St Patrick’s College (Shorncliffe)

Student name: Student number:

Teacher name: Date:

Subject Year 8 HASS (History) - ADJUSTED

Technique Examination — Response to Stimulus

Unit 1

Topic Medieval Europe (c.590CE – c.1500CE)

Conditions

Time 60 minutes Planning 5 minutes

Word length 200 - 300 words Seen/unseen See sources/unseen question

Other No notes allowed

Instructions

 Sources provided one week before the exam

 Do not open the examination paper until instructed by the Supervisor.
 Do not begin writing until instructed by the Supervisor.
 Answer in the spaces provided in blue or black pen. Do not answer in pencil.
 If you have a question, raise your hand and wait for the supervisor to come to you
 Formal examination conditions - fully supervised exam, no communication between candidates, no guidance
from the teacher.
 Read the question and criteria sheet carefully.

Task

Europe’s medieval period began with the fall of the Roman Empire around 476CE. Over time, a system called
feudalism replaced Roman laws and the spread of Christianity changed societies across Europe.

Write a paragraph of approximately 200-300 words in response to the following question:

Explain the important role played by the Church in Medieval society.

Your paragraph must include an explanation of the motives and actions of people at the time and include the
following:
 the significance of the Church in society and how it influenced the beliefs and values of the people.
 identify the point of view that is provided in the sources.

Stimulus

See Stimulus Book – Sources 1 - 4

Assessment objective/s

Knowledge and Understanding

Skills

Feedback
Year 8 History Standard Elaborations
A B
identification and explanation
of the motives and actions of
knowledge and
understanding
people at the time
comprehensive explanation of
the significance of individuals
and groups and how they were
influenced by the beliefs and
values of their society
 comprehensive analysis,
selection and organisation of
information from primary and
secondary sources
 discerning use of the
information as evidence to
effectively answer inquiry
questions
identification and
comprehensive explanation of
different points of view in
sources
Historical skills
development of texts,
(particularly descriptions and
explanations) incorporating
historical argument that
includes:
 effective organisation and
presentation of justified
findings
 discerning use of:
- relevant historical terms
and concepts
- evidence identified in
sources
 accurate acknowledgement
of their sources using
appropriate conventions
identification and description of
the motives and actions of
people at the time
detailed explanation of the
significance of individuals and
groups and how they were
influenced by the beliefs and
values of their society
 detailed analysis, selection
and organisation of
information from primary and
secondary sources
 informed use of the
information as evidence to
effectively answer inquiry
questions
identification and detailed
explanation of different points of
view in sources
development of texts,
(particularly descriptions and
explanations) incorporating
historical argument that
includes:
 effective organisation and
presentation of informed
findings
 informed use of:
- relevant historical terms and
concepts
- evidence identified in
sources
 acknowledgement of their
sources using appropriate
conventions
C D
identification of the motives and
actions of people at the time
explanation of the significance
of individuals and groups and
how they were influenced by the
beliefs and values of their
society
 analysis, selection and
organisation of information
from primary and secondary
sources
 use of the information as
evidence to answer inquiry
questions
identification and explanation of
different points of view in
sources
development of texts,
(particularly descriptions and
explanations) incorporating
analysis that includes:
 organisation and presentation
of their findings
 use of:
- historical terms and
concepts
- evidence identified in
sources
 acknowledgment of their
sources of information
identification of aspects of
motives and actions of people at
the time
description of the significance of
individuals and groups and how
they were influenced by the
beliefs and values of their
society
 explanation, selection and
organisation of information
from primary and secondary
sources
 use of aspects of the
information as evidence to
answer aspects of inquiry
questions
identification and description of
different points of view in
sources
development of texts,
(particularly descriptions and
explanations) incorporating
historical argument that
includes:
 partial organisation and
presentation of aspects of
findings
 partial use of:
- historical terms and
concepts
- aspects of evidence
identified in sources
 partial acknowledgement of
their sources
E
statements about the
motives and actions of
people at the time
statements about individuals
and groups and how they
were influenced by beliefs
and values
 use of information from
primary and secondary
sources
 use of aspects of the
information to answer
aspects of inquiry
questions
identification of points of
view in sources
development of texts,
(particularly descriptions and
explanations) that includes:
 fragmented presentation of
aspects of findings
 fragmented use of:
- historical terms
- sources
 lists of sources
Paragraph Template: Write your paragraph under the headings below.

Topic Sentence/Point:

Explain/describe motives (beliefs and values):

Evidence/evaluation (point of view):

Explain/describe actions (Church in society):

Evidence/evaluation (point of view):

Explain/describe actions (Church in society):

Evidence/evaluation (point of view):

Conclusion: