Short response
Criterion: Analysing Question 2
This question required students to analyse and comprehend by using evidence from Sources 3 and 4 in the stimulus book to compare explanations about the origins of the National Service scheme.
Effective student responses:
• identified a valid similarity regarding the origins of the National Service scheme, providing a plausible explanation using evidence from Sources 3 and 4 to support this similarity
• identified a valid difference regarding the origins of the National Service scheme, providing a plausible explanation using evidence from Sources 3 and 4 to support this difference
• aptly used relevant terms from Source 3 and/or Source 4 placed in historical context.
This student response excerpt has been included:
• to demonstrate a high-level response where the requirement to compare was met by clear identification of both a similarity and a difference in the explanations of the origins of the National Service scheme in Sources 3 and 4
• to provide an example of directly answering the question, signposting a similarity and a difference.
_____________________________________________________________________________________ External assessment
Analysing
Criterion: Evaluating Question 3
This question required students to evaluate, comprehend, and create and communicate by making a judgment about the extent to which evidence from Sources 5 and 6 in the stimulus book was useful and reliable for investigating what the phrase ‘All the way with LBJ’ indicated about Australia’s relationship with the United States of America during the Vietnam War. For each source, students needed to include two considerations for usefulness and two considerations for reliability to support their judgments.
Effective student responses:
• made a judgment about the reliability of evidence for both sources that was plausible and explained with the discerning use of two considerations from the source
• made a judgment about the usefulness of evidence from both sources that was plausible and explained with the discerning use of two considerations from the source
• demonstrated an informed understanding of what ‘All the way with LBJ’ indicated about Australia’s relationship with the USA during the Vietnam War
_____________________________________________________________________________________ External assessment
• aptly used relevant terms from Source 5 and/or Source 6 placed in historical context
• organised paragraph/s purposefully to succinctly and fluently convey ideas relating to the question.
This student response excerpt has been included:
• to demonstrate a section of a high-level response with a judgment about the usefulness and reliability of one source. The response is well structured, remaining focused on the specific question asked.
Evaluating
Criterion: Synthesising and Evaluating Question 4
This question required students to synthesise, evaluate, comprehend, and create and communicate by synthesising evidence from four sources to form a historical argument in response to a question. Students were required to synthesise evidence from four sources in the stimulus book to form a historical argument in response to the question: ‘To what extent did the Australian military forces fulfil the aims of ‘civic action’ during the Vietnam War?’ Students needed to include a judgment about the extent to which the evidence from two of these sources
corroborated a point being made in their historical argument.
Effective student responses:
• developed a sophisticated historical argument that responded to the question fully
• skilfully combined relevant evidence from all four sources provided to develop the historical argument
_____________________________________________________________________________________ External assessment
• made a plausible judgment about the extent to which the evidence from two of the sources provided corroborated a point being made in the historical argument
• demonstrated an informed understanding of the aims of civic action and aptly used relevant terms from the sources placed in historical context
• organised paragraph/s purposefully to succinctly and fluently convey ideas relating to the question, acknowledging sources used.
These student response excerpts have been included:
• to provide an example of skilfully combined evidence that supports the argument (Excerpts 1 and 2)
• to show a plausible judgment about how evidence from two sources corroborates a point being made in the historical argument (Excerpt 2).
_____________________________________________________________________________________ External assessment
Synthesising;
Evaluating Excerpt 1
Excerpt 2
_____________________________________________________________________________________ External assessment
Criterion: Synthesising
Alternative Sequence Question 4
This question required students to synthesise, evaluate, comprehend, and create and communicate by synthesising evidence from four sources to form a historical argument in response to a question. Students were required to synthesise evidence from four sources in the stimulus book to form a historical argument in response to the question: ‘To what extent were the strategies used by South African-based sporting organisations to oppose apartheid a success?’
Effective student responses:
• developed a sophisticated historical argument that responded to the question fully
• skilfully combined relevant evidence from all four sources provided to develop the historical argument
• made a plausible judgment about the extent to which the evidence from two of the sources provided corroborated a point being made in the historical argument
• demonstrated an informed understanding of the strategies used by South African-based sporting organisations and aptly used relevant terms from the sources placed in historical context
• organised paragraph/s purposefully to succinctly and fluently convey ideas relating to the question, acknowledging sources used.
This student response excerpt has been included:
• to demonstrate synthesis of evidence from historical sources to develop a sophisticated historical argument in responses to the question. The excerpt shows the first part of the
argument being formed. The second part of the response (not shown) explained the limitations of boycotts.
_____________________________________________________________________________________ External assessment
Synthesising