Podcast
Questions and Answers
Explain how a source's origin can influence its perspective.
Explain how a source's origin can influence its perspective.
A source's origin, including the creator's background, time period, and location, shapes their beliefs and values, directly influencing their point of view on a subject.
Describe the relationship between historical information and evidence in source analysis.
Describe the relationship between historical information and evidence in source analysis.
Historical information consists of details about the past, while evidence involves selecting specific historical information from a source to support an argument or interpretation.
In source analysis, why is it important to consider the intended audience when evaluating a source's purpose?
In source analysis, why is it important to consider the intended audience when evaluating a source's purpose?
The intended audience can reveal the creator's motivations and how they tailored the content of the source. This impacts the reliability and perspective conveyed.
How can analyzing the content of a source help determine its value in historical research?
How can analyzing the content of a source help determine its value in historical research?
Using Source A, what does the text suggest about the relationship between technological advancements and the welfare of laborers during the early Industrial Revolution?
Using Source A, what does the text suggest about the relationship between technological advancements and the welfare of laborers during the early Industrial Revolution?
According to Source A, What was a consequence of the lack of worker protections and regulations during the Industrial Revolution?
According to Source A, What was a consequence of the lack of worker protections and regulations during the Industrial Revolution?
Explain how the Atlas of the Transatlantic Slave Trade (Source B) can provide insights into the economic factors that contributed to the Industrial Revolution.
Explain how the Atlas of the Transatlantic Slave Trade (Source B) can provide insights into the economic factors that contributed to the Industrial Revolution.
How can statistical data of the kind presented in Source B prove valuable to historians studying the social impact of the Industrial Revolution beyond Europe and North America?
How can statistical data of the kind presented in Source B prove valuable to historians studying the social impact of the Industrial Revolution beyond Europe and North America?
How did technological advancements during the Age of Exploration facilitate the Movement of Peoples
?
How did technological advancements during the Age of Exploration facilitate the Movement of Peoples
?
What role did disease play in the Movement of Peoples
and its impact on indigenous populations?
What role did disease play in the Movement of Peoples
and its impact on indigenous populations?
Explain how the plantation system fueled the transatlantic slave trade as part of the larger Movement of Peoples
.
Explain how the plantation system fueled the transatlantic slave trade as part of the larger Movement of Peoples
.
How did the discovery of precious metals in the Americas affect European migration patterns during the period of the Movement of Peoples
?
How did the discovery of precious metals in the Americas affect European migration patterns during the period of the Movement of Peoples
?
Describe how indentured servitude contributed to the Movement of Peoples
, and differentiate it from slavery.
Describe how indentured servitude contributed to the Movement of Peoples
, and differentiate it from slavery.
In what ways did religious persecution in Europe contribute to the surge in migration during the Movement of Peoples
?
In what ways did religious persecution in Europe contribute to the surge in migration during the Movement of Peoples
?
How did the 'encomienda' system in Spanish colonies impact indigenous populations during the Movement of Peoples
?
How did the 'encomienda' system in Spanish colonies impact indigenous populations during the Movement of Peoples
?
Explain how the concept of 'terra nullius' was used to justify colonization during the Movement of Peoples
and its effect on native populations?
Explain how the concept of 'terra nullius' was used to justify colonization during the Movement of Peoples
and its effect on native populations?
Explain how the Industrial Revolution influenced the movement of peoples between 1750 and 1901.
Explain how the Industrial Revolution influenced the movement of peoples between 1750 and 1901.
Describe one specific short-term impact and one long-term impact of convict transportation on Australia.
Describe one specific short-term impact and one long-term impact of convict transportation on Australia.
Identify a significant change in ways of life during the period 1750-1901, and explain how this change affected different social classes.
Identify a significant change in ways of life during the period 1750-1901, and explain how this change affected different social classes.
Explain how historical sources can be used to understand the experiences of enslaved people between 1750 and 1901.
Explain how historical sources can be used to understand the experiences of enslaved people between 1750 and 1901.
What were the key motivations for free settlers migrating to new lands like Australia between 1750 and 1901, and how did these motivations differ from those of convicts?
What were the key motivations for free settlers migrating to new lands like Australia between 1750 and 1901, and how did these motivations differ from those of convicts?
Describe how technological advancements in transportation influenced patterns of migration during the period 1750-1901.
Describe how technological advancements in transportation influenced patterns of migration during the period 1750-1901.
Referring to the movement of peoples, describe the difference between a primary and secondary source, and give one example of each from the period 1750-1901.
Referring to the movement of peoples, describe the difference between a primary and secondary source, and give one example of each from the period 1750-1901.
Explain how differing cultural values affected the relationship between free settlers and Indigenous populations in new colonies during the period 1750-1901.
Explain how differing cultural values affected the relationship between free settlers and Indigenous populations in new colonies during the period 1750-1901.
Explain how the Movement of Peoples led to cultural diffusion and syncretism in different regions.
Explain how the Movement of Peoples led to cultural diffusion and syncretism in different regions.
How did the migrations and interactions of various groups affect existing power structures and social hierarchies?
How did the migrations and interactions of various groups affect existing power structures and social hierarchies?
Describe how environmental factors influenced the patterns and routes of the Movement of Peoples.
Describe how environmental factors influenced the patterns and routes of the Movement of Peoples.
Explain the role of technological advancements in facilitating or hindering the Movement of Peoples.
Explain the role of technological advancements in facilitating or hindering the Movement of Peoples.
How did trade networks evolve as a result of increased interaction caused by the Movement of Peoples?
How did trade networks evolve as a result of increased interaction caused by the Movement of Peoples?
In what ways did the Movement of Peoples lead to conflict and cooperation between different groups?
In what ways did the Movement of Peoples lead to conflict and cooperation between different groups?
Explain how diseases spread during the Movement of Peoples and the impact this had on different populations.
Explain how diseases spread during the Movement of Peoples and the impact this had on different populations.
How did the Movement of Peoples contribute to the development and spread of new languages and linguistic families?
How did the Movement of Peoples contribute to the development and spread of new languages and linguistic families?
Flashcards
Historical Argumentation
Historical Argumentation
Using specific historical information to support claims and arguments.
Source Analysis
Source Analysis
Understanding and interpreting historical materials to extract supporting details.
Historical Knowledge
Historical Knowledge
Comprehensive and precise knowledge of significant historical concepts.
Historical Source
Historical Source
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Source Origin & Purpose
Source Origin & Purpose
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Industrial Revolution
Industrial Revolution
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Experiences of Slaves
Experiences of Slaves
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Experiences of Convicts
Experiences of Convicts
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Type of Source
Type of Source
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Origin
Origin
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Purpose
Purpose
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Content
Content
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Perspective
Perspective
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Value
Value
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Historical Information
Historical Information
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Historical Terms
Historical Terms
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Explanation
Explanation
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Movement of Peoples Impact
Movement of Peoples Impact
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Historical Understanding
Historical Understanding
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Evidence
Evidence
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Structured Response
Structured Response
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Patterns of Change
Patterns of Change
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Movement of Peoples Period
Movement of Peoples Period
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Sociocultural
Sociocultural
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Historical Judgement
Historical Judgement
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Relevant Evidence
Relevant Evidence
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Coherent Communication
Coherent Communication
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Convict Transportation
Convict Transportation
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Impact of Movement of Peoples
Impact of Movement of Peoples
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Appropriate Historical Terms
Appropriate Historical Terms
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Study Notes
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A Year 9 History assessment is scheduled for 2025, focusing on the Movement of Peoples from 1750-1901.
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The assessment requires responses to questions using historical sources.
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Assessment will evaluate ability to form clear arguments using historical content, comprehend and analyze sources, and demonstrate knowledge of ideas, movements, people, and events shaping the modern world and Australia.
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The assessment is on Thursday 20th February, Week 4, Period 4
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The assessment is a source-based task
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The assessment is in class, with 45 minutes allocated plus 5 minutes for reading time.
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Students can seek feedback on sample questions from their teacher, but practice questions cannot be shown to teachers after Friday of Week 3.
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Arrive promptly
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Use a blue or black pen.
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All smart watches, phones, and books must be left at the front of the classroom.
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Aim to use the restroom before or after the lesson.
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All questions should be attempted, accounting for the range of marks assigned.
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The spaces provided for answers are designed to guide the expected length of response
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Assessable content includes:
- The Industrial Revolution
- Experiences of Slaves, Convicts and Free Settlers
- Changes in ways of life
- Short and long-term impacts
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Prior to the assessment, the school will offer opportunities to compare, draw evidence from sources, and gather historical information.
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Verbal and written feedback on structured responses using historical information will be provided.
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Classwork and Canvas resources should be used to expand knowledge.
Definitions
- Source: A created item (written, spoken, visual, etc.) with origin, purpose, and content, which are either contemporary or secondary.
- Type of Source: Various kinds of sources including, but not limited to written, verbal, visual, objects, buildings, crafts or media.
- Source Analysis: Comprehending a source's components (origin, purpose, content) to form an understanding, using reasoning and prior knowledge to infer meaning.
- Origin: Identifies when, where, and by whom a source was created.
- Purpose: Explains why a source was created and for whom.
- Content: The message or information that a source communicates.
- Perspective: A point of view about a subject or issue formed because of a source's origin, beliefs and values.
- Value: The importance of a source in providing evidence about the past based on its components, such as a clear perspective communicated by an identifiable origin for a specific purpose.
- Historical Information: Key details about past events and individuals/groups involved, including policies, laws, and statistics.
- Evidence: Selected historical information used to support an inquiry, argument, theory, or an historian's interpretation.
Sample Test Questions
- Source A is an extract from the article “The Industrial Revolution", published by the Encyclopaedia Britannica
- Question: Identify three sociocultural changes in the Industrial Revolution according to Source A. (3 marks)
- Source B is an overview of the slave trade out of Africa, 1500-1900 from the Atlas of the Transatlantic Slave Trade, 2010.
- Question: How valuable is Source B for an historian studying the movement of slaves during the Industrial revolution? (4 marks)
- Source C is an illustration depicting the arrival of Convicts at Botany Bay from "A narrative of the expedition to Botany Bay : as performed by Commodore Phillip ... with an account of New South Wales by an Officer of the marines", c1789
- Question: Making reference to Source C, describe the changes of life for convicts experienced during the Movement of Peoples period. (4 marks)
- Question: Explain how the Movement of Peoples impacted the world. (9 marks) in your response make reference to at least 2 sources provided AND your own knowledge.
Sample Marking Criteria
- Question 1: Provides three clear examples from Source A about sociocultural changes will award 3 marks, 2 clear examples will award 2 marks and 1 clear example will award 1 mark
- Question 2: Makes a clear judgement about the value of Source B for a historian studying movement of slaves, integrates relevant evidence from Source B to support response and communicates coherently using appropriate historical terms and concepts will award 4 marks, Makes some judgement about the value of Source B for a historian studying movement of slaves, integrates some relevant evidence from Source B and communicates using appropriate historical terms and concepts will award 3 marks, makes general statements about Source B that may include value or provides general information from Source B will award 2 marks and may provide a general statement about Source B or may describe or paraphrase Source B will award 1 mark
- Question 3: Accurately describing the changes of life for Convicts with detailed and integrated evidence from Source C and presents a coherent response using appropriate historical terms and concepts will award 4 marks, describing the changes of life for Convicts but may lack depth or clarity and integrates relevant evidence from Source C and provides a response using appropriate historical terms and concepts will award 2-3 marks, may describe or paraphrase Source C will award 1 mark
- Question 4: Providing a reasoned explanation about the impact of the Movement of Peoples on the world, demonstrates well-developed and accurate historical knowledge, integrates evidence from at least two sources and a coherent and structured response using appropriate historical terms and concepts will award 8-9 marks, providing an explanation about the impact of the Movement of Peoples on the world, demonstrates sound historical knowledge, uses evidence from at least two sources and a coherent and structured response will award 5-7 marks, provides a mostly narrative response about the Movement of Peoples, demonstrates some historical knowledge, uses evidence from at least one source and presents a response using some appropriate historical terms will awared 3-4 marks and makes general statements about the Movement of Peoples and may refer to the sources and may use some historical terms/or concepts will award 1-2 marks
Syllabus Outcomes
- HT5-1: Explains and assesses the historical forces and factors that shaped the modern world and Australia.
- HT5-2: Sequences and explains the significant patterns of continuity and change in the development of the modern world and Australia.
- HT5-4: Explains and analyses the causes and effects of events and developments in the modern world and Australia.
- HT5-5: Identifies and evaluates the usefulness of sources in the historical inquiry process.
- HT5-7: Explains different contexts, perspectives and interpretations of the modern world and Australia.
- HT5-9: Applies relevant historical terms and concepts when communicating an understanding of the past.
Student responsibilities
- Familiarize yourself with academic honesty requirements.
- Complete the school's "All My Own Work Course."
- Ensure all work submitted is original.
- Properly credit all sources used.
- Seek help from teachers or library staff for referencing.
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