: Complete the table below in relation to Source 1.

Context:

Who is in the source?

When was it made?

What event/topic or idea does

it show?

Bias/Perspective:

Is the source one-sided?

Who published the source?

Whose point of view is the

source written from?

Reliability:

Is the source reliable?

How do you know it is reliable?

Do other interpretations of the

event/idea exist?

Purpose:

Why was the source created

(to inform/propaganda/political
speech)?

Who was the intended

audience?

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TASK FOUR: Bibliography

BIBLIOGRAPHY: Two Primary Sources and at least Six Secondary Sources

Remember to write your bibliography in alphabetical order.

BOOKS or ARTICLES

AUTHOR/S YEAR OF TITLE OF WORK AND PAGES USED PLACE OF NAME OF

PUBLICATION PUBLICATION PUBLISHER
SURNAME & INITIAL

DATE OF LAST
SITE UPDATE OR
AUTHOR/COMPANY CREATION TITLE OF WEBSITE URL (WEBSITE ADDRESS) DATE
ACCESSED

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PART 1 MARKING RUBRIC
PART 1 Student Workbook:

Page:

Referencing 5

6 secondary sources and 2 primary sources Task 4 1

p.10

Variety of sources Task 4 2

p.10

Sources listed alphabetically Task 4 1

p.10

Correct bibliography format Task 4 1

p.10

Planning and 5
Organisation

0-1: Less than 3 inquiry questions. Task 1

2-4: 3 or more inquiry questions. Questions lack depth or do not pg. 3

address the relevant theme.

4-5: 3 or more inquiry questions. Questions demonstrate depth

and address the relevant theme.

Research 15

Selected evidence is relevant to the theme Task 2 2

pg.3-7

Evidence demonstrates depth and breadth of analysis Task 2 2

pg.3-7

Students draw analytical conclusions from this evidence Task 2 5

clearly linked back to the inquiry questions
pg.3-7
0-2: Student has drawn conclusions but has not linked it to the
inquiry questions

3-4: Student has drawn relevant conclusions and linked them

back to the inquiry questions.

5: Student has drawn detailed, relevant conclusions focused on

the inquiry questions.

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 0-1: Response and evidence do not address the theme Task 2 3

2: Response and evidence attempts to address the theme but pg.3-7

lacks depth

3: Detailed, in-depth response and evidence that strongly

addresses the theme.

0-1: Some evidence and detail in response 3

2: Relevant, accurate evidence and detail in response

3: Multiple relevant, accurate evidence and detail in response

Primary 10
Source
Analysis

Relevant source and publishing details included Task 3 5

(0.5 marks for each source, 2 marks for each source’s publishing pg.8-9
details: title, date, author, publisher)

Analysis Task 3 5

(2.5 marks for each Primary Source Analysis) pg.8-9

(0.5 each for context, reliability, purpose, perspective, links to

theme of People and Power)

PART ONE TOTAL /35

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 Part 2
Mark Mark:
Breakdown:

Historical /20
Quality

0-1 5
Work contains historical inaccuracies

2-3
Some evidence of historical accuracy

4-5
Extensive evidence of historical accuracy

Range of sources and information 2

0-1
Limited types and sources of information

2
Multiple, varied types and sources, including 2 or
more primary sources.

Demonstrates historical understanding of the 3

period
0-1
No evidence of historical understanding

(Does not demonstrate awareness of the context,

time period, chronology of events).

2
Work demonstrates historical understanding
(Demonstrates awareness of context, time period,
and accurate chronology of events).

3
Work demonstrates a high level of historical
understanding

(Demonstrates in-depth awareness of context,

time period, accurate chronology of events and
student accurately relates their topic to the
historical context).

Uses evidence and information to create an 10

effective presentation
0-2

14
 Broad, generalised statements and no reference to
specific evidence or sources.

3-5
Specific evidence or sources have been used but
not referenced correctly.

6-8
Multiple, detailed and accurate reference to
relevant specific sources and evidence. Accurate
use of statistics, paraphrasing, and summarising
information. Work may show small errors in
referencing accurately but has attempted to
reference relevant, varied sources.

9-10
Multiple, detailed and accurate reference to
relevant specific sources and evidence.

Accurate use of statistics, paraphrasing,

summarising information AND includes accurately
referenced relevant quotes.

Relation to 30
the Theme

Does the entry: 15

Clearly relate to the theme?
0
Student does not relate their topic to the theme of
People and Power

1-3
Student has referred to the theme, but has not
linked their topic to the theme.

3-5
Student has attempted to link their topic to the
theme but has not demonstrated understanding.

5-10
Student has linked their topic to theme and has
shown some understanding of the theme.

10-13
Student has accurately linked their topic to theme
throughout their work and has shown clear
understanding of the theme. The theme is
embedded in their understanding of their chosen
topic.

15
14-15
Explicit, clear links to the theme throughout
student work and has shown clear, in-depth
understanding of the theme. The theme is clearly
referred to and is used to contextualise their
choice of topic.

Presents a valid historical response to the 15

theme

0-3
Response lacks evidence, context and links to the
theme.

3-5
Response shows limited use of evidence, placing
topic in context and links to the theme.

5-8
Response shows use of relevant evidence from
limited sources, attempts to place topic in general
context, and attempts to link the topic to the theme.

8-10
Response shows use of accurate, relevant
evidence from at least 6 sources, including primary
sources, evidence demonstrating understanding
of historical context relating to the topic, clearly
links the topic to the theme but not embedded
throughout the work.

10-13
Response shows use of accurate, relevant
evidence from at least 8 sources, including 2
primary sources; topic is clearly and accurately in
historical context, links to the theme are embedded
throughout student work.

14-15
Response shows use of accurate, relevant
evidence from 8 or more varied sources, including
2 primary sources; topic is clearly and accurately
in historical context; student response is clearly
developed around the theme.

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Presentation 15

Shows an original and creative interpretation 5

or approach

0-1
Work lacks originality or a creative interpretation.

2-3
Work demonstrates student’s own argument,
although it may not be completely original or
developed in depth.

4-5
Work demonstrates an original creative
interpretation. Student’s own argument is central
and in-depth.

Clear and logical organisation and effectively 3

communicates ideas

0-1
Lacks organisation.

1-2
Shows structure and organisation of ideas.

3
Clear, accurate structure and well-organised work.

Includes a thoroughly referenced and 5

annotated Bibliography

0
No bibliography

1-3
Bibliography is included but is incomplete. Lacks
significant detail.

4-5
Bibliography contains at least 6 secondary and 2
primary sources, accurate and complete reference
details included; sources in alphabetical order and
correct bibliography format.

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 Appropriately acknowledges sources 2

0-1

Bibliography included but no reference to sources

in the presentation

Refers to sources in the presentation

PART 2 TOTAL /65

ASSESSMENT TOTAL /100

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