The Humanities – History Assessment Map – Sample at 5.5
For Level 3, please see The Humanities Assessment map.
Federation images
Context
Students were asked to write an analysis of two visual images relating to Federation choosing from a range of photographs, paintings, cartoons and posters. They were expected to consider:
- the context in which the event or idea portrayed was produced
- key players in relation to the event or idea
- key events, ideas or messages presented in the cartoon or visual image
- the extent to which the cartoon or visual image is representative of the ideas of the time
- the significant changes that occurred as a result of the event or idea portrayed in the visual image.
As preparation for this assessment task, students explored the concepts of Federation and colonialism in Australia, including the motivation for the movement from a colonial society to a nation with a federal system of government.
Students chose to present their report either in the form of a website or a word-processed document of approximately 400 – 500 words.
The elements of the Historical knowledge and understanding Level 6 standard addressed by the task are:
(Students) analyse events which contributed to Australia’s social, political and cultural development. These events could include … the events leading to Federation ...
(Students) analyse significant events and movements which have resulted in improvements in civil and political rights for … groups of Australians … and evaluate the contributions of key participants and leaders in these events.
The elements of the Historical reasoning and interpretation Level 6 standard addressed by this task are:
(Students) identify, comprehend and evaluate a range of primary and secondary sources including visual sources …
(Students) use evidence to support arguments and select and use appropriate written and oral forms to communicate ... historical explanations ...
Stimulus
Students were provided with a worksheet on interpreting images which listed questions that should be asked about historical images.
Worksheet on interpreting images (Doc - 48KB)
Sample
The following work sample, and the related Humanities – History 5.5 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 6 standard.
View text Version
Annotation
Historical knowledge and understanding – 5.5
A. Recognises the significance of nationalism as a motivating force for Federation, but the comment is generally simplistic about motivations for change ‘they wanted something that everyone could be called’. Identifies problems in ‘crossing the border’ but demonstrates a limited understanding of the significance of this issue focussing on ease of travel rather than trade.
B. Identifies features of the first image and some issues such as lack of Aboriginal representation, but could provide clearer explanations.
C. Identifies some key events and individuals represented, but without sufficient explanation of their role or significance.
D. Identifies the issue of the monarch and implicitly, recognises its significance but provides no explanation.
E. Describes the image in detail but with limited explanation of key ideas relating the federation. Incorrect identification of one of the symbols detracts from the quality of the response.
Historical reasoning and interpretation – 5.5
B. Provides detail on the source, but evaluation is limited.
E. Identifies the significance of the source as a whole, as a symbol for the ‘whole of Australia’ and provides detailed description, but there is little evaluation of the symbols used in the representation.
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