Ia3 Annotated Ismg

IA3 ISMG: Investigation - historical essay based on
research
Marking Summary:
Criterion Objectives Marks Allocated Marks

Comprehending 1 4 4
Devising and conducting 2 3 3
Analysing 3 4 3
Synthesising 4 4 3
Evaluating 5 6 5
Creating and Communicating 6 4 3
Total 25 21
research
Criterion: Comprehending
Assessment objective
2. Comprehend terms, concepts and issues in relation to a topic focused on people, power and authority in the Ancient World
The student work has the following characteristics: Marks Teacher Annotations
● Thorough and mostly accurate use of terms placed into

historical contexts
Student has accurately used historical terms,
● Detailed explanation of issues related to the key inquiry
describing Caesar as the ‘Father of his country’ and
question 3-4 discussing his ‘consulship, dictatorship for life [and]
● Informed understanding of the relationship between
the title of emperor.’ Uses correct names for cities and
concepts and a variety of ideas developed in response to
landmarks (Tiber, Pometia and Setia.)
the key inquiry question
Essay discusses Caesar’s treatment of the Roman
● Appropriate use of terms placed into historical contexts
people and their love for him, as well as the Roman
● Adequate explanation of issues related to the key inquiry
Senate’s apparent hatred for him. The essay discusses
question 2
the issues surrounding the sources for and against
● Reasonable understanding of the relationship between
Caesar, and how opinions about him change over
concepts and the key inquiry question
time.
● partial , fragmented or mostly inaccurate use of a term or
The student links the concept of continuity and
terms
change to the ways in which accounts of Caesar
● Rudimentary explanation of an issue or issues 1
differed and changed as they were written depending
● Superficial understanding of the link between a concept
on his actions.
or concepts and the key inquiry question or topic
● does not satisfy any of the descriptors above 0

research
Criterion: Devising and conducting
2. devise historical questions and conduct research in relation to a topic focused a historical period in the Ancient World
● discerning use of historical questions by creating a

nuanced key inquiry question Student’s question responds to a quote by an
historical source, addresses a number of specific
● detailed use of historical research by using evidence
claims about Julius Caesar’s reign; that he abused his
from primary and secondary sources that
3 power, that he denied this, and that his assassination
demonstrate application of the key inquiry question was ‘just.’
and hypothesis
● selection of evidence from primary and secondary Student’s sources refer specifically to Julius Caesar’s
sources that offer different perspectives. actions and how they were perceived through the
different eyes of Rome, as well as suggesting how he
● appropriate use of historical questions by creating a saw himself.
key inquiry question
● adequate use of historical research by using Student has primary sources from people of Julius
evidence from primary or secondary sources that Caesar’s time, both from Roman statesmen and
2 Historians - bringing the perspective of the Roman
demonstrate application of the key inquiry question
Senate, perspectives from a General in Caesars army,
and hypothesis
and a modern perspective through the use of Donald
● selection of evidence from primary or secondary L Wasson.
sources that offer perspectives.
● partial or fragmented use of historical questions by 1

research
creating a key inquiry question that is irrelevant,
non-historical or vague
● rudimentary use of historical research by using
evidence from a source that relates to the key inquiry
question or non-historical statement/s
● selection of a source or sources that offer a
perspective
Criterion: Analysing
Assessment Objectives:
3. analyse evidence from historical sources to show understanding in relation to a topic focused on a specific historical period in
the Ancient World.
● discerning identification of the features of evidence Student explores the language in which sources are
from primary and secondary sources written to determine bias, motives and perspectives
● detailed examination of the features of evidence on Caesar’s assassination.
3-4
from primary and secondary sources
● informed explanation about how evidence from The essay explores the explicit and implicit meanings
of sources by paraphrasing, and directly quoting parts
sources contributes to the development of the key
research
inquiry question. of the sources.
● appropriate identification of the features of evidence The student primarily explores how primary sources
from sources of Julius Caesar support a statement by Seutonius.
The student uses evidence from Seutonius and
● adequate examination of the features of evidence
Plutarch to explore the Roman Senate’s dislike for
from sources 2 Caesar and the reasons for it.
● reasonable explanation about how evidence from
sources contributes to the development of the key
inquiry question and hypothesis.
● partial or fragmented identification of a feature of

evidence from a source or sources
● rudimentary examination of a feature of evidence
from a source or sources 1
● superficial explanation about how evidence from a
source or sources relate to the key inquiry question,
hypothesis or the topic

research
Criterion: Synthesising
2. synthesise evidence from historical sources to form a historical argument in relation to a topic focused on a powerful individual, group,
or society in the Ancient World
● Combination of information from sources to justify

insightful decisions
● Combination of information from sources to support
3-4 Student combines, by paraphrasing and quoting,
a sophisticated historical argument
● These combinations use evidence from primary and primary sources Plutarch and Cicero to justify the
decision that Caesar was initially loved by many, and
secondary sources
then hated by a number of very powerful individuals,
● Combination of information from sources to justify which resulted in his assassination.
reasonable decisions
This historical argument is well formed and expressed.
● Combination of information from sources to support
2
a basic historical argument Student has used primary sources in the form of
● These combinations use evidence from primary or Cicero and Hirtius, and secondary sources in the form
secondary sources of Seutonius, Plutarch and Donald Wasson.
● Combination of information from a source or sources

related to a partial or fragmented decision
1
● Combination of information from a source or sources
relates to a superficial or rudimentary historical
research
argument or a non - historical argument
● These combinations use evidence from a source
Criterion: Evaluating
5.. evaluate evidence from historical sources to make judgements in relation to a topic focused on a historical period in the
Ancient World.
● discerning judgments about usefulness and

reliability
● these judgments use evidence from a range of
5-6
sources and/or refer to different perspectives
Student justifies sources usefulness by directly
● these judgments are well-reasoned and
linking them back to the Key inquiry question in
corroborated
each paragraph. Student discusses source
● adequate judgments about usefulness and/or reliability, noting that Suetonius, although
3-4 writing after the death of Caesar, ‘does his best to
reliability
research
● these judgments use evidence from sources and/or be objective, shown by his use of the phrase “it is
refer to perspectives thought. . .”’ Student has used sources that are
● These judgments are appropriate and corroborated. trusted and reliable.
● partial or fragmented statement/s about usefulness
and/or reliability
● these statement/s use evidence from a source and/or
1-2
refer to a perspective
● these statement/s are inconsistent, superficial or
vague.
Criterion: Creating and Communicating
research
6. create an independent source investigation that communicates meaning to suit purpose in relation to a topic focused
on a historical period in the Ancient World
● succinct, with ideas related to the key inquiry

question and hypothesis conveyed logically
● features of a historical essay based on research and
3-4
ethical scholarship are consistently demonstrated
● minimal errors in spelling, grammar and
Student has succinctly outlined their main
punctuation.
hypothesis and their key points in their
introduction, and writes in a consistently clear
● conveys ideas related to the key inquiry question
and logical manner.
and/or hypothesis
● features of a historical essay based on research and 2 The essay has a clear structure, with an
ethical scholarship are demonstrated introduction, body paragraphs and conclusion.
● some errors in spelling, grammar and punctuation. The student has shown consistent use of the
APA referencing system throughout the essay.
● conveys ideas that are frequently unrelated to the
Wide vocabulary is used, but some errors in
key inquiry question
spelling, grammar and punctuation.
● features of a historical essay based on research are
1
inconsistently demonstrated
● frequent errors in spelling, grammar and
punctuation impede the communication of ideas.

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IA3 ISMG: Investigation - historical essay based on

Criterion Objectives Marks Allocated Marks

● Thorough and mostly accurate use of terms placed into

● does not satisfy any of the descriptors above 0

● discerning use of historical questions by creating a

● partial or fragmented use of historical questions by 1

● does not satisfy any of the descriptors above 0

● partial or fragmented identification of a feature of

● does not satisfy any of the descriptors above 0

● Combination of information from sources to justify

● Combination of information from a source or sources

● does not satisfy any of the descriptors above 0

● discerning judgments about usefulness and

● does not satisfy any of the descriptors above 0

Criterion: Creating and Communicating

● succinct, with ideas related to the key inquiry

● does not satisfy any of the descriptors above 0

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