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Year 10 CAT / 2022

Some Were Neighbours

In the Year 10 Victorian Curriculum we study the Holocaust. The Holocaust was the systemic
murder by the Nazi state and their collaborators of 6 million Jewish people and 5 million
others the Nazi regime considered ‘undesirable’. It is broadly considered one of the most
horrifying genocides in modern human history – what Hitler dubbed the “Final Solution to the
Jewish question”.

While Hitler is the villain of the story, the Holocaust would not have been possible without the
collaboration (assistance) of thousands of people throughout Europe in Germany and
occupied countries. Conversely, many people chose to risk their own lives to protect Jewish
people and other groups targeted by the Nazi regime. What drove people to partake in crimes
against humanity, remain silent, or risk everything to do what they knew was right?

The Some Were Neighbours digital resource is a compilation of primary sources which relate to
this question. According to the Some Were Neighbours curators, the resource “challenges us to
ask important questions as we reflect on the motives and pressures that influenced the choices and
behaviours of individuals in Germany and throughout German-dominated Europe during the
Holocaust”.

You can access the resource via this URL

https://somewereneighbors.ushmm.org/

Your Task
You will use the Some Were Neighbours resource to identify
and analyse primary sources to help explain the choices people made in the context of
the Holocaust.

You will collect six sources and analyse these using the framework provided. These sources
will help you to write an extended response to the question:

What choices did people make in the Holocaust?

The response should be two-pages long and not more than 1000 words. It should also be
structured to demonstrate a range of perspectives relating to the pressures people faced and
what drove their decisions.

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You’ll be assessed on three skills: (1) source analysis skills; (2) historical argumentation;
and (3) empathy.

Guide
Step One

Ensure you have completed the OneNote tab ‘3.6 How was the Holocaust humanly possible’ before
beginning this CAT.

Explore the resource ‘Some Were Neighbours’ and take note of any primary sources that you
find interesting. Endeavour to get examples of a variety of choices people made in the
circumstances: those who collaborated with the Nazis, and those who resisted or provided
sanctuary to Jewish people or others even at the risk of their own lives.

Step Two

Begin analysing six sources you’ve chosen for your response. Use the grid below to help you
deconstruct these sources. This may take a number of lessons.

Step Three

Begin using your grid, and the sources (quote directly or describe explicitly) to help generate a
2-page, 1,000 word maximum response to the question: What choices did people make in the
Holocaust?

Ensure you use paragraphs, corroborate your sources (establish what information in one
source can be confirmed by other sources), include an introduction and conclusion, and
proofread your work.

Skills
(1) Source Analysis Skills

Refers to the ability to identify, curate, describe, analyse, and test the reliability and usefulness of
historical sources. Historians must rely on a range of evidence and support their theories by
corroborating multiple sources.

(2) Historical Argumentation

Historians generate historical arguments about the past; they consider multiple explanations and
narratives from different perspectives and back up their claims with evidence.

(3) Empathy

Historical empathy refers to the ability to understand the decisions people made in the past given the
context and choices people were faced with at the time. It involves separating oneself from one’s own
inherent biases and attitudes and identifying the driving values and beliefs of the time being studied.

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ESSAY
The Holocaust was a systematic, state-sponsored genocide of six million Jews across German-occupied
Europe; around two-thirds of Europe's Jewish population. This was conducted by the Nazi dictatorship
between 30 Jan 1933 – 8 May 1945with the help of their allies and accomplices. During these horrific times,
individual was grouped, depending on their status, or by the decisions they made during the holocaust. These
included perpetrators, collaborators, resistors, bystanders and victims. However regardless of the groups that
people fell into, everyone made significant contributions to the choices made in the duration of the
Holocaust, and it is also important to note how different events corroborated others.
The "green ticket roundup" took place on May 14, 1941, during Germany's occupation of France. Foreign
male Jews around Paris received a green ticket summoning them to "check" their status. Some 3,700 Jews
from Poland and the Czech Republic in Paris were compiled and were detained and sent to camps 90km
south of Paris. Others thought it was a formality, so didn’t show up. Source 1 introduces an old parchment
which shows a list of belongings that women were asked to pack after men were arrested in the roundup, and
by looking at the size of the packing list, we can assume they didn’t plan on keeping the Jewish alive long at
the camps. Observing this source gives us the viewpoint and decisions of many people. The nazis saw Jewish
as a threat to German racial purity, that Jews were a waste of resources, and that Jews would be a potential
threat against their occupation of France. France took orders from the nazis, influenced by fear and threat,
aiding in a genocide of their own population, and the Jewish families, their agony and trepidation while
packing the death items of their loved ones. Additionally, the historical events of this source corroborate
facts of source 6 which shows two workers constructing Auschwitz, Poland in 1941-42 during Germany’s
invasion of Poland, one of 40,000 camps built by the Nazis in Europe. Some were for slave labour, others
solely for extermination. Skilled workers helped build and maintain gas chambers and machinery for burning
victims. The effort put into creating these killing centres is evident. This confirms that the ‘Green Ticket
Roundup’ was a method that was applied to get Auschwitz and other killing centres/camps operational.
Groups had different perceptions of Auschwitz depending on their ideologies, political allegiances, and
social positions. The Nazis viewed building Auschwitz as vital for their genocidal policies, and made
ruthless choices, determined to wipe of Jews, while the Jewish communities saw it as a horrifying
development, which lead them to make sacrifices or accept their fate. Collaborators may have aided out of
fear, apathy, or a desire to eliminate Polish-Jews.
Source 3 shows a group of German police escorting a group of arrested Polish civilians, minutes before
shooting all (51) of them at close range. The officers have their rifles pointed at the innocent civilians, as if
they are a threat and the police leader is at the front of the group on the very right of the photo, looking
forward, as if scouting the perimeter. In the background, many more police officers can be seen, spectating.
During these times, security was upheld in occupied areas by German police. Many of these cops had
performed duties back home. Nazi propaganda instructed the police troops sent to Poland to consider the
Polish and Jewish residents of the area to be a "racial threat" living in a hostile and "primitive" environment.
The Nazi leadership saw mass shootings as an essential part of their genocidal campaign against Jews and
others, citing their abolition as necessary for German survival, keeping their race pure. The killing spree was
intended to expel "undesirable" people from society, a choice they made. Bystanders saw the mass killings as
a reminder of the dangers of unchecked hatred and prejudice, while victims were terrified. Moreover, this
source confirms information in source 2, which shows a trap door shaped like a jigsaw puzzle piece (artefact)
that was installed above the crawl space where three Jewish families spent nearly two years hiding out.
Source 3 is the reason these families were hiding; raids and house checks were common. I can be inferred
from source 2 that not everyone was swayed by the Nazis; some retained their humanity and felt morally
obligated to do the right thing. Without the Nazis, most non-Jews would have treated Jews equally.
Following the German invasions of Poland and the Soviet Union in 1939 and 1941, respectively, Jews were
ruthlessly isolated, executed, and deported. The Nazis relied on ordinary people to carry out their genocidal
intentions against European Jews. Non-Jewish individuals who chose to help and protect Jewish people
despite the risk to their own safety are represented in the source. In contrast, Jewish people chose to flee their
homes and become refugees in order to survive. During the Holocaust, people had to make difficult
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decisions, and some chose to collaborate with the Nazi regime, while others resisted and fought against it.
People's choices during the Holocaust were ultimately shaped by a complex set of factors, including their
personal beliefs, social and cultural context, and the political climate of the time.
Finally, Source 4 is a photograph of Jacobus Lentz, a Dutch official who played a key role in creating the ID
cards that Jewish people were required to carry with them during the war. Lentz's dedication to his work is
evident from the photo, as he is shown carefully reviewing documents. His design for the ID cards
deliberately made them difficult to forge, with each card containing the registered Jew's address, picture,
fingerprint, and signature. The word "Jew" was represented by a large, black letter "J" on the cards. Lentz's
motives for his dedication could have been varied, including hatred of Jewish people, career aspirations, or a
desire to excel in his job. In 1940, after the German occupation of the Netherlands, Jewish people were
required to register and get the new identity cards. The Nazi government took increasingly harsh measures
against the Dutch Jewish community, including property confiscation and deportation to concentration and
death camps. Almost 75% of the Jews in the Netherlands were killed during the Holocaust. Lentz’s
perspective could be seen as passive or aggressive towards Jews, but regardless, his work aided in the
deportation murdering of over 100,000 jews. On the other hand, his motives could have come out of a sense
of duty or commitment to his employer, or because he thought that it would build his status among the Nazis,
therefore keeping him safe from any danger. The government's requirement that Jews identify themselves in
a specific way demonstrates their intent to isolate and discriminate against them. This action would have
been extremely humiliating to the Jewish people, destroying their dignity and self-esteem. Furthermore,
source 4 corroborates source 5, which is an example of a veteran, who explains how he was caught by a
police officer when he was a boy and sent to prison to work. This would have most likely been due to some
identification process. Henry Kanner shares his experiences as a Jewish prisoner in Poland's Łódź Ghetto
during WWII, discussing daily struggles with food, sanitation, and housing. He also shares inhumane
treatment by Germans, including deportations and mass killings. Kanner talks about the Jewish police force's
role in maintaining order and difficult decisions they faced, causing tensions with the rest of the Jewish
population. Most importantly, he mentions a German officer who provided him with daily food and support
throughout. The Kanner family was forced to leave Kraków when the Nazis created the ghetto there in
March 1941. During a mass deportation in October 1942, his family members were sent to the Belzec killing
centre, and he fled. Kanner sought help from non-Jewish Polish acquaintances and the resistance. While
delivering a message, he was detained by the German Railway Police and later handed over to the Gestapo.
Kanner had to survive, endure the suffering, but received help from a German police officer, who clearly had
a different perspective to others. Along the way, Kanner made choices that lead to sacrifices, and even
capture of himself, whereas the police officer helped restore faith in Kanner, risked his job/life and showed
sympathy and saved an innocent life.
To sum up everything that has been stated so far, the Holocaust was a mass genocide of the European-Jewish
population during WWII and was conducted by Nazi Germany due to their racial ideologies and insecurity.
As explained, Collaborators were one of the main instigators of majority of the murdering, and their actions
were relentless, and choices always promoted the atrocities of the Holocaust. The resistors flourished the
dark streets with their generosity and risked their lives to help restore small portions of humanity back into
their country, but the perpetrators, alongside with their supporters, stayed persistent for a total wipe-put and
ended up killing over 6 million Jews in 6 years. These historical events are all linked, and it is important to
apprehend them in depth in order to have a high understanding of the Holocaust overall.

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Primary Source [6 sources]
(Title and hyperlink)
Source 1 – Collaborators (Artefact)
Police Take Initiative in Arresting and
Deporting Jews
PACKING LIST FOR AN UNKNOWN
JOURNEY
Description of Source
What does the source definitely tell us?
What can we see or know for sure?
This source shows an old parchment shows a list of
belongings that women were asked to bring after men
were arrested in the green ticket roundup, written in
French. Germans did not want any Jews in France,
explaining why they ordered the exclusion of all Jews to
the France authorities. By looking at the size of the
packing list, we can assume they didn’t plan on keeping
the Jewish alive long at the concentration camps.
Context
What is going on at the time the
source was published in that
specific time / place?
Took place on 14 May 1941 during the Nazi
Occupation of France. Occurred in and around
Paris. Paris police also started organizing the
first mass arrests of Jews in France.
Perspectives
What perspectives are shown in the
source?
The French - In fear of the Nazis, the police follow their
orders and hand out the green tickets.
Jewish Families - People who were required to pack the
items for their loved ones.
Nazis - relentless, deceived the Jews and ruthlessly
executed them due to their eagerness to assert
dominance and also their insecurity.
Corroboration
Does the information in the
source confirm the information
found in any other sources?
This source confirms the information found in
“JUST BUSINESS” as then we know how the
people started getting transported to killing
centres to get killed. This was one of the
methods used to round people up, deceive
their families, and get them executed without
people knowing.
Conclusions and Questions
How might the source help answer the question: What choices did
people make in the Holocaust? What questions do you still have about
the source, and what didn’t the source tell you?
This source illustrates a variety of different choices that people made during the Holocaust.
The nazis saw Jewish as a threat to German racial purity, that Jews were a waste of
resources, and that Jews would be a potential threat against their occupation of France.
France took orders from the nazis, influenced by fear and threat. The proportion of Jewish
who showed up the roundup, made their choice, whereas ones who didn't show up,
obviously saw something off about this event.

Source 2 - Resistors This source shows a trap door shaped like a like a jigsaw
(Artefact) puzzle piece and was installed above the crawl space
where three Jewish families spent nearly two years
Non-Jewish Family hiding out. This source tells us that not everyone was
manipulated by the nazis, some still had humanity left in
Risks Everything -
them, and felt it as their moral obligation to do the right
“CLOSER THAN
thing. This also tells us that without the Nazi influence,
BLOOD”
majority of the non-Jewish population would have not
been discriminatory against Jews, instead treated them
like anyone else.
Source 3 – This source shows a group of German police escorting a
Perpetrators group of arrested Polish civilians. The officers have their
rifles pointed at the innocent civilians, as if they are a
(Photo)
threat and the police leader is at the front of the group
on the very right of the photo, looking forward, as if
German Police
scouting the perimeter. In the background, many more
Become Mass
police officers can be seen, spectating.
Murderers-
MOBILIZING
POLICE
IN A “RACIAL WAR”
Source 4 - This source is a photo of Jacobus Lentz, a Dutch official
Collaborator seated at a table in a room, at work during the war. He is
(Photo) shown flipping through some papers. His job was to
Creating Tools create ID cards that Jewish people were required to
always carry with them. What we can tell by reading the
to Find and
description of this source is also that Lentz was
Target Victims
incredible dedicated to his work. Lentz deliberately made
EXCELLING IN
his design challenging to forge. Each registered Jew's
THE address, picture, fingerprint, and signature were on his
WORKPLACE cards. The word "Jew" was represented by a big, black
letter "J" on the cards. Lentz's dedication could have
been for several reasons, hatred of Jewish people, career
Another Source
opportunity, or simply a desire to succeed in his job.
During this time, 1939, Nazi Germany was
invading Poland, and invading the Soviet Union
in 1941. The ruthless occupation measures
implemented by the German government led to
the isolation, execution, and deportation of
Jews. In order to carry out their intentions to
exterminate all European Jewry, Nazi
authorities depended on common people.
This event took place December 18, 1939, after
the invasion of Poland. During these times,
security was upheld in occupied areas by
German police. The majority of these cops had
performed community service duties back
home, including street policing, traffic control,
and ticketing. Nazi propaganda instructed the
police troops sent to Poland to consider the
Polish and Jewish residents of the area to be a
"racial threat" living in a hostile and "primitive"
environment.
During this time, 1940, German troops had just
occupied the Netherlands. They made it
necessary for every Jewish person to register
with authorities to receive a new identity card.
Increasingly harsh measures were taken by the
Nazi government against the Dutch Jewish
community. Jews were subjected to compulsory
registration, property confiscation, and
ultimately deportation to concentration and
death camps. The Holocaust claimed the lives
of almost 75% of the Jews living in the
Netherlands.
Non-Jewish - Felt compelled to take action to save
innocent lives, had friendships with Jewish people, had a
moral duty to help other, no matter their religion or
ethnicity.
Jewish - Refuge seekers, spent years surviving in a
constant struggle, shows their will to live.
The Nazi leadership viewed the mass shootings as an
essential part of their genocidal campaign against Jews
and other specific groups. The Nazis claimed that the
eradication of these groups was necessary to ensure the
survival of the German people because they posed a
threat to their ideal of a pure, Aryan society. Hence, the
killing spree was part of a bigger scheme to drive out
"undesirable" people from society. Other perspectives
included the victims, who would have been terrified and
bystanders, who saw the mass killings as a stark
reminder of the dangers of unchecked hatred and
prejudice.
From observing this source, Jacobus Lentz's could be
seen as either passive or targeted towards the capture of
the Jewish. His intentions may not be known, but despite
this, his work aided in the deportation and murdering of
more than 100,000 people. Jews were obliged by the
government to self-identify in a way that would forever
distinguish them from the rest of the German people.
This shows that the German government (Reich Ministry)
were determined to do everything and anything to divide
and isolate Jewish. As for the Jewish population, this
change would have been an immense humiliation and
would have destroyed their dignity and self-respect.
It was stated in this source that one of the
people hiding, was Clara Kramer, and she wrote
in her diary about the Beck family. This is later
proved in The Last Mementos source, where
Clara gives a detailed explanation of what it was
like living in the hiding. We also get to see how
she got saved: she was friend with a non-
Jewish, Genya Astman whose family took her in
and many others.
This source confirms the information in
“CLOSER THAN BLOOD” because is helps show
for what reason and from who the Jewish
civilians were hiding from. “CLOSER THAN
BLOOD” explains Jews hiding in a non-Jewish
person’s house. There were occasional raids
and house checks, which would have most
likely been conducted by these German police.
This source confirms the information in “ORAL
HISTORY: HENRY KANNER” because in that
source, when the man was younger, he got
caught by a German police officer when he was
on the train while delivering a letter to Vienna.
The police officer had identified him as Jewish,
which could have been due to information that
may have been stated on his ID, which was
most likely made by a worker, who had a
similar job to what Jacobus Lentz had.
Non-Jewish people had to decide whether to assist in hiding Jews, putting their own lives
and the lives of their families at risk, or to stand by and do nothing. Jews, on the other hand,
were forced to make the decision of leaving their homes, hiding, or trying to survive in
ghettos or concentration camps. Some people, like the Nazis and their collaborators, made
the deliberate decision to actively take part in the persecuting and murdering of Jews and
other targeted groups, frequently out of a sense of ideology or political commitment. Other
people, like those who laboured in ghettos or concentration camps, may have chosen to
take part in these systems out of fear or a wish to survive.
This an illustration of a decision the Nazi regime made during the Holocaust. As part of their
genocidal agenda, they decided to target and murder certain racial and ethnic groups. The
shootings, however, also make the decisions taken by those who experience this cruelty
visible. Shooting victims in certain instances might not have been able to control their
outcome. They didn't have a chance to protest or fight back before they were picked up and
killed. In other situations, though, people might have chosen to put up a fight or try to flee.
For instance, even though they were aware that fighting back against the Nazis would be
extremely difficult, members of the Jewish resistance in the Warsaw Ghetto uprising chose
to do so.
Jacobus Lentz's decision to take part in the production of Jewish ID cards raises concerns
regarding the reasons and motives driving his choices. He might have made this decision
out of a sense of duty or commitment to his employer, or because he thought that it would
build his status among the Nazis, therefore keeping him safe from any danger. Alternatively,
he might have been pressured or forced by the Nazi authority to create these ID cards.
Understanding the entire complexity of the Holocaust and its effects on people and society
as a whole requires comprehending the decisions taken by people like Lentz.

Source 5 – This is an oral history interview with Henry Kanner conducted
by the United States Holocaust Memorial Museum. In the
Resistor
interview, Kanner discusses his experiences as a Jewish
(Video) prisoner in the Łódź Ghetto in Poland during World War II. He
talks about the daily struggles of life in the ghetto, including
Resist or issues with food, sanitation, and housing. He also describes
comply? Police the inhumane treatment of Jews by the Germans, including
face choices at frequent deportations to concentration camps and mass
killings. Kanner also discusses the role of the Jewish police
work.
force in the ghetto, describing how they were forced to
ORAL HISTORY:
collaborate with the Germans in order to maintain order in
HENRY KANNER the ghetto. He talks about the difficult decisions that the
Jewish police had to make and the tensions that existed
between them and the rest of the Jewish population. A
More Information about when/where, came from German officer helped Henry and gave him food daily.
This Source
World War II started when German soldiers invaded
Poland in September 1939. The Kanner family was
compelled to relocate after the Kraków ghetto was
created by Nazi authorities in March 1941. In October
1942, during a bloody mass deportation, his family
members were transferred to the Belzec killing centre,
and he fled the ghetto. Alone with no family, Kanner
asked for assistance from some of his family's non-
Jewish Polish acquaintances and neighbours, including a
member of the Polish underground resistance. One day,
while on a train, Kanner was detained by the German
Railway Police on the grounds that he may have been
Jewish while delivering a covert message to Vienna for
the family. As the train arrived in Ratibor, he was given
over to the German Order Police, who transported him
the following day to the Gestapo.
Henry Kanner, at 14 years old, fled into the countryside when
Nazi forces expelled his family from the Polish ghetto of
Krakow. He was quickly apprehended and imprisoned in
Ratibor, Germany. At the jail, a local police officer made the
decision to covertly provide him with food and safety. “This is
a terrible world”, the officer warned Henry, according to
Henry's memory. "You belong in school, not in some jail cell.”
Henry was sent to Auschwitz by the Gestapo despite the
policeman's assistance. Henry was the only member of his
family to survive the Holocaust. Perspectives of both Henry
and the police officer are shown. Henry’s time in the Łódź
Ghetto, and what experiences he had, what he had to do for
survival and how he was treated. The police officer, putting
his job and loyalty on the line, by pretending to scream and
give orders to Henry, but in actuality, just creating a diversion
to give him more food.
“Get with the times!” is another source that Henry Kanner had a very difficult childhood and there were many unfortunate events that
consists of a German police officer helping the
led up to his capture by the Germans. Kanner made choices such as fleeing from his family
Jewish population. During the Kristallnacht as they were captured and delivering a message to Vienna for the non-Jewish family that
events in November 1938, Felsberg, Germany was helping him. Some choices were sacrifices for his survival, while some may have
policeman Erich Troch shielded Sigmund
contributed to his ultimate capture. The police officer, Schneider, set himself apart from the
Weinstein and his family from a hostile mob.
wrongdoings of the people of his time, and showed that humanity still had some hope. He
However, few months later, the same officer
made the choice of saving an innocent child’s life, maybe because he thought of his own
assisted in the execution of a 61-year-old man.
This source supports the other source in
family, or maybe because he may have been motivated by a desire to resist Nazi
confirming that there were many other German oppression.
officials, not just the one, that time-to-time,
showed empathy towards particular Jews.
However, police treatment of Jews could shift
rapidly.

Building and Operating Nazi This source pictures two mean working during the
Camps construction of the Auschwitz camp, in Poland. Around
(Photo) 40,000 camps were built by the Nazi government all over
Europe. Several camps were built with the intention of
holding Jews and other inmates as slave labourers. Some
JUST BUSINESS of them were made just to kill them. Skilled citizens were
used by the Nazi government to construct and manage
these camps. Some workers assisted in building and
maintaining gas chambers and the machinery used to
burn people to death. It can be clearly seen that much
work went into the creation of these killing centres
across Europe.
The construction of Auschwitz in Poland
occurred from 1941-1942. Nazi Germany
invaded Poland in 1939 and the Soviet Union in
1941 during this time period. The ruthless
occupation measures implemented by the
German government led to the isolation,
execution, and deportation of Jews. In order to
carry out their intentions to exterminate all
European Jewry, Nazi authorities depended on
common people.
When Auschwitz was being built in Poland in 1941–1942,
different types of people had different perceptions
depending on their ideologies, political allegiances, and
social positions. Here are some potential viewpoints
from various groups: Nazi officials (saw the construction
of Auschwitz as a crucial step in implementing their
genocidal policies). Jewish communities (saw it as
terrifying and horrific development). Collaborators and
bystanders (ones who helped build Auschwitz, may have
taken this role out of fear, apathy, or a belief that there
was nothing they could do to stop it. Or they just wanted
to help eliminate the Polish-Jewish population.
This source confirms the information in
“PACKING LIST FOR AN UNKNOWN
JOURNEY” as we know after seeing this
source that the green ticket roundup was
conducted for no other reason but to
transport selected individuals to the newly
built Auschwitz killing centres, or any other
killing centres/concentration camps that
already existed.
It can help answer the question by revealing the decisions taken by those who actively took
part in the construction and upkeep of the concentration camps. These people were
probably aware of the camps' objectives, which included the murder of numerous Jews and
other oppressed populations. The employees who helped build and operate the
concentration camps had a choice: they could either keep working and complicit in the
crimes occurring, or they could rebel and risk punishments like jail or death. It is significant
to highlight that some people did make the decision to put up resistance and work to
support those who were being persecuted, while others decided to continue to support the
genocide.

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Melbourne High School Melbourne

Assessment Rubric
Subject: History Topic: The Holocaust: Some were neighbours.
Year Level: 10 CAT: 1

Skill Level
Skill
Not Demonstrated (0 pt) Foundational (1 pt) Progressing (2 pts) Competent (3 pts) Proficient (4 pts)
Evaluating Learner does not Learner demonstrates Learner demonstrates ability to Learner demonstrates ability to Learner demonstrates ability to
Historical demonstrate ability ability to select historical explain historical sources and analyse a range of sources based evaluate and corroborate a
Sources to assess usefulness sources and to describe their relevance to a historical on their relevance in answering a range of sources to draw
of historical sources. their composition. question. historical question. significant conclusions about a
historical question.
e.g. Sources are selected and their e.g. The sources are described e.g. A range of perspectives are included in
composite parts are described. Parts (composition) and how they relate to the the sources, and limitations / reliability / e.g. A range of perspectives is evident in a
of the source analysis grid are question is explained. Some discussion of usefulness of the sources are discussed. range of sources, with usefulness, reliability
incomplete. the reliability and usefulness of the Grid is complete. and limitations of the sources assessed and
source may be evident. Parts of the corroborated.
source analysis grid need more attention.

Historical Learner has not Learner has made an Learner has made a consistent Learner has made a sound, Learner has generated and
Arguments made a historical uncritical, basic historical historical argument deliberated argument assessed a range of historical
argument argument using sources. supported with evidence. supported with a range of arguments through
evidence. The inquiry question interrogating evidence,
e.g. An argument is evident and e.g. Historical argument made is validated has largely been answered. answering the inquiry question.
supported by a small number of by some evidence, with perspective and
sources. Some arguments are not reliability also discussed at times. Some
e.g. Reasoned historical arguments were e.g. Complex historical arguments from a
appropriately supported with discussion of reliability and usefulness of
made and supported by historical evidence. range of perspectives were assessed using
evidence. sources is evident.
Sources were assessed for reliability and evidence. Sources analysed were
usefulness and corroborated to substantiate corroborated or refuted in reference to one
arguments. another.

Historical Learner does not Learner shows limited
Empathy demonstrate understanding of how
historical empathy. context can influence
people’s actions and choices.
Learner uses language that is
subjective with value-laden
adjectives.
Learner shows some
understanding of how context
can influence people’s actions
and choices. Learner uses
language that shows subjectivity
but some with attempts to be
neutral.
Learner demonstrates ability to be
cognisant of one own’s inherent
bias and understand how context
influence people’s actions and
choices. Learner uses language
that is neutral in writing and with
limited use of judgemental
Learner demonstrates excellent
ability to be cognisant of one
own’s inherent bias and
understand fully how context
influence people’s actions and
choices. Learner uses language
that is neutral in writing and

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 adjectives. without the use of judgemental
adjectives.
Structure Learner has not Learner has produced an Learner has produced a Learner has produced a clearly Learner has produced a well-
and fluency produced a well- essay with limited structure generally well-structured essay focused and generally well- structured, clearly focused
structured or fluent however the grammar and although there is room for structured essay with a clear essay which reads fluently, and
essay. The grammar spelling are weak and a improvement. Spelling and effort at competent grammar and spelling and grammar require
and spelling are greater focus is required. grammar require some spelling. little attention.
weak and there is a improvement.
lack of focus.

Bibliography No bibliography Sources are listed but there
is no conventional or
consistent citation system
used. A wider variety of
sources is required.
The bibliography is formatted
using a conventional citation
system, but some sources are
missing references. A wider
variety of sources is necessary.
A consistently formatted
bibliography using a
conventional citation system
has been used, however a wider
variety of sources is necessary.
The bibliography is consistently
formatted using a conventional
citation system and a wide
variety of sources have been
used.

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