Score Percentage

/25 7%
/25 3%

St. George’s Anglican Grammar School

Humanities

Year 12 Modern History ATAR

Explanation 2021

Student
Name

Teacher(s) Evans Date 28/April/2021 Type Response

Weighting 10% Time 55 minutes Marks 50 Marks

Instructions to Students
• Answer ONE essay questions from a choice of four.
• Submit research (not to be used during validation task)
• Provide evidence to support your arguments and reference within essay.
• Include an introduction, body paragraphs and a conclusion.

Assessment Information
• Standard items: pens (blue/black preferred), correction fluid/tape, eraser, highlighters.
• Restricted items: no additional notes, textbook or class materials

Structure of this Assessment

Number of Suggested Marks Percentage
Section
Questions Working Time Available of Assessment
Answer ONE
Essay response 55 minutes 25 70%
question

Research Complete booklet Two weeks 25 30%

Total 100%
Type of Assessment
Response: Students respond using knowledge of the roles and powers of the Governor-General.

Syllabus Criteria Assessed

• China 1935–1989 (the Long March to the Tiananmen Massacre)
The impact of the following forces should be considered, where appropriate, throughout the unit:
• economic
• external forces/international relations
• ideas
• leadership
• political
• social/cultural.

Assessment Feedback
See SEQTA
 YEAR 12 MODERN HISTORY

Historical Inquiry

Name: ________________________________________ Mark: _______

Task 3 Part A: Topic: the impact of political leadership. (3%)

Task 3 Part B: An in-class validation essay (Term 2, Week 2 – 7%)

Task:
Develop a proposition examining and evaluating the role and impact of political leadership
and key individuals during the Cultural Revolution.
Conduct research to support your proposition using source material, then write an in-class
essay in which an argument is developed to support the proposition.
 Historical Inquiry – Political leadership and key individuals during the Cultural
Revolution

1. Develop a proposition responding to the following question:

Examine and evaluate the role and impact of key individuals and political leadership
during the Cultural Revolution 1966-1976.

Your focus could be on;

• Mao Zedong,
• Lin Biao,
• Zhou Enlai,
• A leader of your choice.

First thoughts and brainstorm around this topic:

Note: evaluate means you will need to make a judgement on the respective impacts of the
individuals and other factors (e.g. economic, social, political, international).

Go back to your brainstorm and label each idea according to whether it is economic, social,
political, or international in nature.
2. Find between six and eight sources that provide evidence to support your proposition; ensure
that the sources:

Reading widely will extend your own understanding of the metalanguage associated with this course
and increase the depth of knowledge that you have on the topic.

• include primary and secondary • present different perspectives- this is

• focus on the emphases of your proposition important and many of you forgot to do this
last time.
• are correctly referenced in a bibliography

3. Outline your proposition with supporting evidence from the sources. At least two to three pieces
of evidence in each paragraph is required at this level (Year 12).

Use the given summary table to present information from each source, with annotations that link
to and explain the significance of the information to the proposition. -Your explanation of how the
evidence proves your thesis is very important. It requires you to connect the leadership and role of
the individual to the policies and tension of the Second Cold War. Linking it to what has changed in
international relations and what has stayed the same.

4. Write an in-class validation essay in which you develop an argument in support of your
proposition. Use evidence from your research and address the historical knowledge and
understanding below.There is no excuse not to write one and get feedback on the school holidays.

Make sure in your introductions that you;

• Define terms like the Cultural Revolution and Communism .
• Include evidence with referencing in your validation essay (Evans, 2020)
• Focus on strong topic sentences that are argumentative.
 Part A (25 marks)
You should conduct your research using the following skills, knowledge and understanding from the
course:
Skills
Chronology, terms and concepts
• identify links between events to understand the nature and significance of causation, continuity and change over
time
• use historical terms and concepts in appropriate contexts to demonstrate historical knowledge and understanding

This is what you are considering and how you link cause and effect.

This event happened…. Because this happened…. Which had this impact…

Historical questions and research

• formulate, test and modify propositions to investigate historical issues
• frame questions to guide inquiry, and develop a coherent research plan for inquiry
• identify, locate and organise relevant information from a range of primary and secondary sources
• practise ethical scholarship when conducting research

A thesis is an argumentative statement that you will spend your research and validation essay exploring and proving.
You use them in in-class essays, exams and validation essays.

When you come up with a thesis think about;

• the impacts that the person or event had,
• controversy around the person or event,
• different perspectives.

For example…

You are asked to look at the impact of Donald Trump on American society.

This is a statement: Donald Trump has divided American society along racist, conservative lines.

This is a thesis statement: Trumps election to President has had a significant impact on the lives of immigrants and
women in America and has led to a divisive style of politics which can only continue to damage America
domestically and internationally.

Let’s break down how this thesis sets me up for a good essay.

1) “had a significant impact” allows me to make a judgement about his role as a key individual and there role in
international relations at the time, I need to use language throughout my essay and topic sentences such as;
a. Damaging, causing conflict, important, consequential, noteworthy, worthy of attention…

2) “the lives of immigrants and women” narrows the focus of my essay so I am not trying to do too much. As a
marker I would now expect one or two paragraphs on immigrants and one or two paragraphs on women. An
“A” level sophisticated analysis will also include the positive and negative impacts. Is there are a group (white
immigrants- or women with conservative values) who is happy with his presidency and not negatively
impacted?
 3) “led to divisive style of politics” this is the key to discussing continuity and change. If I say his role has led to
divisive politics I imply that it wasn’t divisive under Barack Obama so I need to discuss the stability and nature
of Obama’s presidency and explain that Trump’s style has changed the environment established by Obama. To
make it clear to the marker…
a. Changed from…, different to…, similarly, differently, in comparison to…, a culture shift, a power shift
from…, etc.

4) “continue to damage America” this is the final part of the question… what was the impact? The example I have
given you is present day so you will be writing in past tense about the impact that the key individual/s had.

It is important to work on your thesis after you have a good understanding of the event and the people. You will need
to have a foundational knowledge of the cultural revolution, it’s impacts and the role of the individuals before
you try and formulate a complex thesis.

I will expect all you to send me your thesis by the end of Week 11, Term 1.

Analysis and use of sources

• analyse, interpret and synthesise evidence from different types of sources to develop and sustain an historical
argument

Perspectives and interpretations

• analyse and account for the different perspectives of individuals and groups in the past

If you have done your thesis correctly you will be working towards this anyway. Check with me before your validation
is due to ensure that you have considered alternative perspectives.

Explanation and communication

• communicate historical understanding by selecting and using text forms appropriate to the purpose and audience
• apply appropriate referencing techniques accurately and consistently

Knowledge and understanding

• the role and impact of significant individuals in the period, with particular reference to Mao Zedong and the
Cultural Revolution
Part B (25 marks)
Write an in-class essay in which you develop an argument in support of your proposition. Include
evidence from your research to support your view.

Submission
Research is due Week 2, Term 2 on the same day as your validation.

Marking Key
Marks
Part A: Inquiry Process available
Proposition development
Well thought-out final proposition addressing the task, with evidence of development 4
Proposition addresses task, with evidence of proposition development 3
Minimal thought evident in proposition development 1-2
Subtotal /4
Research plan
Well planned, clear, well thought out focus questions; > 5 FQ 4
Detailed planning (brainstorm), some thought gone into focus questions 3
Little evidence of planning (brainstorm), focus questions 1-2
Subtotal /4
Research retrieval chart
Retrieval chart completed. Notes are not sentences, but points. Well chosen, valid and
relevant with excellent selection of evidence. Evidence of consideration of sources from
6
multiple perspectives. Evidence of sophisticated analysis of information in light of the
emphases of the question.
Retrieval chart completed. Relevant dot points, good selection of evidence and key points.
4-5
Evidence of analysis, but may lack sophistication or consideration of perspectives.
May include full sentences or paragraphs of information; retrieval chart may not be
2-3
entirely completed; evidence may be inaccurate.
Little evidence/attempt at recording evidence of research in retrieval chart. 1
Subtotal /6
Bibliography
Bibliography set out correctly, with a variety of sources. Mix of Primary and Secondary
5-6
Sources included. Primary sources and/or different perspectives noted next to reference.
Bibliography set out correctly (use table in back of planning booklet), sorted into source
3-4
type then alphabetically. Variety of sources (minimum of 3) and several sources in each.
Mostly set out correctly, a variety of sources - less than 3 source types. 2
Little attempt at recording references – only on research notes or in annotated list. 1
Subtotal /6
Sources and annotations; validation notes
Sources are well-chosen, relevant evidence, with annotations showing clear links with
4-5
proposition.
Sources may not all be entirely relevant OR annotations lack clarity in linking to proposition
2-3
OR may have less than 5 sources.
Minimal effort in gathering relevant sources and annotating.
Subtotal /6
Total Part A /25
 Part B: Validation Essay Marks
available
Thesis introductory paragraph
Introductory paragraph clearly related to the area/topic of the question, containing
understanding of focus and key terms of the question, which gives a clear sense of the direction 3
of the essay.
Introductory paragraph contains a few sentences outlining the theme of the essay and including
2
a simple proposition.
The opening paragraph has a sentence or two outlining the ‘who’ or ‘what to be discussed in
1
the essay.
Subtotal /3
Synthesised narrative
Demonstrates an understanding of the inter-relationship between events, people and ideas,
4
continuity and change.
Demonstrates an understanding of the narrative, for example that there are relationships
3
between events, people and ideas, and/or continuity and change.
A mainly chronological narrative with some content about, for example, events, people and
2
ideas, and/or continuity and change.
A simple narrative, not always showing an understanding of the correct chronology and with
1
minimal reference to events, people and ideas.
Subtotal /4
Argument
Develops a sustained and sophisticated argument which shows a depth of analysis throughout
5–6
the essay which is analytical, logical and coherent.
Develops an argument which is analytical, logical and coherent and shows an understanding of
4
the inter-connectedness of the narrative.
Written with a sense of argument using some appropriate language of history. 3
The response contains a number of generalisations and statements that lack supporting
2
evidence.
Disjointed discussion/argument suggests little understanding of the topic and/or historic
1
analysis of changing circumstance or continuity and change.
Subtotal /6
Supporting evidence
Detailed, accurate and relevant evidence used in a manner that assists analysis and evaluation.
In responding to an essay instruction of debate or evaluate that proposition, historical evidence
7–9
is used to argue for and against a view/proposition. Uses and cites accurately modern sources
to develop or strengthen arguments.
Mainly accurate and relevant evidence throughout the essay. If quotations, sources, statistics
5–6
are used as supporting evidence, they are cited in some coherent fashion.
Some relevant and accurate evidence is provided. 3–4
Limited evidence is provided that is sometimes inaccurate or irrelevant. 2
Very limited evidence is provided or is often irrelevant or inaccurate. 1
Subtotal /9
Conclusion
Draws the essay’s argument or point of view together. 3
Summarises the essay’s point of view. 2
Is based on the essay’s general focus. 1
Subtotal /3
Total Part B /25
 Historical Inquiry – Source Annotation Summary Table
You may bring this completed table and your printed sources into class during the essay.

Thesis statement:

You may use the table below to present information from each source, with annotations that link
to and explain the significance of the information to the proposition.
Source 1

Source 2

Source 3
Source 4

Source 5

Source 6

Source 7

Source 8
 Year 12 Modern History
Inquiry Organiser
Second Cold War

Name: _____________________________________________
 Planning: What do I need to know?
Brainstorm: What do I need to research to address the topic?

Focus questions: What do I need to answer in my research?

 Retrieval Chart- this is marked!!!
You are not required to submit all of your research notes; instead, summarise the key information you have
found that addresses the different elements of the questions – this will help you with your essay planning.
Also indicate which of the sources you have found can be used as evidence for each section.
Events that triggered actions Impact of changes in leadership style of
changes in political control…
Evidence
Examples of factors
Impact
Impact
Evidence Social factors Political factors Economic factors International factors
 BIBLIOGRAPHY/REFERENCE LIST FRAMEWORK
BOOKS
AUTHOR YEAR TITLE PUBLISHER PLACE

MORE THAN ONE AUTHOR

ENCYCLOPEDIA or DICTIONARY
AUTHOR YEAR TITLE OF ARTICLE TITLE OF ENCYCLOPEDIA VOL PUBLISHER PLACE PAGE(S)

MAGAZINE ARTICLES
AUTHOR YEAR TITLE OF ARTICLE TITLE OF MAGAZINE VOLUME NUMBER PAGE(S)

NEWSPAPER ARTICLES/Academic Journal

AUTHOR YEAR TITLE OF ARTICLE TITLE OF NEWSPAPER DATE PAGE(S)
FILM OR VIDEO
TITLE YEAR FORMAT PUBLISHER PLACE

WORLD WIDE WEB—DOCUMENT

YEAR OR
AUTHOR LAST TITLE OF WEBSITE DATE RETRIEVED URL (WEBSITE ADDRESS)
UPDATE

WORLD WIDE WEB—IMAGE

TITLE FORMAT YEAR DATE RETRIEVED URL (WEBSITE ADDRESS)

ONLINE ENCYCLOPEDIA
TITLE OF ARTICLE YEAR TITLE OF WEBSITE DATE RETRIEVED URL (WEBSITE ADDRESS)