Year 7 History Skills Booklet

Assessment Task

Year/ Subject: Year 7 History Task - Skills Booklet

Task Weighting: 20% Due Date: Term 2 Week 1

Historical Tools 10% Source Material 5% Communication 5% TOTAL FOR TASK 20%

Outcomes to be assessed:

HT4-2 describes major periods of historical time and sequences events, people and societies from the past HT4-5 identifies the meaning, purpose and context of historical sources HT 4-6 uses evidence from sources to support historical narratives, explanations HT4-7 identifies and describes different contexts, perspectives and interpretations of the past

Instructions: This booklet will be worked on during class time. A specific amount of lesson time has been allocated for each skill within the booklet. Any work not completed in class is to be finished at home with the finalised booklet being submitted on the due date. It is your responsibility to ensure that all sections are completed to the best of your ability.

All My Own Work Certification – this portion is to be submitted with the Assessment Task.

I certify that the work submitted is all my own work. I have not plagiarised the work of others.

Student’s signature……………………………………………..............

LATE POLICY: This assessment task is due in Week 1 of Term 2. You have been allocated a specific due date by your classroom

teacher. Please make sure you submit this task on the due date. Students who are absent on the day of their assessment must

produce a note signed by a parent or guardian to their classroom teacher on their first day back at school. Students who fail to

present a signed note will lose 10% of their earned mark for each day the assessment is overdue for the first three days (including

weekends). On the fourth day, students will be awarded with a ZERO and a letter of concern will be sent home.

Please refer any issues to Mrs. Hardaker (HSIE Head Teacher)

1 Glenmore Park High HSIE faculty – Yr. 7 Skills Booklet

History Skills Booklet

Year 7

2018 Name: _______________

Class: ________________

Teacher: ______________

Q1

(10)

Q2

(9)

Q3

(12)

Q4

(9)

Q5

(14)

Q6

(12)

Total

(66)

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1. Define each of the following terms:

Chronology (1 mark)

Primary source (1 mark)

Secondary source (1 mark)

Interpretations (1 mark)

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Significance (1 mark)

Cause (1 mark)

Consequence (1 mark)

Empathy (1 mark)

Diversity (1 mark)

Bias (1 mark)

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Source A

2. Read the following extract discussing historical sources.

'Any leftover of the past can be considered a source. It might well be a document, and we often

think of history as a textual discipline, based on the interpretation of written texts, but it might

also be a building, a piece of art or an ephemeral object – a train ticket, say, or perhaps a pair of

shoes. These are all 'sources' because they all provide us in different ways with information which

can add to the sum of our knowledge of the past. Sources only become historical evidence,

however, when they are interpreted by the historian to make sense of the past. The answers they

provide will very much depend on the sorts of questions historians are asking. For example, a

train ticket might be used to provide evidence of migration patterns or of the cost of living at a

particular time, but also of broader cultural trends: for many years, for example, it was the

practice to print a 'W' on a woman's ticket (this was when stations had women-only waiting rooms

and trains had women-only carriages). As for a pair of shoes, it might provide the cultural

historian with evidence of changing fashions and consumer tastes, or the social historian with

evidence of class differences or production patterns. It all depends on what the historian wants to

know. This is why it makes little sense to ask if something is 'good historical evidence', without

knowing what evidence it's supposed to provide.’

University of Cambridge. (2016). What are historical sources? From Faculty of History:

https://www.hist.cam.ac.uk/prospective-undergrads/virtual-classroom/historical-sources

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What are historical sources? Refer to Source A.

1. Where was this extract sourced from? (1 mark)

2. When was the extract written? (1 mark)

3. What is the main point of this text? (2 marks)

4. Why is authenticity important in sources? (1 mark)

5. What are two examples of sources mentioned in the extract? (2 marks)

6. Can anything from the past be a historical source? Explain your reasoning. (2 marks)

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3. Finding evidence in sources (Use Source B)

A historian writing a biography or history of John Flynn would start with a number of questions

about his family background, education, interests and career.

Following are the kind of questions historians might ask:

When and where was he born?

Who were his parents?

Did he have brothers and sisters?

Where did he go to school?

What was his occupation?

Where did he live and work?

Did he marry?

What were his hobbies and interests?

What did others think of him?

When and how did he die?

Which of the above questions can be answered from the gravestone of John Flynn?

John’s gravestone would be a useful source for our research because it provides information that

might be used as evidence to answer some of the research questions asked about him. However,

to answer all of the questions, we would have to go to other sources such as:

• Royal Flying Doctor Service archives

• The Australian Registry of Births, Deaths and Marriages

Source B

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Point:

Explain:

Which questions above can be answered from the gravestone (Source B)? List them. (2 marks)

Using the information from the source, write a paragraph about John Flynn’s life and death. Use

at least ONE source other than the gravestone. (8 marks)

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Example:

Link:

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4. Source Analysis Scaffold

COMBAT

Content:

Who/what is in the source?

What does it say/show?

What is it about?

Origin:

When was it made?

When was it used?

Where did it come from?

Who made it?

Motive:

Why was it made?

Why was it used?

What was the purpose of the composer?

Bias:

What point of view does it show? Is it reliable?

What information does it exclude?

Does it favour one side?

Is it still useful to the historian?

Audience:

Who is it aimed at?

What is the intended/desired response?

Does it evoke emotions? Why? What are they?

Text Type:

What form does the information take:

Is it a poster? A cartoon? A letter?

Is it primary or secondary?

Why is this form used?

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Historical Investigation and Information Report

In 1922, Howard Carter discovered Tutankhamen, Egypt’s “boy pharaoh,” lying secure in his tomb in

the Valley of the Kings…But Tutankhamen’s tomb was in some respects disappointing: It held few

written records, and it failed to tell the story of the dead king’s life.

The Evidence:

He was around 18 when he died

There were two small sarcophaguses with the bodies of female babies

In the East of Egypt, men could be expected to live 40 to 45 years if they survived infancy

In 1925, the bandages were mostly ruined, though the heat of the excavation could have

contributed

No x-rays were taken prior to the unbandaging of the mummy as the x-ray technician died on

his way to the tomb. The body was not x-rayed until 1968.

Bahn, P. Written in Bones (2012) p. 115-117.

Source C

Source D

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Questions (Refer to Sources C and D above)

1. Why was the body of Tutankhamen disappointing to Howard Carter? (1 mark)

2. Why were the bandages not in good condition? (1 mark)

3. What information might they be missing due to the lack of x-ray? (1 mark)

4. Complete a COMBAT analysis of the image of Howard Carter and the sarcophagus (refer to the

model on page 10). (6 marks)

C:

O:

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M:

B:

A:

T:

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5. Read the information below and ‘The 5 W’s of Web Evaluation’. Complete your

own research about the death of Tutankhamen using the scaffolding provided.

Source E “THE TOMB OF THE BOY KING TUTANKHAMEN created a sensation from the moment it was

uncovered in 1922. One of the few royal burial chambers that survived the centuries relatively

intact, it was by far the richest--filled with gold, ivory and carved wooden treasures, including what

may be the world's most famous funerary mask. But there was also something troubling about the

way King Tut was buried--hints and omissions that suggested foul play.

Tut was barely 18 when he died--young for Pharaohs, who always enjoyed the best nutrition and

medical care in what was one of the ancient world's most civilized kingdoms. What's more, he is

thought to have been the son of a controversial--in some quarters, hated--leader, which would have

made Tut controversial too. But more than anything it was the state of the boy's tomb--its

diminutive size, its unfinished condition--that suggested he had died unexpectedly. All of this raised

suspicions that his demise may have been an unnatural, even violent one. And now a new case is

being made that supports those who have long surmised that he was, in fact, murdered.”

Kluger, J., & Dorfman, A. (2002). WHO KILLED KING TUT?. Time, 160(12), 60.

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THE FIVE W’S OF WEB SITE EVALUATION

WHO

Who wrote the pages and are they an expert?

Is a biography of the author included?

How can I find out more about the author?

WHAT

What does the author say is the purpose of the site?

What else might the author have in mind for the site?

What makes the site easy to use?

What information is included and does this

information differ from other sites?

WHEN

When was the site created?

When was the site last updated?

WHERE

Where does the information come from?

Where can I look to find out more about

the sponsor of the site?

WHY

Why is this information useful for my purpose?

Why should I use this information?

Why is this page better than another?

Use the above model to conduct your own research on Tutankhamen’s death and complete the

following table.

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(7 marks) Name of website: Date Accessed:

Who

What

When

Where

Why

(7 marks) Name of website: Date Accessed:

Who

What

When

Where

Why

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Using the information gathered in your research, write an extended response to the

following question in the table provided.

What are some of the theories behind Tutankhamen’s death?

.

EXTENDED RESPONSE

When do I use it?

To answer questions that require detailed responses or have multiple sections to their answer. Each section

should become a new paragraph and your response should use the wording of the question clearly in your

introduction and conclusion.

Introduction:

This statement tells the audience what the text is going to be about. This can include a short description of the subject.

Body Paragraphs

Each paragraph starts with a topic sentence or argument statement. The topic sentence at the beginning of each paragraph previews

the information contained in the rest of the paragraph.

Each paragraph should give information about one feature of the subject.

These paragraphs should use sources or factual information as evidence.

Conclusion

This paragraph signals the end of the text. It should summarise your argument and key ideas.

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RESEARCH NOTES

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Extended Response Template (12 marks)

Introduction

(2 marks)

Body

Paragraph 1

(3 marks)

Body

Paragraph 2

(3 marks)

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Body

Paragraph 3

(3 marks)

Conclusion

(1 Mark)

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NOTES