The work samples in this section form the Level 5 part of the assessment map for The Humanities – History. Other parts of the assessment map can be accessed by using the menu on the right side of the screen.
The Humanities – History Level 5 standards describe what students should know and be able to do at this level. The following work samples illustrate the kinds of responses that students produce when they are working at the Level 5 standard.
Annotations identify for each sample attributes of the student response that relate to specific elements of the standard.
Context
Students were asked to prepare an illustrated report on aspects of daily life in Ancient Egypt. The parameters of the assessment task were explained and historical method and skills such as the use of and the distinction between primary and secondary sources were discussed. Two student worksheets were provided to explain the work required, how to get started, report structure and key content and how to record resources. Approximately four to five sessions were spent on this stage.
Students were provided with a list of features or customs of an ancient society including food, housing, clothing, art, religious customs and the roles of men, women and children. They were asked to select three of these features or customs and describe how they related to broader aspects of society. Students produced an illustrated report consisting of five or six pages/or slides including visuals (for example, illustrations, diagrams taken from texts and/or websites) accompanied by written explanations. Information for the report was collected from at least three sources, including at least one primary and one secondary source. Sources were recorded on the Recording My Sources worksheet (see below). The worksheet was to be included with the report.
The elements of the Historical knowledge and understanding standard addressed by the task are:
(Students) use a variety of sources to describe key aspects of these (ancient and medieval) societies.
They describe aspects of daily life in these societies such as work, the division of labour, family, clothing, housing and education.
The elements of the Historical reasoning and interpretation standard addressed by the task are:
(Students) use a range of primary and secondary sources including visual sources that record features of the societies in their investigations.
(Students) use relevant historical evidence, concepts and historical conventions such as bibliographies to present a point of view. Students use a variety of forms to present their understanding.
Recording My Sources
| Name and author (if known) of source | Name and author of publication (for example text, website, CD-ROM etc) source came from. Also include year of publication if known. | Brief description of source (for example picture of vase kept in the British Museum) | Primary or secondary source | Why the source is primary or secondary |
|---|---|---|---|---|
Sample
The following sample illustrates the kind of response that students produce when they have achieved the elements of the standard addressed by the task.
Report on an ancient society
Historical knowledge and understanding – Level 5
A.
Describes religious life in Ancient Egypt focusing on gods, temples and
rituals.
C. Describes the clothing of various groups in
Ancient Egypt including the poor, rich and scribes. Recognises the importance
of make-up in creating the Egyptian persona.
D. Describes
the role of children, men and women in terms of class, jobs and education.
Historical reasoning and interpretation – Level 5
A–D.
Uses appropriate visuals.
E. Records a variety of sources
used to describe features of Ancient Egypt.
F. Uses a
variety of sources to describe the customs of the societies, including
clothing, food, housing, schools and universities, rituals, festivals and
entertainment.
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