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Page 1: EVANS HIGH SCHOOL · EVANS HIGH SCHOOL . Ancient History . HSC . 2012/2013 . Assessment Booklet . HSIE FACULTY. Walters Road . Blacktown NSW 2148 . …

EVANS HIGH SCHOOL

Ancient History HSC

2012/2013 Assessment Booklet

HSIE FACULTY

Walters Road Blacktown NSW 2148

Tel: (02) 9621 3622 Fax: (02) 9831 2747 Email: [email protected]

Page 2: EVANS HIGH SCHOOL · EVANS HIGH SCHOOL . Ancient History . HSC . 2012/2013 . Assessment Booklet . HSIE FACULTY. Walters Road . Blacktown NSW 2148 . …

Award of the Higher School Certificate To be eligible for the award of the Higher School Certificate, students must:

a) have gained the School Certificate or such other qualifications as the Board of Studies considers satisfactory. b) have attended a government school, an accredited non-government school, a school outside New South Wales

recognized by the Board or a college of TAFE. c) have satisfactorily completed courses which comprise the pattern of study required by the Board for the

award of the Higher School Certificate. d) sit for and make a serious attempt at the requisite Higher School Certificate examinations.

Your attention is drawn to sections (c) and (d) in particular. Satisfactory Completion of a Course The Principal has to certify you have completed course requirements.

(i) To complete a course satisfactorily you must fulfill all requirements of the syllabus, e.g. assignments, practical work, participation in class. this includes the minimum requirement that a student makes a genuine attempt at assessment tasks

worth more than 50% of the available marks for that course. (ii) You will be considered to have satisfactorily completed a course if, in the principal’s view, there is sufficient

evidence that you have: followed the course development or endorsed by the Board; and applied yourself with diligence and sustained effort to the set tasks and experiences provided in the

course by the school; and achieved some or all of the outcomes.

(iii) If the Principal determines that the above course criteria have not been met, you will be given written warning in sufficient time to correct any problems regarding your satisfactory completion of course requirements. A student who has not complied with the above requirements cannot be regarded as having satisfactorily completed the course. The principal will then deem that the student has not me the requirements for the course.

(iv) You have the right to appeal to the school and then the Board against the Principal’s determination. The Principal will advise you of this right and explain the appeal process.

(v) Where it is determined that you have not satisfactorily completed a course, you will receive no results in that course. Until you receive results in 12 Preliminary units and 10 HSC units you will not be eligible for the award of the Higher School Certificate.

Your teachers may determine that, as a result of absence, you are not satisfactorily completing the course work. Clearly, absences will be regarded seriously by the Principal. If your attendance and thus your ability to complete course-work is called into question you will be given the opportunity to complete work to “catch up” and prove to the Principal’s satisfaction that you have met the course completion criteria. It is a matter for your teacher’s professional judgment as to whether you have made a genuine attempt to:

• complete course requirements • complete competency based modules • complete examinations as required.

Assessment Tasks An Assessment Task is work given to you to enable your teacher to assess your achievement of syllabus objectives and outcomes. It is also contributes marks towards your final school Assessment Mark which will be submitted to the Board of Studies. Any type of task normally given to students throughout their course-work may be used as an Assessment Task, for example, essays, assignments, tests, seminars, oral presentations, experiments, laboratory reports, practical work. Assessment Tasks are not intended to be special or different in any way from other work that can reasonably be set by the teacher as part of the course-work. The choice of task type depends on the components to be assessed. Assessment Tasks may be given in class time or issued to student to do at home.

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Whilst every piece of work given is important and needs to be completed in order to satisfy Higher School Certificate requirements, not every piece of work set is included in the Assessment Program. Students are informed which pieces are included. Other set work is designed to:

• prepare students for the Assessments Task to follow, • develop skills and knowledge • provide feedback, and • develop examination techniques.

The Assessment Mark for each course is intended to reflect each individual student’s achievements throughout the course. It is, therefore, essential that all Assessment Tasks submitted are the sole work of each student. The understanding and valuing of ethical practices when locating and using information as part of their HSC studies are outlined in All My Own Work. Absence from an Assessment Task It is the student’s responsibility to undertake a similar test or task if he or she misses an Assessment task. This should be arranged as soon as possible. An application to attempt the task, missed due to absence should be made in writing to the Head Teacher or Course Coordinator the first day of return school. You will need to complete a ‘Task Missed Due to Absence’ form and arrange to complete the task with the class Teacher. The form is in this booklet and a copy is available from your class teacher. If, a valid reason for the absence is provided, the teacher will consult with the Head Teacher or Course Coordinator before deciding whether the student should perform the missed task or be given an alternative task. No valid reason for an absence will result in the task being recorded as a non-attempt Estimates The Principal may authorize that an estimate be given for a task which has not been performed due to a valid absence. This applies only in exceptional circumstances and only if giving a substitute task for the student would be reasonable, difficult to arrange or not feasible. Non-Completion of Assessment Tasks Students must attempt all the Assessment Tasks set out in the Assessment Programs of each course studied. In the case of a non-attempt a student will be given:

• it will be recorded in the Assessment Records of the course as a non-attempt • students must complete the Assessment Task on first day back to school • a mark of 0 will be awarded for the completed Assessment Task (unless a Medical Certificate has been supplied) • a warning letter will be sent home.

Non-Genuine Attempt of Assessment Tasks A non-genuine attempt is a piece of work produced with little or no thought or effort, which is generally incomplete or which has been answered frivolously. A genuine attempt is a piece of work which meets the requirement of the Task set and which has been done to the best of the student’s ability. If a non-genuine attempt is submitted:

• it will be marked and recorded in the Assessment Records of the course as a non-genuine attempt. • a warning letter will be sent home.

Parents will be notified of the non-genuine attempt and sent a photocopy of the submitted Assessment Task by the Head Teacher of the subject involved for re-submission at a scheduled date (note: the original mark will still be recorded). The Assessment Period Assessments may be conducted from the beginning of the HSC year, i.e. immediately following the Preliminary course examinations up to, and including, the Trial Higher School Certificate Examination. Extension courses may be assessed from the commencement of the following year. Assessment tasks are not to be scheduled during the week preceding block examinations periods. No Assessment Tasks will be scheduled during the week immediately preceding block examinations periods.

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No Assessment Tasks will be scheduled after the Trial Preliminary Certificate Examination excluding VET courses and some TVET courses. Assessment of Courses The courses you are studying will be either Board-Developed courses or Board Endorsed Courses. The difference between these courses is explained in your HSC Course Selection Handbook. There will be assessment tasks for all subjects you are studying.

* The Board requires all students to follow an Assessment Program and have an Assessment submitted irrespective of the number of units in which they may be enrolled.

* The Board expects students to undertake all Assessment Tasks. There is a very important difference between assessments for Board Developed Courses and Board Endorsed Courses:

* Board Endorsed Studies courses do not have a HSC examination. Only the school unmoderated Assessment Marks are recorded on the Higher School Certificate Record of Achievement.

* Students studying Joint Secondary Schools/TAFE courses are assessed by the TAFE College. The school can only assess actual student performance, not potential performance. This means the final overall Assessment Mark cannot be modified to take into account possible effects of illness or domestic situations. In every case the assessment mark will be a measure of what the students have actually achieved, not what they might have achieved in more fortunate circumstances. The school maintains records of the marks awarded for the components of each Task. You need to be familiar with the Assessment requirements of each course you take. Notification of Assessment Tasks Notification of Assessment task may include the following, where appropriate:

* Outcomes: a statement of the outcomes which relate directly to the components being assessed. * The Task: A clear and unambiguous description of the task * Materials and resources: you may be made aware of how and where you can obtain the resources you require. * Presentation: Guidelines may indicate what is expected and acceptable. * Breakdown of how marks will be awarded.

Full details about Assessment Tasks to be completed outside the classroom will be given on the HSC Assessment Task Cover Sheet issued to you at the time of notification. You will be given a minimum of two weeks to complete each Task. You may be given longer, depending on the nature of the Task. The HSC Assessment Task Cover Sheet will be attached to the front of the Task when it is submitted. For Assessment Tasks which are to be completed in class time, you will be given at least two weeks advance warning in writing and provided with important information about the Task. Teachers may set an Assessment Task in advance of a holiday period with a due date after that holiday period, giving you the opportunity to work on it during the holidays, if you so wish. Adequate in -term time will be allowed for the satisfactory completion of the task without intrusion into holiday time. You should not hesitate to advise your class teacher when clashes of Assessment Task dates occur, i.e. where the due or set dates of a number of Assessment Tasks in different courses coincide. Following discussion, the Head Teacher of the Faculty concerned, may choose to alter the date of the task. If you are absent on the day that a Task is set, it is your responsibility to make sure that you see your class teacher to obtain the necessary information. Your teacher will also endeavour to notify you of any Task set in your absence. You are not entitled to any automatic extension of time because of absence. If you feel you need an extension you may submit an ‘Application for Extension’ form to the Head Teacher for consideration. Assessment Tasks Performed in Class Where Assessment Tasks are performed in class time, e.g. tests, practical activities, examination conditions will prevail.

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Submission of Assessment Tasks It is your responsibility to submit each Assessment Task to your teacher on the due date. Ensure your teacher signs the receipt section of the HSC ‘Assessment Task Cover Sheet’ and returns the tear-off section. This provides evidence that Assessment Task was handed in should the Task be misplaced. You may submit your task either during class time or any time up to the end of that school day without penalty. Should your class teacher be absent on the due date of an Assessment Task, then submit the task to the first person available on the following list: * Head Teacher of the Faculty concerned * Deputy Principal * a teacher in the same faculty * the school administration staff in the office The receipt section of the HSC Assessment Task Cover Sheet must be completed and signed as normal and the student must retain the tear-off section. Under no circumstances should any Assessment Task ever be left in a classroom or staff room under the assumption that the teacher will find it later. Late Submission of Assessment Task or Task Missed Due to Absence Assessment Tasks must be submitted by the due date or performed in class on the date specified. If you fail to submit or perform an Assessment Task when required, without adequate explanation, you will be awarded zero marks for that Task, and this will count towards your final assessment grade. Parents will be informed in writing. If your non-submission was because of absence, on the first day you return to school you will present the assessment task (whether complete or incomplete) to your teacher, or if you have missed an in-class task you will be required to do it as soon after your return to school as practicable. In either case, the teacher will mark the task but record zero in the assessment mark book. Students must complete a Task Missed due to Absence’ form and submit it, completed to the Deputy Principal for consideration by the review panel within two days of returning to school. The marks for these tasks will replace the zero recorded in the mark book only if the reason(s) provided in the ‘Task Missed due to Absence’ form have been accepted and approved the review panel. Extensions If students feel that they need to request an extension of time in which to complete a Task, they must complete an ‘Application for Extension’ Form from your classroom teacher and submit it, completed to the Deputy Principal for consideration by the review panel a minimum of two days in advance of the due date. Should an extension not be granted, the incomplete Assessment Task must be submitted on the due date. Grounds for an extension may include other school commitments on the Task date such as a sporting commitment; absence on the date the Task was notified; absence during the time when the class was prepared for the Task. Unless prior arrangements have been made with the Deputy Principal or extenuating circumstances accepted by the review panel, the late submission of an Assessment Task will result in zero marks being recorded for that Task.

Failure to Complete If it appears that you are at risk of not meeting the Assessment requirements in a course, a warning will be given. The Principal, through the Head Teacher and classroom teacher will: (a) advise you, in writing, in time for the problem to be corrected and alert the student to the possible consequences

of an “N” determination (b) advise your parent or guardian in writing (c) request from your parent a written acknowledgement of the warning (d) issue at least one follow-up warning letter (e) retain a copy of the warning notice and other relevant documentation If you fail to complete or submit for marking, Assessment Tasks with mark values totaling more than 50% of the final assessment Mark in a course, then the school must certify that you have not met the course satisfactorily. This will result

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in the course not appearing on the Higher School Certificate Record of Achievement, either as an Examination Mark or an Assessment Mark. This may mean that you are no longer eligible for the award of a Higher School Certificate, which is conditional upon your having satisfactorily studied a minimum of 10- units of HSC courses. Malpractice, Copying and Plagiarism Zero marks will generally be awarded to any students who, in working through an Assessment Task:

• cheat • attempt to cheat • assist others to cheat • submit any work that is not their own • distract other students from their work during an Assessment Task • disrupt the Assessment Task in any way

Under no circumstances may a student take into in-class Assessment Tasks or examinations, any notes, papers or documents which could reasonably be considered as material to assist him/her complete the Task or examination (unless required as part of the Task). Malpractice is deemed to have occurred whether or not the student actually used the material in his/her responses. The decision with regard to malpractice having occurred will be taken by the class teacher, in consultation with the Head Teacher of the course involved, and notified immediately to the Deputy Principal. Consideration of extenuating circumstances may result in some marks being awarded. Any appeal against such a decision must be made by the student, in writing, to the Deputy Principal, within twenty-four hours of the decision being taken. Students are expected not to plagiarise, copy or in any way cheat. Plagiarism involves copying large sections from a book, internet or other resources, without acknowledging the author. If in any doubt about how to acknowledge information, ideas or the actual words taken from a book, internet or other resources, see your class teacher. In cases where a submitted Assessment is not all the student’s own work, the Head Teacher may decide to deduct marks or you may be given a ‘non attempt’ The understanding and valuing of ethical practices when locating and using information as part of their HSC studies are outlined in the Department of Education & Training program ‘All My Own Work’ undertaken by all HSC students. Within-Faculty Review of Assessment Marks or Ranking Each student has the right to ask the class teacher why a particular mark was awarded for a specific Assessment Task. If the student is dissatisfied with the response given, the Head Teacher of the subject involved should be consulted. Work will only be reviewed if the request is made at the time that the work is returned and not after it is has been taken from the classroom. The Head Teacher’s decision is final. After receipt of a School Report, a student may ask the class teacher why a particular ranking was given if it is believed to be inconsistent with the marks that have been awarded for Assessment Tasks completed in that course. The Head Teacher may be consulted if the student is dissatisfied with the class teacher’s response. The Head Teacher’s decision is final. Where the class teacher is the Head Teacher, the student has no further avenue for review. Changes to Assessment Programs Under certain circumstances, Head Teachers may find it necessary to vary their Assessment Programs. If this should occur, students will be informed in writing. If a Task is given and is found to be non-discriminating, it will not be discarded. If an additional Task is to be given the students will be informed in writing. The marks from both Tasks must then be averaged and recorded as the marks awarded for the originally scheduled Task. Reporting of Assessment Progress The school awards marks for each Assessment Task completed. These marks may be statistically adjusted. Class teachers also provide oral and/or written feedback to student on their performance.

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Assessment progress is reported to parents, on the School Report, as a rank within the group of students studying a particular course. This rank indicates how the student is performing compared to the other students taking the same course and is based on the student’s cumulative Assessment Marks. Assessment Marks are NOT included on the School Report; nor are students informed of their final Assessment Marks at the end of the HSC Year. After the last Higher School Certificate examination has been held for this school, students are given their final Assessment ranking for each course studied on request. This remains the same regardless of examination performance. Review of Final Assessment Ranking Following the final paper of the Higher School Certificate examination, each student may be given a statement of his/her Assessment ranking in each course studied on request. Should any ranking differ from that expected, based upon previous information, a Review of the ranking may be requested by the student. The way that the marks, which determined the Assessment ranking, were awarded by the class teacher for individual Assessment Tasks may not form any part of the Review. The Review is carried out by the school, which must establish whether:

• the weightings specified by the school in its Assessment Programs conform with the Board of Studies’ requirements as detailed in the Subject Manuals

• the procedures used by the school for determining the final Assessment Mark conform with its stated Assessment Program (in particular, the weightings used for the various Assessment Tasks should be consistent with those specified in the Assessment Program)

• there are no computational or other clerical errors in the determination of the Assessment Mark. The Review Panel in the school comprises the Principal, the Deputy Principal, the Year 12 Student Adviser, the Head Teacher of the subject involved and the Head of the Intensive English Centre. Provided that the school is satisfied that these conditions have been met, no change to the Assessment will be made. Any student who is dissatisfied with the school’s decision may appeal directly to the Board of Studies. Other Circumstances Where circumstances arise in the administration of Higher School Certificate Assessment that are not covered by the procedures described in this document, they should be referred to, and discussed with, the Deputy Principal for resolution.

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ASSESSMENT TASK COVER SHEET

Complete and Detach this section when you hand in your assignment.

ASSESSMENT COVER SHEET RECEIPT

Course Name: Student Name:

Assessment Task Number: Title: Component/s Weighting/s - %:

Due Date: Date handed in: Extension granted: YES/NO

If YES - new Due Date

Student signature:

Course Name: Student Name: Assessment No: Title: Due Date: Handed In: Teacher Signature:

EVANS HIGH SCHOOL Principal: Ms K. Smith Walters Rd, Blacktown, NSW, 2148 Ph: 96213622 Fax: 98312747

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TASK MISSED DUE TO ABSENCE This for must be handed to your classroom teacher the day you return to school.

Course Name: Student Name:

Assessment Task Number: Title: Component/s Weighting/s - %:

Due Date: Today’s date:: Date/s of Absence: Reason for Absence:

Student signature: Parent signature:

Note: Appropriate evidence must accompany this application (e.g. Doctors Certificate)

Complete and detach this section when you hand in your assignment

TASK MISSED DUE TO ABSENCE RECEIPT

Course Name: Student Name: Assessment No: Title: Granted: YES/NO Refused: YES/NO New date: Reason for refusal:

Head Teacher Signature: Deputy Signature:

EVANS HIGH SCHOOL Principal: Ms K. Smith Walters Rd, Blacktown, NSW, 2148 Ph: 96213622 Fax: 98312747

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APPLICATION FOR EXTENSION

Complete and detach this section when you hand in your assignment

EXTENSION APPLICATION RECEIPT

Course Name: Student Name: Assessment No: Title: Granted: YES/NO Refused: YES/NO Extension new date: Reason for refusal:

Head Teacher Signature:

Deputy Signature:

Course Name: Student Name:

Assessment Task Number: Title: Component/s Weighting/s - %:

Due Date: Date of applying for extension:

Reason for Extension:

Student signature: Parent signature:

EVANS HIGH SCHOOL Principal: Ms K. Smith Walters Rd, Blacktown, NSW, 2148 Ph: 96213622 Fax: 98312747

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SUBJECT: ANCIENT HISTORY HSC FACULTY: HSIE Outcomes of Course:

H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within the historical context H2.1explain historical factors and assess their significance in contributing to change and continuity in the ancient world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability

H3.4 explain and evaluate differing perspectives and interpretations of the past H3.5 analyse issues relating to ownership and custodianship of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately H4.2 communicate knowledge and understanding of historical features and issues using appropriate oral and written forms

Components of Course: Part I: Core: Cities of Vesuvius – Pompeii and Herculaneum Part II: ONE Ancient Society Part III: ONE Personality in Their Time Part IV: ONE Historical Period

Weightings of course % Part I – 25% Part II – 25% Part III – 25% Part IV – 25%

Assessment tasks

Component

Sylla

bus W

eigh

ting

Task 1 Task 2 Task 3 Task 4 Task 5 Term 4 Week 8

Term 1 Week 6

Term 2 Week 4

Term 3 Week 1

Term 3 Week 4

Ancient Society Half Yearly Ancient Society

and Core

Personality Historical Period and Core

Trials - All topics covered

Source Based Skills 5%

Knowledge and Understanding

10%

Source based skills 15%

Knowledge and Understanding

5%

Communication 20%

Knowledge and Understanding

5% Historical Inquiry

20%

Knowledge and Understanding

20%

Ancient Society

25

15 5

5

Core 25

15

5

5

Personality 25

20

5

Historical Period

25

20 5

Marks 100 15 20 20 25 20 Outcomes H1.1, H2.1, H3.1,

H4.1, H3.2, H3.3, H3.4,

H3.5 H4.2 H1.1, H3.1, H3.3,

H3.6, H4.1,

H1.1, H2.1, H3.1, H3.6, H4.2

H2.1, H3.2, H3.4, H3.5, H4.1, H4.2

Coordinator: Ms O’Boyle

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Part I: Core Study: Cities of Vesuvius – Pompeii and Herculaneum Percentage of course time: 25% Principal Focus: Students investigate the range and nature of archaeological and written sources available for the study of the cities of Pompeii and Herculaneum through an exploration of issues relating to reconstruction, ownership and custodianship of the past. Outcomes Students: H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical context H 2:1 explain historical factors and assess their significance in contributing to change and continuity in the

ancient world H 3.1 locate, select and organise relevant information from a variety of sources H 3.2 discuss relevant problems of sources for reconstructing the past H 3.3 analyse and evaluate sources for their usefulness and reliability H 3.4 explain and evaluate differing perspectives and interpretations of the past H 3.5 analyse issues relating to ownership and custodianship of the past H 3.6 plan and present the findings of historical investigations, analysing and synthesising information from a

range of sources H 4.1 use historical terms and concepts appropriately H 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms. Students learn to: • comprehend and analyse a range of archaeological and written sources relevant to the core study of the

cities of Pompeii and Herculaneum0 • use sources to reconstruct aspects of life in Pompeii and Herculaneum in AD 79 • evaluate the implications of gaps in the evidence for reconstructing life in Pompeii and Herculaneum in AD

79 • describe and assess different methods used by archaeologists, historians and other specialists to investigate

the sites over time • evaluate different representations of Pompeii and Herculaneum over time • discuss relevant issues of conservation and reconstruction; custodianship of the sites and the display of

human remains • present the findings of investigations of key features or issues relevant to the study of Pompeii and

Herculaneum • communicate effectively in oral and written forms to describe and analyse features and issues of the study. Students learn about: Non-examinable background • stages of occupation • brief historical overview up to and including the eruption of AD 79 • early discoveries and brief history of the excavations • representations of Pompeii and Herculaneum over time

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Examinable content: 1 Geographical context

• the physical environment: the geographical setting, natural features and resources of Pompeii and Herculaneum

• plans and streetscapes of Pompeii and Herculaneum 2 The nature of sources and evidence

• the range of available sources, both written and archaeological, including ancient writers, official inscriptions, graffiti, wall paintings, statues, mosaics, human and animal remains

• the limitations, reliability and evaluation of sources • the evidence provided by the sources from Pompeii and Herculaneum for:

• the eruption • the economy: trade, commerce, industries, occupations • social structure; men, women, freedmen, slaves • local political life • everyday life: leisure activities, food and dining, clothing, health, baths, water supply and sanitation • public buildings – basilicas, temples, fora, theatres, palaestra, amphitheatres • private buildings – villas, houses, shops • influence of Greek and Egyptian cultures: art, architecture, religion • religion: temples, household gods, foreign cults, tombs.

3 Investigating, reconstructing and preserving the past

• changing methods and contributions of nineteenth and twentieth century archaeologists to our understanding of Pompeii and Herculaneum

• changing interpretations: impact of new research and technologies • issues of conservation and reconstruction: Italian and international contributions and responsibilities;

impact of tourism • ethical issues: study and display of human remains

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Part II: Ancient Societies - Spartan society to the Battle of Leuctra 371 BC Principal Focus: The investigation of key features of Spartan society to the Battle of Leuctra 371 BC, through a range of archaeological and written sources and relevant historiographical issues. Percentage of course time: 25% Outcomes Students: H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical context H 2.1 explain historical factors and assess their significance in contributing to change and continuity in the

ancient world H 3.1 locate, select and organise relevant information from a variety of sources H 3.2 discuss relevant problems of sources for reconstructing the past H 3.3 analyse and evaluate sources for their usefulness and reliability H 3.4 explain and evaluate differing perspectives and interpretations of the past H 3.6 plan and present the findings of historical investigations, analysing and synthesising information from a

range of sources H 4.1 use historical terms and concepts appropriately H 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms. Students learn to: • ask relevant historical questions • locate, select and organise information from a range of sources to describe and analyse the key features of

the ancient society • describe and evaluate the role and nature of key features of the ancient society • explain and assess the significance of historical factors contributing to change and continuity within the

ancient society • evaluate the usefulness and reliability of sources • explain and evaluate differing perspectives and interpretations of the ancient society • plan and present the findings of investigations on aspects of the ancient society, analysing and synthesising

information from a range of sources • communicate an understanding of relevant concepts, features and issues using appropriate oral and written

forms. Students learn about: 1 The geographical setting

• the geographical setting, natural features and resources of ancient Sparta • significant sites: Sparta

2 Social structure and political organisation

• the issue of Lycurgus (the Great Rhetra) • roles and privileges of the two kings • government: ephorate, gerousia, ekklesia • social structure: Spartiates, perioeci, ‘inferiors’, helots • role of the Spartan army • control of the helots: the military, syssitia, krypteia • artisans, helots

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• educational system: agoge • role and status of women: land ownership, inheritance, education

3 The economy

• land ownership: agriculture, kleroi, helots • technology: weapons, armour, pottery • economic roles of the periokoi (‘dwellers around’) and helots • economic exchange: use of iron bars, trade

4 Religion, death and burial

• gods and goddesses: Artemis Orthia, Poseidon, Apollo • myths and legends: Lycurgus and the Dioscuri • festivals: Hyakinthia, Gymnopaedia, Karneia • religious role of the kings • funerary customs and rituals

5 Cultural life

• art: sculpture, painted vases, bone and ivory carving • architecture: Amyklaion, Menelaion, the Sanctuary of Artemis Orthia • writing and literature: Alcman and Tyrtaeus • Greek writers’ views of Sparta: Herodotus, Thucydides, Xenophon, Aristotle, Pausanias, Plutarch

6 Everyday life

• daily life and leisure activities • food and clothing • marriage customs • occupations.

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Part III: Personalities in Their Times - Agrippina the Younger Principal Focus: Students gain an understanding of Agrippina the Younger in the context of her time. Percentage of course time: 25% Outcomes Students: H1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical context H2.1 explain factors and assess their significance in contributing to change and continuity in the ancient

world H3.1 locate, select and organise relevant information from a variety of sources H3.2 discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 explain and evaluate differing perspectives and interpretations of the past H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a

range of sources H4.1 use historical terms and concepts appropriately H4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms Students learn to: • use appropriate terms and concepts in communicating about the personality • locate, select and organise information in relation to the chosen personality • identify key issues and features about the personality • make deductions and draw conclusions about the personality • weigh up the relative reliability of the available sources and assess their usefulness for a study of the

personality • identify and analyse the varying images of the personality • explain and evaluate differing perspectives and interpretations of the personality in ancient and modern

sources • present the findings of historical investigations of issues and features of the personality • communicate coherently in oral and written forms to explain and evaluate significant events and

achievements in the personality’s life • synthesise information to construct an evaluation of the personality’s significance and legacy. Students learn about: 1 Historical context

• geography, topography and resources of Rome and the Roman Empire • overview of Roman social and political structures; principate • role of imperial women in Roman society

2 Background and rise to prominence

• family background and status • early life, ambitions and marriages

3 Career

• basis of her power and influence; patronage • role during the reign of Gaius (Caligula), including exile • role during the reign of Claudius

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• role and changing relationship with Nero during his reign • relationships with other members of the imperial court: Seneca, Burrus and imperial freedmen • impact of her personality on career: public image • attempts on her life • death: motives, manner and impact of death

4 Evaluation

• impact and influence on her time • assessment of her life and career • legacy • ancient and modern images and interpretations of Agrippina the Younger.

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Part IV: Historical Periods - Rome: Rome in the time of the Julio-Claudians AD 14 – 69 Percentage of course time: 25% Principal Focus: Through an investigation of the archaeological and written sources for Rome in the time of the Julio-Claudian and the Roman Empire AD 14 – 69, students learn about significant developments, forces and historiographical issues that shaped the historical period. Outcomes Students: H 1.1 describe and assess the significance of key people, groups, events, institutions, societies and sites within

their historical context H 2.1 explain historical factors and assess their significance in contributing to change and continuity in the

ancient world H 3.1 locate, select and organise relevant information from a variety of sources H 3.2 discuss relevant problems of sources for reconstructing the past H 3.3 analyse and evaluate sources for their usefulness and reliability H 3.4 explain and evaluate differing perspectives and interpretations of the past H 3.6 plan and present the findings of historical investigations analysing and synthesising information from a

range of sources H 4.1 use historical terms and concepts appropriately H 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and

written forms. Students learn to: • ask relevant historical questions • locate, select and organise relevant information form a variety of sources to investigate key developments,

forces and issues of the historical period • describe and assess significant developments, forces and issues that shaped the historical period • explain and assess the significance of historical factors in contributing to change and continuity within the

historical period • explain the implications of relevant problems of evidence for reconstructing the history of the period • analyse and evaluate relevant sources for their usefulness and reliability • explain and evaluate differing perspectives and interpretations of the historical period • present findings of investigations, analysing and synthesising information from a range of sources • communicate a knowledge and understanding of relevant developments and issues that shape the historical

period, using appropriate oral and written forms. Students learn about: 1 Development of the principate

• impact of the death of Augustus • changing role of the princeps under the Julio-Claudians rulers: Tiberius, Gaius (Caligula), Claudius,

Nero • the Senate: changing role and responsibilities • reforms and policies of the Julio-Claudian rulers: political, social, legal, religious and administrative • changing image of the princeps • political roles of the Praetorian Guard and army; role of Sejanus, Macro and Burrus • significance of building programs • imperial family and problems of the succession: Livia, Julia, Germanicus, Agrippina the Elder,

Messalina, Agrippina the Younger • consequences of the death of Nero

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• role and contribution of Seneca • Year of the Four Emperors: Galba, Otho, Vitellius, Vespasian

2 The empire

• expansion and consolidation of the empire • the relationship of the princeps and the army • administration of the empire: development of the imperial bureaucracy; role of freedmen: Pallas and

Narcissus • development of the imperial cult throughout the empire

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HSC external examination specifications

Written examination of three hours plus 5 minutes reading time. Marks Section I – Core

Part A – Source-based objective response and short-answer questions to the value of 15 marks, including from 5 to 10 objective response questions Part B – A source-based question to the value of 10 marks

15

10

Section II – Ancient Societies Ten questions made up of four or five parts, one for each ancient society Students answer one question, on the ancient society they have studied, with an

expected length of response of around eight examination writing booklet pages (approximately 1000 words) in total.

25

Section III – Personalities Twelve questions made up of two or three parts, one for each personality. The last part

of each question will be worth 15 marks • Students answer one question, on the personality they have studied, with an

expected length of response of around eight examination writing booklet pages (approximately 1000 words)

25

Section IV – Historical Periods • Sixteen extended response questions, one for each historical period • Each question has two alternatives • Students answer one of the alternatives, from the historical period they have studied, with an expected length of response of around eight examination writing booklet pages (approximately 1000 words)

25

100

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Ancient Societies Student Name: .................................................................. Course: Ancient History - HSC Assessment Task Number 1 in this course. Mark Value of this Task: 25 Weight value of this task: 15% Task Date: Term 4 Week 8, 2012

Assessment Task Topic: Ancient Societies – Spartan Society to the Battle of Leuctra 371BC

Section 1: Locate a source (either written or archaeological) and answer the following questions about the source. This source will become your “Source X” in Section 2. (5 marks)

Written Archaeological

Who wrote it? What is it/What is it made from?

When was it written? What size is it?

Why was it written? When was it made and by whom?

Are these events/information found in other sources?

What is its significance (importance)?

Are the conclusions/judgments sound? What does it tell us about this society?

Section 2: Complete all four questions and hand to your teacher on the due date (a) What was the ekklesia? (2 marks)

(b) Outline the system of land ownership. (5 marks)

(c) Describe the religious roles of the kings. (8 marks)

(d) With reference to Source X and other sources, what does the evidence reveal about cultural life during this period? (10 marks)

Source X – Your source

Outcomes to be assessed:

H1.1 Describes and assesses the significance of key people, groups, events, institutions, societies and sites H2.1 Explain historical factors and assess their significance in contributing to continuity and change in the ancient world H3.1 Locate, selects and organises relevant information from a variety of sources H4.1 Uses historical terms and concepts appropriately

EVANS HIGH SCHOOL HSC

ASSESSMENT TASK

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Marking Criteria

Section 1

Criteria – H3.1 – One mark per correct answer Marks Provides accurate information for each question 5

Section 2

Part (a) Criteria – H4.1 Marks • Provides accurate and relevant information answering the question 2 • Makes a relevant statement about the question 1

Part (b) Criteria – H2.1, H4.1 Marks • Provides an accurate and detailed description relevant to the question • Uses appropriate historical terms and concepts 4-5 • Provides an informed description relevant to the question • May refer to appropriate historical terms and concepts 2-3 • Makes a general statement about the question 1

Part (c) Criteria – H1.1, H2.1 Marks • Provides accurate and detailed information relevant to the question • Provides a detailed, structured response • Uses historical terms and concepts appropriately

7–8

• Provides accurate information relevant to the question • Provides a structured response • Uses some historical terms and concepts appropriately

5–6

• Provides limited information relevant to the question • May use some historical terms and concepts 3–4

• Makes general statements about the question 1–2

Part (d) Criteria – H2.1, H3.1 Marks • Provides accurate and detailed information about the evidence and what it reveals in relation to the question • Integrates evidence from the source provided and other sources • Provides a well-structured response • Uses historical terms and concepts appropriately

9–10

• Provides relevant information about the evidence and what it reveals in relation to the question • Uses evidence from the source provided and other sources • Provides a structured response • Uses historical terms and concepts appropriately

7–8

• Provides some information about the evidence and/or what it reveals in relation to the question • Refers to the source provided • Provides a response using some historical terms and concepts appropriately

5–6

• Provides limited information relevant to the question • May refer to the source provided • May use some historical terms and concepts

3–4

• Makes general statements in relation to the question 1–2

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ASSESSMENT TASK Topic: Core Study—Pompeii and Herculaneum Ancient Society – Spartan Society to the Battle of Leuctra 371BC Task: Exam

Section Section I – Core- Pompeii & Herculaneum Part A – Source-based objective response and short-answer questions to the value of 15 marks, including from 5 to 10 objective response questions Part B – A source-based question to the value of 10 marks

Section II – Ancient Societies - Sparta • This section will be made up of four or five parts about the ancient society you studied • Students answer the questions on the ancient society they have studied, with an expected length of response of around eight examination writing booklet pages (approximately 1000 words) in total.

Outcomes to be assessed: H3.2 Discuss relevant problems of sources for reconstructing the past H3.3 analyse and evaluate sources for their usefulness and reliability H3.4 Explain and evaluate differing perspectives and interpretations of the past H3.5 Analyse issues relating to ownership and custodianship of the past H4.2 Communicate knowledge and understanding of historical features and issues using appropriate oral and written forms __________________________________________________________________________________ In your answer you will be assessed on how well you: • present a sustained, logical and well-structured answer to the questions • use relevant sources to support your answer • Use historical terms and concepts appropriately

EVANS HIGH SCHOOL HSC

ASSESSMENT TASK

NOTIFICATION HALF YEARLY EXAM

Student Name: ................................................................. Course: Ancient History - HSC Assessment Task Number 2 in this course. Mark Value of this Task: 50 Date Term 1 Week 6/7 2013 Weight value of this task: 20%

Please make sure that you are familiar with the procedures for completing and submitting Assessment Tasks as published in the HSC Assessment Student Handbook.

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EVANS HIGH SCHOOL HSC

ASSESSMENT TASK

IN-CLASS ORAL TASK Student Name: .................................................................. Course: Ancient History -HSC Assessment Task Number 3 in this course. Mark Value of this Task: 20 (Task Date: Term 2, Week 4, 2013) Weight value of this task: 20%

Please make sure that you are familiar with the procedures for completing and submitting Assessment Tasks as published in the HSC Assessment Student Handbook.

Topic: Personality in their times – Agrippina the Younger Part A— Research Component (15 marks)

• Research and write an essay of 750 words that answers the following question:

Evaluate the impact of Agripinna’s personality on her career.

• Include an appendix of at least 4 sources that you have used to support your information in this essay. This appendix should include a brief summary of each sources usefulness and reliability.

One week prior to completion of the in class assessment task, students are submit a draft extended response. This will allow opportunity for teacher feedback and discussion regarding improvements that can be made to structure and / or content of the extended response. The draft submission MAY include some or all of the following:

• Plans / Draft essay sections of extended response demonstrating engagement with both the subject content and relevant legal examples

• Notes that demonstrate that way in which the student is ensuring the essay addresses the precise enquiry question

Notes about this question from the HSC Marking Centre: The best responses provided comprehensive and sustained evaluations of the quality of the personality’s policies or relationships, were well supported by accurate historical detail and made reference to relevant sources. A ‘sustained’ judgement is one that is integrated throughout the response, not just referred to in the introduction and conclusion. Weaker responses relied on presenting a narrative of achievements or events with a limited attempt at providing a judgement.

Part B— Oral Component (5 marks)

• In class on the due date of the assessment you will be allocated a statement about Agrippina and the impact of her personality on her career (e.g. Agrippina only achieved success through manipulation). You will be given 5 minutes in class to prepare a two minute speech responding to your statement. You may ONLY use your essay to prepare for this speech.

__________________________________________________________________________________________________________________ Outcomes to be assessed: H1.1 describes and assesses the significance of key people, events, institutions, societies and sites H3.1 locates, selects and organises relevant information from a variety of sources H3.3 analyse and evaluate sources for their usefulness and reliability H3.6 plan and present the findings of historical investigations, analysing and synthesising information from a range of sources H4.1 use historical terms and concepts appropriately

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Assessment Task 3 Marking Criteria Part A – H1.1, H3.1, H3.3, H3.6

Criteria Mark • Provides a comprehensive, sustained judgement about the impact of Agrippina’s

personality on her career • Develops a sustained, logical and well structured response using appropriate terms

accurately • Supports the response with detailed and accurate information from relevant sources

13-15

• Provides a comprehensive and coherent judgement about the impact of Agrippina’s personality on her career

• Develops a structured response using appropriate terms accurately • Supports the response with detailed and accurate information from relevant sources

10-12

• Provides some judgement about the impact of Agrippina’s personality on her career • Develops a structured response using appropriate terms accurately • Supports the response with some information from relevant sources

7-9

• Provides some information about the impact of Agrippina’s personality on her career • Uses some terms and concepts

4-6

• Makes simple points about the impact of Agrippina’s personality on her career 1-3 Part B – H4.2

Criteria Marks • Presents a coherent well executed speech • Makes regular and constant eye contact with audience • Speaks clearly, uses appropriate volume and appropriate pace • Uses body language to communicate with audience and enhance presentation • Is engaging

5

• Presents a well executed speech • Makes some eye contact with audience • Some of the presentation is clear, with appropriate volume and appropriate pace

used some of the time

4

• Presents a speech • Makes limited eye contact with audience • Presentation is not clear, does not use appropriate volume or appropriate pace

3

• Reads notes to the class 1-2

Draft Y N Draft handed in to teacher by Week 3, term 2

Appendix Y N Contains at least 4 sources

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EVANS HIGH SCHOOL HSC

ASSESSMENT TASK

Please make sure that you are familiar with the procedures for completing and submitting Assessment Tasks as published in the HSC Assessment Student Handbook.

HISTORICAL INQUIRY Student Name: ............................................................. Course: Ancient History HSC Assessment Task Number 4 in this course. Task Due Date: Term 3, Week 1, 2013 Weight value of this task: 25%

ASSESSMENT TASK

This assessment has TWO (2) sections: Section 1 – Pompeii and Herculaneum • Complete the source analysis sheet attached and hand to your teacher on the due date Section 2 – Rome: The Julio-Claudians and the Roman Empire AD 14-69 • Historical Inquiry Research Essay (Julio-Claudians) – 1000 words • There are THREE (3) parts to this section. Each part must be completed to satisfy the

requirements of the task. o Part A – Source Analysis o Part B – Draft submission o Part C – In Class Essay

There are TWO options for the Historical Inquiry Research Essay

Students are to choose ONE of the options as a focus for their source analysis and extended response.

________________________________________________________________________________ A) How did Claudius administer the empire?

OR

B) Assess Gaius’ relationship with the Senate ________________________________________________________________________________

Please see next page for further details on this section.

Outcomes to be assessed: H1.1 Describes and assesses the significance of key people, groups, events, institutions, societies and sites H2.1 Explains and evaluates differing perspectives and interpretations of the past H3.1 locate, select and organise relevant information from a variety of sources H3.6 Plans and presents the findings of historical investigations, analysing and synthesising information from a range of sources H4.2 Communicate a knowledge and understanding of historical features and issues using appropriate oral and written

forms

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PART A: Source Analysis(5 Marks) Select five primary or secondary sources that provide you with information related to your chosen question. Under each source you must: • Describe if the source is primary or secondary, and written or archaeological • Provide brief description of the sources usefulness and reliability (1 Mark per source if ALL information is present and correctly identified) PART B: Submission of Draft Extended Response One week prior to completion of the in class assessment task, students are submit a draft extended response. This will allow opportunity for teacher feedback and discussion regarding improvements that can be made to structure and / or content of the extended response. The draft submission MAY include some or all of the following:

• Plans / Draft essay sections of extended response demonstrating engagement with both the subject content and relevant legal examples

• Notes that demonstrate that way in which the student is ensuring the essay addresses the precise enquiry question

PART C: In Class Essay Response In class, students will have ONE (1) hour to answer a response to their chosen essay question, either:

A) How did Claudius administer the empire? OR

B) Assess Gaius’ relationship with the Senate In your answer you will be assessed on how well you:

• present a sustained, logical and well-structured answer to the question • use relevant sources to support your argument • use historical terms and concepts appropriately • Make an informed judgement of the value/outcomes of the different roles played by individuals,

groups, events and ideas during this period

Notes from the HSC Marking Centre:

a. In better responses, candidates developed a sustained and logical argument with regard to the administration of the empire both within and outside Rome. Many took a thematic approach that dealt with areas that included the army, provinces, economy and relationship with the senate. Weaker responses were simple narratives that gave biographical details of the emperors. Candidates made little attempt to address the question, and displayed a limited historical knowledge and use of historical terms and concepts.

b. In better responses, candidates provided a comprehensive account of the princeps and their relationship with the Senate throughout their reigns. Arguments were logical and sustained and used sources well. In weaker responses, candidates simply provided narratives of the princeps highlighting popular opinions centred around a poor relationship between princeps and Senate

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Assessment 4 Source Sheet: Section 1

Core: Cities of Vesuvius ~ Pompeii and Herculaneum Source A

Source B Source C

Source D

"About this time [AD 59] there was a serious fight between the inhabitants of two Roman settlements, Nuceria and Pompeii. It arose out of a trifling incident at a gladiatorial show....During an exchange of taunts—characteristic of these disorderly country towns—abuse led to stone-throwing, and then swords were drawn. The people of Pompeii, where the show was held, came off best. Many wounded and mutilated Nucerians were taken to the capital. Much bereavement, too, were suffered by parents and children. The emperor [Nero] instructed the senate to investigate the affair. The senate passed it to the consuls. When they reported back, the senate debarred Pompeii from holding any similar gathering for ten years. Illegal associations in the town were dissolved; and the sponsor of the show and his fellow-instigators of the disorders were exiled."

Tacitus, Annals (XIV.17)

Archaeological remains of the Amphitheatre at

Fresco of the Amphitheatre of Pompeii, found in the House of Actius Anicetus

Interior of the Amphitheatre of Pompeii

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1. Using Sources A and C, and your own knowledge, explain the role of amphitheatres in Pompeii. (5 marks) ...................................................................................................................................................................................

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2. Using Sources B and D, as well as your own knowledge, discuss the relevant issues of conservation and

reconstruction at Pompeii. (8 marks)

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Marking Guidelines

Section 1 - 3.1

Question 1 - 5 marks Mark • Provides a clear explanation of the role of the amphitheatre in Pompeii • Makes direct reference to the sources • Clearly integrates their own historical knowledge • Uses appropriate historical terms and concepts

5

• Provides an explanation of the role of the amphitheatre in Pompeii • Refers to the sources provided • Integrate their own historical knowledge • Uses appropriate historical terms

4

• Provides a general explanation of the role of the amphitheatre in Pompeii • May refer to the sources provided • May make reference to other knowledge • May use some historical terms

3

• Provides a description of the role of the amphitheatre in Pompeii • May refer to the sources provided • May use some historical terms

2

• Makes ONE general statement about Pompeii or Amphitheatres 1

Question 2 - 8 marks Mark • Presents a clear discussion about the relevant issues of conservation and reconstruction at Pompeii • Makes direct reference to the sources • Clearly integrates their own historical knowledge • Uses appropriate historical terms and concepts

8

• Presents a discussion about the relevant issues of conservation and reconstruction at Pompeii • Makes direct reference to the sources • Integrates their own historical knowledge • Uses appropriate historical terms and concepts

6-7

• Presents a general discussion about the relevant issues of conservation and reconstruction at Pompeii

• Refers to the sources • Integrates their own historical knowledge • Uses appropriate historical terms and concepts

4-5

• Presents information about the relevant issues of conservation and reconstruction at Pompeii • May refer to the sources • May use historical terms and concepts

2-3

• Makes ONE to TWO general statements about Pompeii and/or conservation and/or reconstruction 1

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Section 2 - H1.1, 2.1, 3.6, 4.2

PART B MARKING CRITERIA (5 MARKS)

• Draft extended response demonstrates high level of understanding of and engagement with enquiry question

• Highly detailed legal research has been undertaken in preparation of the draft extended response

• Draft extended response includes highly detailed reference to relevant legal examples, including media articles

5

• Draft extended response demonstrates an understanding of and engagement with enquiry question

• Detailed legal research has been undertaken in preparation of the draft extended response

• Draft extended response includes detailed reference to relevant legal examples, including media articles

4

• Draft extended response demonstrates an understanding of the enquiry question • Legal research has been undertaken in preparation of the draft extended response • Draft extended response includes reference to relevant legal examples, including

media articles

3

• Draft extended response demonstrates a basic understanding of the enquiry question • A basic level of legal research has been undertaken in preparation of the draft

extended response • Draft extended response includes minimal reference to relevant legal examples,

including media articles

2

• Draft extended response demonstrates a limited understanding of the enquiry question

• Limited evidence of legal research in preparation of the draft extended response

1

• Non attempt 0 COMMENT: ————————————————————————————————————————————

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PART A: MARKING CRITERIA (5 MARKS—1 Mark per article)

• Describe if the source is primary or secondary, and written or archaeological • Provide brief description of the sources usefulness and reliability

1 Mark if all details included

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PART C MARKING CRITERIA (20 MARKS) • Makes an informed judgement of the value/outcomes of the different roles played by

individuals, groups, events and ideas during this period • Presents a sustained, logical and well-structured response drawing on a clear

identification of relevant features of the period • Supports the response with detailed and accurate information from a range of

relevant sources; may analyse and evaluate sources • Uses a range of appropriate historical term and concepts

18-20

• Makes a judgement of the different roles played by individuals, groups, events and ideas in this period

• Presents a sustained, logical structured response drawing on an identification of relevant features of the period

• Supports the response with information from relevant sources; may analyse and evaluate sources

• Uses appropriate historical term and concepts

14-17

• May make some judgement of the different roles played by individuals, groups, events and ideas during this period

• Presents a response drawing on an identification of relevant features of the period • Supports the response with some information from relevant sources • Uses appropriate historical term and concepts

10-13

• Makes a statement about the different roles played by individuals, groups, events and ideas during this period

• Provides a descriptive narration which may include relevant features of the period • May support the response with basic information from relevant sources • Basic use of appropriate historical term and concepts

5-9

• Presents a very limited narration/description of people and/or events from this period

• Very limited use of appropriate historical term and concepts

1-4

COMMENT: ————————————————————————————————————————————

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Task: Exam Topics: Pompeii & Herculaneum, Sparta, Agrippina, The Julio-Claudians

Outline of HSC examination specifications

A written examination of three hours plus 5 minutes reading time.

In your answer you will be assessed on how well you: • present a sustained, logical and well-structured answer to the questions • use relevant sources to support your answer • Use historical terms and concepts appropriately ________________________________________________________________________________________________________

Outcomes to be assessed: H 2:1 explain historical factors and assess their significance in contributing to change and continuity in the ancient world H 3.2 discuss relevant problems of sources for reconstructing the past H 3.4 explain and evaluate differing perspectives and interpretations of the past H3.5 analyse issues relating to ownership and custodianship of the past H 4.1 use historical terms and concepts appropriately H 4.2 communicate a knowledge and understanding of historical features and issues using appropriate oral and written forms.

Section/Part Marks

Section I – Core- Pompeii & Herculaneum Part A – Source-based objective response and short-answer questions to the value of 15 marks, including from 5 to 10 objective response questions Part B – A source-based question to the value of 10 marks

15

10

Section II – Ancient Societies - Sparta • This section will be made up of four or five parts about the ancient society you studied • Students answer the questions on the ancient society they have studied, with an expected length of response of around eight examination writing booklet pages (approximately 1000 words) in total.

25

Section III – Personalities – Agrippina • This section is made up of two or three questions about your personality. The last of the questions will be worth 15 marks • Students answer the questions, on the personality they have studied, with an expected length of response of around eight examination writing booklet pages (approximately 1000 words)

25

Section IV – Historical Periods – The Julio-Claudians • This is an extended response about the historical period you have studied • There are two questions to choose from • Students answer one of the alternatives, from the historical period they have studied, with an expected length of response of around eight examination writing booklet pages (approximately 1000 words)

25

100

TRIAL HSC EXAM

Student Name: .................................................................. Course: Ancient History - HSC Assessment Task Number 5 in this course. Mark Value of this Task: 100 Assessment Weighting: 20% Date: Term 3 Week 4, 2013

EVANS HIGH SCHOOL HSC

ASSESSMENT TASK

Please make sure that you are familiar with the procedures for completing and submitting Assessment Tasks as published in the HSC Assessment Student Handbook.

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Weekly Revision Questions 2010-1011

Term 4 2012 – Sparta

Question Week Due Describe the geographical setting, natural features and resources of ancient Sparta.

1

Outline the roles and privileges of the two kings. 2 Explain the government (ephorate, gerousia, ekklesia) and the social structure (Spartiates, perioeci, ‘inferiors’, helots) of Sparta.

3

Discuss the role and status of women in relation to land ownership, inheritance, education.

4

Describe the system of land ownership in Sparta in relation to agriculture, kleroi and helots.

5

Assess the religious role of the kings. 6 Describe funerary customs and rituals in Sparta. 7 Explain the cultural significance of the architecture in the Amyklaion, Menelaion and the Sanctuary of Artemis Orthia.

8

Outline the daily life and leisure activities of the Spartans. 9 Describe the marriage customs of the Spartans. 10

Term 1 2013 - Core

Question Week Due Outline the physical environment: the geographical setting, natural features and resources of Pompeii and Herculaneum

2

Describe plans and streetscapes of Pompeii and Herculaneum 3 Describe the range of available sources, both written and archaeological, including ancient writers, official inscriptions, graffiti, wall paintings, statues, mosaics, human and animal remains.

4

Evaluate the limitations and reliability of the sources available to the study of Pompeii.

5

Describe the evidence provided by the sources from Pompeii and Herculaneum for: - the eruption - the economy: trade, commerce, industries, occupations - social structure; men, women, freedmen, slaves - local political life - everyday life: leisure activities, food and dining, clothing, health, baths, water supply and sanitation

6

Describe the evidence provided by the sources from Pompeii and Herculaneum for: - public buildings – basilicas, temples, fora, theatres, palaestra, amphitheatres - private buildings – villas, houses, shops - influence of Greek and Egyptian cultures: art, architecture, religion - religion: temples, household gods, foreign cults, tombs.

7

Evaluate the changing methods and contributions of nineteenth and twentieth century archaeologists to our understanding of Pompeii and Herculaneum and the impact of new research and technologies.

8

Discuss issues of conservation and reconstruction, including Italian and international contributions and responsibilities and the impact of tourism.

9

Discuss the ethical issues associated with study and display of human remains in relation to Pompeii and Herculaneum.

10

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Term 2, 2013 - Personality

Question Week Due Outline the geography, topography and resources of Rome and the Roman Empire.

1

Explain the role of imperial women in Roman society. 2 Describe the family background and rise to prominence of Agrippina’s status. 3 Explain the basis of Agrippina’s power and influence in relation to her patronage.

4

Describe Agrippina’s role during the reign of Gaius (Caligula), including his time in exile.

5

Explain the role of Agrippina’s career and her changing relationship with Nero during his reign.

6

Describe Agrippina’s relationships with other members of the imperial court, including Seneca, Burrus and imperial freedmen.

7

Explain the impact of Agrippina’s personality on her career and public image. 8 Assess the achievements in Agrippina’s life and career. 9 Evaluate ancient and modern images and interpretations of Agrippina the Younger.

10

Term 3, 2013 – Period Question Week Due

Explain the impact of the death of Augustus on the development of the principate.

1

Outline changing role of the princeps under the Julio-Claudians rulers, including Tiberius, Gaius (Caligula), Claudius and Nero.

2

Describe the reforms and policies of the Julio-Claudian rulers, including political, social, legal, religious and administrative.

3

Explain the changing image of the princeps. 4 Outline the political roles of the Praetorian Guard and army and the roles of Sejanus, Macro and Burrus.

5

Discuss the significance of building programs. 6 Describe the consequences of the death of Nero. 7 Discuss the role and contribution of Seneca. 8 Assess the the relationship of the princeps and the army. 9 Evaluate the development of the imperial cult throughout the empire. 10

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STUDY TIMETABLE

Help for assessment tasks

This is a checklist to use when you are working on a project or an assignment. Define your information problem. • What does the teacher want you to do? • What does the topic ask? • What do you already know about the topic? • What do you need to find out? Find your information. • Brainstorm your topic. Make a list of all the possible sources of useful information such as encyclopedias, websites or perhaps, people. • Locate information in the resources. Use key words and search terms • Decide if they are available/ easy to use or whether you need help with them. • Figure out where you will get these sources. Beside each source write its location. Select your information. • Paraphrase by putting the information into your own words. • Summarize general explanatory material. • Copy small portions of text e.g. specific details, facts, definitions and quotes. • Record where the information came from for the bibliography, e.g. author, title, publishing information

DAY Mon Tues Wed Thurs Fri Sat Sun

6 am

SCHOOL 9 3 pm

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4 pm

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5pm

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6pm

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7pm 3

8 pm

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9pm

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10pm

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Organise your information • Sort the information into the headings which answer the focus questions; • Compare the information to find out any differences in the information. • Collect any pictures, photographs or tables to use • Identify areas where more/different information is needed. • Decide on the format for the presentation of the project.

Present your assignment You should be able to answer "yes" to these questions • Is your presentation a thoughtful response to the assignment? • Does your presentation represent your ideas and conclusions? • Does your presentation follow the format required by your teacher? • Is your paper word processed or very neatly presented? • Would you be proud for anyone to read this paper? Evaluate your work Have the focus questions have been answered well and presented in the best way? Talk to the teacher about the presentation. Judge your information problem-solving process (how efficient were you) • Did you learn some things that you can use again? What were they? • How will you use the skill(s) again? • What did you do well this time? What would you do differently next time? • What information sources did you find useful? Can you use them again.

• What information sources did you need but did not have? Be sure to talk to your librarian about getting them. NOTEMAKING SKILLS Notemaking skills are the skills that are required when reading or researching material for your subject’s syllabus requirements or for a specific task. By identifying important ideas and writing them down, in your own words, your learning is strengthened. When you have a subject for which you require information, you should first break it down into components. These components are the main points or the subheadings that you will use in your assignment or your study notes. Next you should identify the information in the body of the resource that provides you with one or more of the following. Greater understanding More important detail Explanations Links to previous knowledge Critical information Headings for important refinements References for more information

An order and checklist for notemaking

1. Establish your purpose for the notes 2. Develop clear headings 3. Record the source of your information 4. Scan the source through

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5. Identify those parts that are most relevant 6. Write down the pertinent information 7. Check the topic sentence in each paragraph 8. Regularly assess that you are keeping to the point 9. Spread your notes out on each page 10. Use an easy-to-read format ESSAY-WRITING The writing of essays is a very active form of study as well as a frequent requirement of the assessment programs of a number of subjects. The information following will assist in the organization of information to develop appropriate responses to essay-type questions. It can also be seen as the essential steps in a plan. All tasks need a plan.

Essays require a response to a specific question. When you read a question it is important that you respond with an answer that includes much of the learning that has been included in the lessons with your teacher when the class has covered the topic or section of the syllabus.

(a) The argument Your well-informed and direct answer to the question is the best guide to what form your argument should take. This will require some quick thinking in the exam context, but a more considered answer for assignments.

(b) Definitions In every essay question there will be important words. These are sometimes called key words. They will be central to your discussion in the development of your answer. Therefore it will be necessary to define these words. This step should be taken as soon as you formulate your argument

(c)Supporting evidence After you have worked out your definitions, you need to assemble your supporting evidence. The evidence that you use will be the product of your classroom learning and your individual research and reading. This is organized in an order that will best advance your argument. Generally, if you have the most important information first, you will be ensuring that your audience gets the message early. This is an appropriate strategy. (d) Secondary evidence and discussion If your learning and research is thorough and your understanding is sound, you will probably be able to think of some counter arguments, or information and reasoning that does not support your original line. It is acceptable to include such discussion. This can provide a balance and demonstrates that you have a thorough understanding of the issues involved in the question.

(e) Conclusion Your conclusion should be a summary of the main points in the essay. This will be similar to a restatement of the introduction. However, it will include some of the most important evidence raised. (f) Edit Always check and edit your work. This is essential for assigned tasks. However, in exams it may not be possible or the best use of your limited time. PREPARING AN ASSESSMENT TASK (a) The topic In most school-based tasks, you will have a particular question that is set for you to prepare an answer. If however, you do not have a specific topic and you are able to choose your own, work from your own

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interests and discuss your topic with your teacher. This will be to ensure that it meets syllabus requirements and outcomes for the course. (b). Planning your response This can be done by either a diagram or a written series of steps or points. When you are given a question, you should be able to propose an answer or a number of answers to it. You must then check that you are able to substantiate this line of argument. If not, you must select an argument that you can sustain with your knowledge of the appropriate information or text.

In your plan it is usually important that you define any key words. These will form the backup for your argument and require you to discipline yourself within the bounds of the question. Organising your evidence so that you present an appropriately-sequenced argument is the next part of your plan. In this part of your answer you present the evidence to support your argument. The conclusion should be a restatement of the introduction. However, it is usually stated with some of the refinements that have been presented in the body of your answer. (c) Your introduction This must contain your main point, your argument or your theme in answer to the question. It will often involve the statement of a basic reason for the answer that you have formulated. This should be stated clearly and as soon as possible after starting your introduction. (d).Definitions Although this may not always be necessary, in most essay answers you will need to define the key words in the question. The definition that you provide will be an important part of your argument. Therefore, your definition must be considered before you formulate your main point. It may not be appropriate to model a definition on an argument first. It will sometimes be different to the sense required in the question. (e). Providing supporting evidence This section is the supporting evidence for the line of argument identified in the opening paragraph. You can arrange your evidence in order from most important to least important on the assumption that the most important should come first. However you may arrange the support in whatever order you see fit, providing that the audience knows what the main point and the most compelling evidence. (f). Conclusion In summing-up, the conclusion will bring some sort of finality to the question. It will contain a review of the main point and a summary of the logic that has been developed to support this argument.

(g). Always check your work Checking your work is essential. This is critical for the successful completion of the essay. In this process you will discover some words or phrases that you want to change.

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Even in an exam, you should try to check your work, before it is submitted.

EXAM TECHNIQUES 1. Have all the necessary equipment with you 2. Have a relaxing night before your exams Go to bed so that you get a good night’s sleep and eat a healthy breakfast. 3. Read the entire paper Where you have choices, decide which ones you plan to answer. 4. Plan your time Plan your answers for the questions you choose to answer and allocate your time according to the mark value of each question.

5. Jot down ideas as they come to you While you are answering one question, information about another may suddenly occur to you. Jot it down on a piece of planning paper. 6.Answer all questions that you are required to If you are short of time, use note form. 7. Never finish or leave the room early If you have time at the end, go over your work. 8. Do not spend too long on multiple choice questions Come back to any that you have missed later. 9. Write something on all questions If you know very little about a particular question, write what you know. You may get more marks than you think you will. 10. Check your answers if time permits