Year 10 Humanities Assessment #1

World War II Source Portfolio Name:

In this assessment task you must choose and analyze two (2) sources from the World War II
images provided.

You must clearly identify which source you are analyzing by writing its corresponding
number in the space provided. Each of the two (2) sources must be annotated clearly and in
detail.

Use the rubric provided to guide your responses and ensure you are meeting all the required
elements of the assessment task.

This assessment task is due on Friday, May 21st, 2021 and is worth 40% of your term grade.

Late submissions will be deducted 5% per day.

Please note: The onus is on the student to submit assessment tasks on time, regardless of
whether there is a timetabled class or not. Marks will be deducted for late submissions
without an approved extension by the subject teacher.

Note:
 Primary source: created at the time of the event by someone who experienced it.
 Secondary source: created after the event from someone who learned about it.
Source #1
Task: Interpret this image. What do you think it means? What message do you think the
creator of this piece intends to express? Provide specific evidence from the image and your
prior knowledge to support your ideas.

Annotate the source here (use arrows and write what you see and why it is there) and fully
analyse it the lines provided in subsequent pages.
Source #2
Task: Interpret this image. What do you think it means? What message do you think the
creator of this piece intends to express? Provide specific evidence from the image and your
prior knowledge to support your ideas.

Annotate the source here (use arrows and write what you see and why it is there) and fully
analyse it the lines provided in subsequent pages.

Title: “The NSDAP protects the

people.”

Text Below: “Comrades who need

advice and assistance, turn to your
local [Nazi] Group”

Volks Gemeinschaft - A true Community of the

People (Our language, our culture, our family life,
our close personal relations.)
1935
Source #3
Task: Interpret this image. What do you think it means? What message do you think the
creator of this piece intends to express? Provide specific evidence from the image and your
prior knowledge to support your ideas.

Annotate the source here (use arrows and write what you see and why it is there) and fully
analyse it the lines provided in subsequent pages.

Translation: “Behind the enemy

powers: the Jews”
Source #4
Task: Interpret this image. What do you think it means? What message do you think the
creator of this piece intends to express? Provide specific evidence from the image and your
prior knowledge to support your ideas.

Annotate the source here (use arrows and write what you see and why it is there) and fully
analyse it the lines provided in subsequent pages.
Source #5
Task: Interpret this image. What do you think it means? What message do you think the
creator of this piece intends to express? Provide specific evidence from the image and your
prior knowledge to support your ideas.

Annotate the source here (use arrows and write what you see and why it is there) and fully
analyse it the lines provided in subsequent pages.

Bernard Partidge – Punch

Magazine 1933

Text: The Red Peril. The

Old Consul (to Hitler.)
"This is a heaven-sent
opportunity, my lad. If you
can't be a dictator now, you
never will be."
 Source Analysis 1

Which source are you analysing? 3

Analysis: “Behind the Enemy Powers: the Jew.” During World War II, Nazi propagandists typically
depicted “the Jew” as a conspirator plotting world domination by acting behind the scenes in nations
at war with Germany. You can identify the man as Jew with the star of David necklace on his vest, the
image is representing the “Jewish financer” manipulating the allies, Great Britain, United states, and
the Soviet Union. Nazi propaganda often portrayed Jews as engaged in a conspiracy to provoke war
This was a ploy by Nazi propagandist exploiting pre-existing images and preconceptions to represent
Jews in a misleading light. According to this incorrect belief, Jews were a "foreign race" that preyed on
the host country, poisoning its culture, seizing its economy, and enslaving its workers and farmers.
Even though this vile depiction was neither new nor unique to the Nazi Party, it became a state-
supported image. After 1933, as the Nazi regime increased its grip on the press and publishing,
propagandists customised messages to a variety of audiences. Many Germans who were not Nazis
and did not read the party papers were among these viewers.
 Source Analysis 2

Which source are you analysing? 5

Not long after the Fire, the above source was published. The Reichstag is on fire in the background of
the photograph. Hindenburg is talking to Hitler in the foreground. Both are dressed in stately Roman
costumes, as though they are Julius Caesar, who seized emergency powers in Rome owing to civil
conflict. In one hand, Hitler is carrying a staff with a swastika on top, indicating how he would rule and
his decree. The caption claims that Hindenburg handed Germany over to Hitler since the Fire was
exactly what he needed to begin his dictatorship. Underneath it, it says ‘The Red Peril.' The Nazis
would refer to the Communist threat in this way. A British publication published the source. This
demonstrates that even outside of Germany, people could see that Hitler was granted too much
authority too quickly. Most people believed Hitler was to blame for the fire. In conclusion, there are
many possibilities as to who started the Reichstag Fire, some more likely than others. To this day,
there is still no definite conclusion. The most popular theory is that Hitler orchestrated the fire and
had Van der Lubbe put in the building so that the Communists could be blamed. Hitler intended to
demonstrate to the German people that voting for the Communists was a bad idea. In the
forthcoming election, he needed to gain additional seats. It is possible, because Hitler would have
been able to obtain access to the premises because the SA possessed the key.
 Source 1

EXEMPLARY ADEQUATE MINIMAL ATTEMPTED MARKS

Offers in-depth analysis and Offers accurate Demonstrates only a Reiterates one or two facts from
interpretation of the document; analysis of the minimal the document but does not offer
distinguishes between fact and document understanding of the any analysis or interpretation of
opinion; explores reliability of document the document
ANALYSIS OF author; compares and contrasts
SOURCE author's point of view with
views of others

Shows evidence of thorough
HISTORICAL knowledge of period in which
KNOWLEDGE OF source was written; relates
CONTEXT primary source to specific
historical context in which it
was written
Identifies the key issues and
IDENTIFICATION main points included in the
AND ANALYSIS OF primary source; shows
KEY ISSUES / MAIN understanding of author's goal(s)
POINTS
/4
Uses previous general Limited use of Barely indicates any previous
historical knowledge previous historical historical knowledge
to examine issues knowledge without
included in document complete accuracy
/4
Identifies most but not Describes in general Deals only briefly and vaguely
all of the key issues terms one issue or with the key issues and main
and main points in the concept included in points in the document
primary source the primary source
/4

UNDERSTANDING Shows strong understanding of Shows some Shows little Shows no understanding of
OF AUDIENCE author's audience understanding of understanding of author's audience
author's audience author's audience /4
Brilliantly written historical A historical analysis An interpretation that A piece of writing that is
analysis that has no grammar, that has minimal has several grammar, written below the minimum
ENGLISH punctuation, spelling and grammar, punctuation, punctuation, spelling Year 10 standards.
MECHANICS expression issues spelling and and expression issues
expression issues
/4
/20

Source 2

EXEMPLARY ADEQUATE MINIMAL ATTEMPTED MARKS

 Offers in-depth analysis and Offers accurate Demonstrates only a Reiterates one or two facts from
interpretation of the document; analysis of the minimal the document but does not offer
distinguishes between fact and document understanding of the any analysis or interpretation of
opinion; explores reliability of document the document
ANALYSIS OF author; compares and contrasts
SOURCE author's point of view with
views of others

Shows evidence of thorough
HISTORICAL knowledge of period in which
KNOWLEDGE OF source was written; relates
CONTEXT primary source to specific
historical context in which it
was written
Identifies the key issues and
IDENTIFICATION main points included in the
AND ANALYSIS OF primary source; shows
KEY ISSUES / MAIN understanding of author's goal(s)
POINTS
/4
Uses previous general Limited use of Barely indicates any previous
historical knowledge previous historical historical knowledge
to examine issues knowledge without
included in document complete accuracy
/4
Identifies most but not Describes in general Deals only briefly and vaguely
all of the key issues terms one issue or with the key issues and main
and main points in the concept included in points in the document
primary source the primary source
/4

UNDERSTANDING Shows strong understanding of Shows some Shows little Shows no understanding of
OF AUDIENCE author's audience understanding of understanding of author's audience
author's audience author's audience /4
Brilliantly written historical A historical analysis An interpretation that A piece of writing that is
analysis that has no grammar, that has minimal has several grammar, written below the minimum
ENGLISH punctuation, spelling and grammar, punctuation, punctuation, spelling Year 10 standards.
MECHANICS expression issues spelling and and expression issues
expression issues
/4
/20
Grade: /40
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