The Humanities – History Assessment Map – Sample at 4.25
For Level 3, please see The Humanities Assessment map.
Samples are available for the following tasks:
Ancient Egypt
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 including visuals (for example, illustrations, diagrams taken from texts and/or websites) accompanied by written explanations. Information for the report was to be 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 Level 5). The worksheet was to be included with the report.
The elements of the Historical knowledge and understanding Level 5 standard addressed by the task are:
(Students) use a variety of sources to describe key aspects of these (ancient and medieval) societies.
(Students) 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 Level 5 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.
The following work sample, and the related History 4.25 progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 5 standard.
Daily Life in Ancient Egypt
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Annotation
Historical knowledge and understanding – 4.25
A. Describes Egyptian kitchens and Egyptian food and some customs relating to food. Shows simple knowledge of the diets of rich and poor Egyptians.
C. Describes aspects of housing in a superficial manner. Discussion focuses on climate control rather than an overview of housing.
E. Describes education in a limited manner. Discussion focuses on the work of the scribes and importance of writing rather than an overview of education.
Historical reasoning and interpretation – 4.25
B. Uses a range of sources, including visual, to describe aspects of daily life but has not recorded sources using the Recording My Sources worksheet as required. Illustrations of food are simple, either lacking in detail or inaccurate.
D. Uses an illustration to show the type of housing but is generalised and inaccurate.
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