Year 7 History Assessment PDF

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Summary

Year 7 Assessment Task...

Description

Curriculum Content Year Level - 7 Learning Area - History Content Descriptions: Strand - Historical Knowledge and Understanding Sub Strand - Investigating the ancient past Elaborations 

Students build on and consolidate their understanding of historical inquiry from previous years in depth, using a range of sources for the study of the ancient past. How historians and archaeologists investigate history, including excavation and archival research (ACDSEH001 - Scootle )

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Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists, such as in the analysis of unidentified human remains (ACDSEH030 - Scootle )

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The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander Peoples (ACDSEH148 - Scootle )

Strand - Historical Skills Sub Strand - Analysis and use of sources Elaborations 

Identify the origin and purpose of primary and secondary sources (ACHHS209 Scootle )

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Locate, compare, select and use information from a range of sources as evidence (ACHHS210 - Scootle )

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Draw conclusions about the usefulness of sources (ACHHS211 - Scootle )

Strand - Historical Skills Sub Strand - Explanation and communication Elaborations 

Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213 - Scootle )

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Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214 - Scootle )

Summative Assessment Task Students will use a range of communication forms (oral, graphic, written) and digital technologies, to develop and present a multimodal response to at least ONE historical controversy or mystery that has challenged historians or archaeologists in regard to the ancient past (between 60 000 BCE and c.650CE). By locating relevant, useful information from a range of sources (primary and secondary), students must use their chosen history mystery to identify, explain, and demonstrate how historians and archaeologists investigate history (including excavation and archival research techniques), explain the importance of conserving the remains of the ancient past, and outline the significance of past events. Students can decide to agree or disagree with accepted explanations or theories on their chosen mystery, but they must justify any conclusions or explanations for the past event by referring to relevant evidence, thus requiring them to draw conclusions about the usefulness of their chosen sources.

Summative Assessment Task Sheet

A History Mystery

The Pyrami ds and Sphinx

Calling all Year 7 History Detectives! You have been tasked by the school’s Special Historical Hub (SHH for short), to investigate and report on an unsolved ancient mystery. Could you be the first in history to solve the case? The task - Investigate an historical controversy or mystery from the ancient past (between 60 000 BCE and c.650 CE) which has challenged historians or archaeologists, then develop a multimodal presentation based on evidence and sources to support a proposed solution or explanation to the mystery. To be successful you will need to:  Consider and demonstrate the following skills found within the Australian curriculum content descriptors of ‘Historical Knowledge and Understanding’ and ‘Historical Skills’  Identify an appropriate historical controversy or mystery from the ancient past (between 60 000 BCE and c.650 CE) to investigate  Build on your existing knowledge of historical inquiry to develop questions which will guide your research  Identify, collect, and analyse evidence from a range of useful sources (primary, secondary) to develop a proposed solution/explanation for the mystery  Use a combination of at least two communication forms (oral, graphic, written, ICT) to present your suggested solution/explanation and supporting evidence to the class  Ensure presentations are between 300-400 words or 3-4 minutes in length.

Task: Develop and deliver a multimodal presentation based on evidence and sources to support a proposed solution or explanation for an historical controversy or mystery from the ancient past (between 60 000 BCE and c.650 CE) which has challenged historians or archaeologists.

MARKING CRITERIA

OUTSTANDING

A

SATISFACTORY

D

Historical Knowledge and Understandin g

C1. Investigating the ancient past Methods and sources used to investigate at least ONE historical controversy or mystery that has challenged historians or archaeologists

Accurately identifies and comprehensively investigates an appropriate historic controversy or mystery with clearly indicated connections to specific methods of investigating the past, and a variety of evidence and sources

Identifies an historic controversy or mystery with some evidence of methods, evidence or sources

Historical Skills

C2. Analysis and use of sources Locate, analyse, compare and interpret information from a range of sources as evidence to support an alternate or existing perspective on an historical controversy or mystery

Demonstrates comprehensive analysis and comparison of evidence from diverse sources with wide ranging examples of information categorisation used to determine and support an alternate or existing perspective of an historical controversy or mystery

Identifies an alternate or existing perspective of a past event with some evidence comparison and information categorisation from different sources

C3. Explanation and communication Use a range of communication forms (oral, graphic, written), digital technologies, historical terms and concepts to develop and deliver a multimodal presentation explaining evidence supporting alternate or existing perspectives of an historical controversy or mystery

Effective, clear and convincing communication of supporting evidence for alternate or existing perspectives within selected presentation modes. Consistent use of historical terms and concepts. Accurate incorporation and referencing of information sources

Historical terms and concepts used to communicate information from relevant sources. Information sources incorporated.

Diagnostic Assessment Task At the commencement of this new unit of study, students will undertake a short multiplechoice quiz. This quiz is teacher designed and specifically aligned to support the planned summative assessment. The quiz will investigate students’ individual levels of existing knowledge, understanding, and proficiency with a variety of historical skills, concepts, terms and research techniques, as well as general capabilities such as literacy and numeracy. All of the skills tested are those which the students will encounter throughout the following unit, with a focus on the specific abilities required to successfully meet the units learning objectives and achievement standards through summative assessment. Feedback on performance will be delivered to students as a collective result, in the form of an overall class average and median. However, individual student results will be collected and analysed by the teacher as a diagnostic guide to differentiation needs through the identification of each students specific learning requirements. Diagnostic Assessment Task Sheet

Name:     

Class: Task Instructions Students, write your name and class at the top of this quiz, complete the questions to the best of your ability and sit quietly until instructed otherwise. This quiz will help you and the teacher identify how much you already know about historical skills, concepts and terms. You will have 20 mins to complete the quiz. Notifications will be given at the 10and 15-minute marks. This quiz may contain some historical skills, concepts or terms that you are currently unfamiliar with. Don’t worry, just try your best as we will be learning and practicing everything in the quiz over the coming weeks. Place the completed quiz on the teachers’ desk once instructed by the teacher.

Historical skills, concepts and terms quiz 1. In history, accounts about the past that were created AFTER the time period being investigated are known as…. a) Primary sources b) Secondary sources c) First person accounts d) Urban myths

2. Which of the following would be considered an artefact? a) A fossil of something that perished in ancient times b) Ancient animal bones recovered from archaeological dig sites c) Ancient plant seeds recovered from archaeological dig sites d) Ancient stone tools made or shaped by humans 3. What does the term BCE stand for when associated with a time period or date? a) Before Christ Existed b) Bad Climate Event c) Before (the) Common Era d) British Calendar Era 4. What is ‘Historical inquiry’? a) A process of investigation undertaken in order to understand the past b) An ancient court proceeding c) Ancient perspectives on the origins of civilization d) The process of predicting the future based on historical events 5. In history, the term ‘Medieval’ describes the period of history between which years? a) 2.5 million BCE to 3000 BCE b) 1300 BCE to 600 BCE c) 285 CE to 1453 CE d) 476 CE to 1500 CE 6. In history, the term ‘Modern’ describes the period of history between which years? a) 1750 CE to the present b) 1250 CE to the present c) 1450 CE to the present d) 1650 CE to the present 7. One way that historians make sense of the past is to build a story based on a selection of events. This method of explaining history is called constructing a …? a) Fossil record b) Hypothetical c) Narrative d) Fictional perspective 8. In history, objects or documents created or written DURING the time of an historical event being investigated, or shortly after, are known as…. a) Primary sources b) Secondary sources c) Rumours d) Fictional dialogues 9. What does an Archaeologist do? a) Studies the position of stars and how they have changed in relation to historical texts b) Studies the use of arches in ancient building techniques c) Studies human activity and origins by uncovering and interpreting physical

sites and objects of historical interest d) Studies the geological history of organic life by investigating fossils of all kinds 10. Which of the following would be considered a SECONDARY source? a) History textbooks b) Photographs c) Archives d) Firsthand oral (verbal) accounts or histories

Formative Assessment Task The following formative assessment task is an activity designed to encourage students to reflect on what they have learned from the unit so far, and how they might use that new knowledge in the future. Students are prompted to communicate this evidence to the teacher by answering a series of brief open-ended questions. From this communication, the task sheet aims to gather evidence of individual student learning and progress rates in relevant learning areas, such as, new historical concepts or information learned, identified areas of confusion or surprise, and formulation of new ideas and applications for historical skills learned. The task also generates some point-in-time evidence for levels of general capabilities such as literacy and numeracy, via the written aspect of the task and its numerical format. The open-ended wording of the activity questions affords the task a multi-use functionality, ensuring it can be utilised repeatedly and periodically throughout a unit whenever evidence may be required to provide a snapshot of student learning. These snapshots can later be collated, compared and amalgamated with other formative evidence to support a more comprehensive overview of student learning across a unit. This task is envisioned to be non-intrusive, designed to be employed at the end of a lesson and requiring only about 10 minutes to complete. Minimal preparation is necessary from students other than the ability to reflect on and communicate aspects of their learning via the task sheet questions. As this task does not ask questions which have a right or wrong response, feedback will not be delivered in the form of a graded

result. Instead, after analysing the evidence from student responses and identifying any areas requiring attention, the teacher will provide feedback in two ways: 

First, engage students in a class discussion regarding any areas which the evidence identified as having a common need for attention.

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Second, provide targeted differentiation to students whom the evidence identified as having individual needs for extra support. Note - please see next page for the formative assessment task sheet related to this description

Formative Assessment Task Sheet...