SAMPLE ASSESSMENT TASKS
MODERN HISTORY
GENERAL YEAR 11
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2014/21682v4
1
Sample assessment task
Modern History – General Year 11
Task 2 – Unit 1
Assessment type: Historical inquiry
Conditions
Period allowed for completion of the task: 4 weeks of directed classwork and homework and a
5–10 minute oral presentation
Task weighting
15% of the school mark for this pair of units
__________________________________________________________________________________
Part A: Historical inquiry process (7.5%)
Select one (1) of the following topics:
 Indigenous history
 oral history
 art and culture
 government policies – changing policies and the impact on communities and individuals
 Maritime history
 The pearling industry and/or other maritime industries
 The resource industries
 Millstream – a changing history
 Old Roebourne Gaol
 Cossack – a case study
 A multi-cultural society – Indigenous peoples, early contacts, European settlement, the Afghans.
1.
In collaboration with the teacher, devise a set of focus questions (maximum of four) to
guide your inquiry in terms of people, place, events and ideas over time.
(3 marks)
2.
Locate primary and secondary sources. The sources selected should show the different
perspectives of individuals and groups, especially Indigenous/non-Indigenous and
development/conservation.
(6 marks)
3.
Use an appropriate retrieval and/or note-making framework to take notes based on your focus
questions.
The inquiry notes must:
 be clear and ordered (headings can be used)
 cover all aspects of the inquiry
 address the focus questions
 provide different perspectives of individuals and groups
 indicate the source of the information following the school protocols.
(10 marks)
4.
Draft some conclusions from the inquiry findings concerning continuity and change, which will
be included in the class presentation.
(4 marks)
5. Construct a bibliography following school protocols.
(2 marks)
The research notes and the bibliography are to be submitted at the same time as you make your
presentation.
Total = 25 marks
Sample assessment tasks | Modern History | General Year 11
2
Part B: Class presentation (7.5%)
Develop a 5–10 minute oral presentation that outlines your findings about the chosen topic to the
class. The presentation can be supported by items such as a PowerPoint presentation, a museum
display and/or handouts for the class. It should:
 provide clear and accurate information about the chosen topic, identifying key aspects
in terms of the people, place, events and/or ideas over time
(8 marks)
 express the information clearly and in an organised way, using historical terminology and
appropriate language
(4 marks)
 refer to evidence from the sources
(3 marks)
 include your conclusions regarding continuity and change for your chosen topic ,
supported by evidence from primary and secondary sources
(5 marks)
Total = 20 marks
Sample assessment tasks | Modern History | General Year 11
3
Marking key for sample assessment task 2 – Unit 1
Part A: Historical inquiry process (7.5%)
Description
Focus questions
Devises a set of questions which clearly identifies the key areas of the inquiry
Devises a set of simple questions which identify a few areas of the inquiry
Lists a few questions which may or may not identify key areas of the inquiry
Subtotal
Selection of sources
Selects a range of primary and secondary sources that provide clear and accurate
information and evidence on the chosen topic
Selects sources that show a variety of perspectives
Selects a few primary and secondary sources that provide some information and evidence
on the chosen topic
Selects sources that provide some differences in perspectives
Uses one source that provides limited information about the chosen topic
Subtotal
Inquiry notes
Presents notes clearly, using an appropriate retrieval and/or note-making framework
Presents notes in some order
Subtotal
Makes notes that address the focus questions
Makes notes that contain some links to the focus questions
Subtotal
Makes notes that are relevant to the key areas of the inquiry, including:
 an understanding of the chronology, key people, events and/or ideas
 identification of the continuity and change throughout the period and the causes
 different perspectives/points of view that existed at the time and/or now
Makes notes that relate to some areas of the inquiry
Makes notes that relate to one area of the inquiry
Subtotal
Drafting conclusions
Drafts conclusions based on the inquiry findings about continuity and change for the
chosen topic
Uses detailed examples and evidence to support the conclusions
Attempts to draft some conclusions about continuity and change for the chosen topic
Uses limited examples which may support the conclusions
Subtotal
Bibliography
Follows correct format according to school protocols
Lists sources used
Subtotal
Total Part A
Marks
3
2
1
3
5–6
3–4
1–2
6
2
1
2
2
1
2
5–6
3–4
1–2
6
3–4
1–2
4
2
1
2
25
Sample assessment tasks | Modern History | General Year 11
4
Part B: Class presentation (7.5%)
Description
Provides accurate information about the chosen topic, identifying key aspects in terms of
people, place, events and/or ideas over time
Provides information about the chosen topic, identifying some aspects in terms of people,
place, events and/or ideas over time
Provides some information about the chosen topic, identifying a few aspects in terms of
people, place, events and/or ideas over time
Provides limited information about the chosen topic, identifying one aspect in terms of
people, place, events and/or ideas over time
Subtotal
Expresses information clearly and in an organised way, using historical terminology and
appropriate language
Expresses information briefly and in a way that may be difficult to follow, using little to no
historical terminology and simple language
Subtotal
Refers to a range of evidence from the sources
Refers to several pieces of evidence from the sources
Refers to minimal evidence from the sources
Subtotal
Presents justified conclusions concerning continuity and change for the chosen topic
Provides detailed examples and evidence to support the conclusions
Presents some conclusions concerning continuity and change for the chosen topic
Provides some examples and/or evidence that may support the conclusions
Makes a statement concerning continuity and change for the chosen topic
Provides an example that may or may not support the conclusions
Subtotal
Total Part B
Sample assessment tasks | Modern History | General Year 11
Marks
7–8
5–6
3–4
1–2
8
3–4
1–2
4
3
2
1
3
4–5
2–3
1
5
20
5
Sample assessment task
Modern History – General Year 11
Task 7 – Unit 2
Assessment type: Explanation
Conditions
Time for the task: 45 minutes under standard test conditions
Two weeks of class and homework time for watching the films, note taking and developing a set of
notes
In-class extended response – ten (10) dot points and five (5) quotes from the films can be used when
writing the response
Task weighting
10% of the school mark for this pair of units
__________________________________________________________________________________
1.
View, in class, two feature films about the samurai, The Last Samurai and Yojimbo, in
preparation for writing an extended response which will focus on how the films
represent/depict historical events.
2.
While viewing the films make detailed notes on the following:
 the way the films represent the samurai and the time period
 the points of view shown in the films:
 what are the different points of view?
 why do you think they are different?
 the historical accuracy of the representations:
 are the people realistic? Do they reflect the actual people they are representing?
 did the event depicted really happen?
 are the costumes from the time period?
 are the military details accurate?
 are the ideas from the time period or are they modern day interpretations?
 how each film represents the main character/s (leader, hero, villain)
 how the two films differ on the historical details.
3.
After viewing the two films, review the notes you have taken and select from them key evidence
in the form of ten (10) short dot points and five (5) quotes from the films which can be used
when you write the extended response.
Your response will be marked as follows:
 introduction
 identification of evidence used to explain the different points of view of the samurai
 evidence and historical accuracy of the films
 conclusion
(4 marks)
(6 marks)
(6 marks)
(4 marks)
Total = 20 marks
Sample assessment tasks | Modern History | General Year 11
6
Marking key for sample assessment task 7 – Unit 2
Description
Introduction
Outlines the theme of the essay and includes a proposition in a few sentences
Outlines the who or what to be discussed in the essay
Subtotal
Identification of evidence used to explain the different points of view of the samurai
Use of accurate evidence from the films and the historical narrative
Acknowledges quotations and sources where used as supporting evidence
Evidence is used, some is accurate, and there are generalisations in the essay
Limited evidence is used and the response is mainly a series of generalisations and/or
statements
Subtotal
Evidence and historical accuracy of the films
Displays a sustained argument throughout the response that demonstrates understanding
of the historical narrative and the representations
Develops a simple argument that demonstrates an understanding of the historical narrative
with limited reference to the representations
Provides a simple chronological narrative with minimal content about representations
Subtotal
Conclusion
States findings on representations in the films and supports with evidence
Uses accurate and relevant historical terms
Provides a very superficial conclusion or vaguely summarises with the use of clichés such as
‘In conclusion…’ or one that just repeats the proposition stated in the introduction
Limited use of historical terms
Subtotal
Total
Sample assessment tasks | Modern History | General Year 11
Marks
3–4
1–2
4
5–6
3–4
1–2
6
5–6
3–4
1–2
6
3–4
1–2
4
20
7
Sample assessment task
Modern History – General Year 11
Task 1 – Unit 1
Assessment type: Source analysis
Conditions
Time for the task: 45 minutes in class under test conditions
Task weighting
15% of the school mark for this pair of units
__________________________________________________________________________________
Source booklet – The Burrup Peninsula
Source 1(a)
Source 1(b)
Photographs courtesy National Trust of Australia (WA)
Source 2
(Archaeology and rock art in the Dampier Archipelago)
Photographs courtesy National Trust of Australia (WA)
Sample assessment tasks | Modern History | General Year 11
8
Source 3
(This is an extract from the Woodside website about the company’s commitment to preserving the
heritage of the area.)
Cultural Heritage
The footprint of the Pluto LNG Project was designed to avoid significant areas of cultural heritage.
During site preparation work, 170 boulders with Indigenous engravings were relocated under the
guidance of archaeologists and local Indigenous representatives without damage.
The remaining 92% of rock art in the Pluto lease areas remains undisturbed and Woodside continues
to work with local Aboriginal groups to responsibly manage cultural heritage.
Conservation Agreement
In 2007, Woodside signed a Conservation Agreement with the Australian Government committing
up to A$34 million for the recognition, protection and conservation of the National Heritage Values
of the Dampier Archipelago. This is the largest single investment by an Australian company in a
National Heritage place.
Source 4
(This source comes from the section of National Trust website which is dedicated to the heritage
issues on the Burrup Peninsula.)
The National Trust believes that a win/ win solution is possible that will genuinely reconcile the
competing interests of industrial development and the undoubted world heritage significances of
this place.
Source 5
(Extract of speech by Wilfred Hicks, Spokesperson, Wong-Goo-Tt-Oo Group BURRUP PENINSULA
FORUM 7th of April 2003)
Like you all, the Wong-Goo-Tt-Oo people want to see development in the Pilbara. We believe that
we are all Australians together and, like your families, so also do ours need jobs, education and
prospects for the future for our young people. In no sense are we against development.
However, development has to be planned carefully and in such a way that it does not destroy our
quality of life. We, the traditional owners of the lands between the George and Maitland Rivers,
have a special duty also for the country, as the holders of its spiritual energies. On the Burrup that
spiritual force is alive in the thousands of rock engravings that surround you here. They were placed
here by our ancestors, and we receive from earlier generations the duty to protect them and must
pass that on to our successors. The engravings are to us a spiritual source of energy – we can hear
and see this energy when we are among them. It ties us to the land and the land to us.
Source 6
(Extract of speech to the House of Representatives by the Hon. Dr Carmen Lawrence delivered on
27/11/2006 during the Debate on the Aboriginal and Torres Strait Islander Heritage Protection
Amendment Bill 2005).
Sample assessment tasks | Modern History | General Year 11
9
Heritage, of course, is about values – or, more precisely, what we value from our past, what we are
prepared to protect, conserve and pass on to future generations. Knowledge and experience of our
heritage gives meaning to our lives, inspires us and contributes to our collective sense of identity.
The sites, landscapes and places which we are galvanised to protect are, in some ways, an indication
of what matters to us and what we think of ourselves. Our actions do speak louder than words, as
they do on the Dampier Peninsula.
I think it is no accident that successive generations of Western Australians and their governments,
state and federal, have not seen fit to protect the precious heritage that is the Burrup rock art
precinct. It is not that voices have not been raised in its defence, but they have been overwhelmed
by the siren call of development, louder and more seductive in Western Australia than in any other
part of the nation and far more important to most people than our Indigenous heritage. As one
commentator put it: ‘Indigenous significance isn’t significant enough’ to galvanise us into action. But
what is at stake here is even greater than the value of the site to Aboriginal Australians, great though
that is. This is a unique site whose value is to all of us—indeed, to humankind. Its desecration and
neglect constitutes a measurable impoverishment of our world. Surely, in the light of all the previous
mistakes we have made, it is possible to avoid repeating them. Ignorance certainly cannot any longer
be an excuse.
Sample assessment tasks | Modern History | General Year 11
10
ACKNOWLEDGEMENTS
Source 1(a)
National Trust of Australia (WA). (n.d.). [Photograph of petrochemical plant, Burrup
Peninsula]. By courtesy of National Trust of Australia (WA).
Source 1(b)
National Trust of Australia (WA). (n.d.). [Photograph of emu petroglyph, Burrup
Peninsula]. By courtesy of National Trust of Australia (WA).
Source 2
National Trust of Australia (WA). (n.d.). Archaeology and rock art in the Damper
Archipelago. Retrieved July, 2014, from www.burrup.org.au
Photographs by courtesy of National Trust of Australia (WA).
Source 3
Woodside. (n.d.). Cultural heritage. Retrieved July, 2014, from
www.woodside.com.au/Our-Business/Pluto/Sustainability/Pages/CulturalHeritage.aspx
Source 4
National Trust of Australia (WA). (n.d.). Archaeology and rock art in the Damper
Archipelago (Key elements of a solution are…). Retrieved July, 2014, from
www.burrup.org.au/Is_there_a_solution_.html
Source 5
Hicks, W. (2003, April 7). [Speech]. Dampier Rock Art Precinct Public Forum, Perth,
Western Australia. Retrieved July, 2014, from www.burrup.org.au/forum1.pdf
Source 6
Lawrence, C. (2006, November 27). Aboriginal and Torres Strait Islander Heritage
Protection Amendment Bill 2005: Second reading [Speech]. Retrieved July, 2014,
from http://parlinfo.aph.gov.au/parlInfo/search/display/
display.w3p;db=CHAMBER;id=chamber%2Fhansardr%2F2006-11–
27%2F0165;query=Id%3Achamber%2Fhansardr%2F2006-11–27%2F0000
Used under Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Australia
licence.
© Copyright
Sample assessment tasks | Modern History | General Year 11
11
Source analysis
1. a) Contrast the two (2) important aspects of the Burrup Peninsula that are shown in
Source 1(a) and Source 1(b).
(2 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
b) Explain the conflict that exists between these two aspects of the Burrup Peninsula.
(3 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
Describe the images on the petroglyphs in Source 1(a) and Source 2 and suggest what important
aspect/s of traditional Indigenous life these two images illustrate.
(4 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Sample assessment tasks | Modern History | General Year 11
12
3.
With reference to Source 1(b) and Source 2 explain what these sources suggest about the skills
of the people who carved the petroglyphs.
(3 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4.
Outline the message concerning development and heritage in each of Source 3, Source 4 and
Source 5.
(3 marks)
Source 3 message:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Source 4 message:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Source 5 message:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5.
Identify and account for any similarities and/or differences between the messages in Source 3
and Source 5.
In your response include specific reference to the sources and where appropriate include
discussion of purpose, motive, place and/or time.
(5 marks)
Identification of similarities and/or differences between messages
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Sample assessment tasks | Modern History | General Year 11
13
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Account for the similarities and/or differences between messages
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6.
With reference to Source 6, outline two (2) ideas about heritage and conservation and compare
these ideas with the messages of the other five sources.
(5 marks)
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Total = 25 marks
Sample assessment tasks | Modern History | General Year 11
14
Marking key for sample assessment task 1 – Unit 1
1. a) Contrast the two (2) important aspects of the Burrup Peninsula that are shown in Source 1(a) and
Source 1(b).
Description
Outlines and contrasts the two important aspects of the Burrup Peninsula
Makes a general statement concerning the difference between Source 1 (a) and
Source 1(b)
Answer could include, but is not limited to:
Source 1(a) mining and development
Source 1(b) heritage, archaeology and preservation
Marks
2
1
b) Explain the conflict that exists between these two aspects of the Burrup Peninsula.
Description
Explains the conflict making specific reference to these two aspects of the Burrup Peninsula
Explains the conflict making some reference to these two aspects of the Burrup Peninsula
Makes a general statement concerning the Burrup Peninsula
Answer could include, but is not limited to:
Development of mining could see:
 the destruction of Indigenous heritage such as the rock art
 pollution of the bay/peninsula
 the undermining of the spiritual connection with the land as the land is mined.
2.
Describe the images on the petroglyphs in Source 1(a) and Source 2 and suggest what important
aspects/s of traditional Indigenous life these two images illustrate.
Description
Describes the images on each source
Suggests one or two aspects of traditional life illustrated by the images
Makes a statement about the images AND/OR aspects of traditional Indigenous life
Answer could include, but is not limited to:
 art and story-telling
 spirits and particular animals
3.
Marks
3
2
1
Marks
3–4
1–2
With reference to Source 1(b) and Source 2 explain what these sources suggest about the skills
of the people who carved the petroglyphs.
Description
Makes reference to particular aspects on the relevant source
Explains the technology/tools in terms of the petroglyphs
Shows an understanding of the natural world and anatomy
Makes some reference to the sources
AND/OR explains the technology/tools in terms of the petroglyphs
AND/OR shows an understanding of the natural world and anatomy
Makes a general statement concerning the skills of the people who carved the petroglyphs
Sample assessment tasks | Modern History | General Year 11
Marks
3
2
1
15
4.
Outline the message concerning development and heritage in each of Source 3, Source 4 and
Source 5.
Description
Marks
Outlines the message in each of the three sources concerning development and heritage
3
Outlines the message in two sources concerning development and heritage
2
Outlines the message in one source concerning development and heritage
1
Answer could include, but is not limited to:
Source 3 messages: development and mining can happen together with Woodside working with Aboriginal
groups to responsibly manage the sites. Woodside is concerned with and actively promotes conservation
Source 4 message: all groups can win in terms of mining development
Source 5 message: Indigenous groups are not against development, a balance is called for and the Burrup
needs protection as it is a spiritual source of energy
5.
Identify and account for any similarities and/or differences between the messages in Source 3
and Source 5.
In your response include specific reference to the sources and where appropriate include
discussion of purpose, motive, place and/or time.
Description
Marks
Identifies particular similarities and/or differences between the messages of the two
1–2
sources
Subtotal
2
Account for the similarities and/or differences between the messages
Provides a clear and detailed account for the similarities and/or differences in the
messages of Source 3 and Source 5. The account includes specific reference to the sources
and a discussion of the following factors, as appropriate to each source:
 purpose and/or
5–6
 motive and/or
 place and/or
 time
Provides an account for some of the similarities and/or differences in the messages of
Source 3 and Source 5. The account includes some reference to the sources and a brief
discussion of the some of the following factors, as appropriate to each source:
 purpose and/or
3–4
 motive and/or
 place and/or
 time
Makes general statements concerning the similarities and/or differences between the
messages of the two sources
1–2
AND/OR
Provides a general reason for the similarities or differences between the two sources
Subtotal
6
Total
8
Answer could include, but is not limited to:
Similarities
 development is a positive, including financial, for all concerned
 heritage is important
 co-operation between groups is essential.
Differences
 message of Source 3 is that preservation includes relocation, compared to the message of Source 5 that
the Burrup is spiritual as it stands
Sample assessment tasks | Modern History | General Year 11
16
 Source 3 emphasises money for the recognition, protection and conservation of the National Heritage
values of the Dampier Archipelago, compared to Source 5 where it would appear that in some instances
money is meaningless.
Account for similarities and/or differences
The similarities and differences exist because Woodside and the Wong-Goo-Tt-Oo Group each have a
particular interest based on their origins and/or purpose.
Woodside: a mining company with a focus on extraction of oil and gas; a commitment to profit for
shareholders
Wong-Goo-Tt-Oo Group: the traditional owners; a spiritual/ cultural connection to the land
6.
With reference to Source 6, outline two (2) ideas about heritage and conservation and compare
these ideas with the messages of the other five sources.
Description
Marks
Outlines two ideas from Source 6
AND
5
Makes direct comparisons with the other sources, individually and/or collectively
Outlines two ideas from Source 6
AND
3–4
Makes some comparisons with the other sources, individually and/or collectively
Makes a general statement concerning the ideas in Source 6
AND/OR
1–2
Makes a general comparison with the other sources
Answer could include, but is not limited to:
Ideas about heritage in Source 6
 the Burrup should be protected as it gives meaning to our lives
 the Burrup contributes to the collective sense of identity
 the Burrup is indicative of what we think of ourselves.
Comparison with messages about heritage in the other five sources include:
 Sources 1, 2, 4 and 5 all present the idea that heritage is important to everyone and to our collective
sense of identity, and that it gives meaning to our lives
 Source 3 presents a different message about heritage. The message is that heritage can be protected by
relocating items of cultural significance so that they are not damaged by development.
Ideas about conservation in Source 6
 heritage in the past has been overwhelmed by the call for development
 if desecration of sites occurs we/the world is impoverished.
Comparison with messages about conservation in the other five sources
 Sources 1, 2 and 5 give a sense of what will be lost if the Burrup is not protected. Source 5 also presents
the idea that it is the role of the Wong-Goo-Tt-Oo Group to protect the Burrup
 the message of Source 4 is that both development and conservation of significant sites can be achieved
in the Burrup
 the message of Source 3 is that Woodside’s Conservation Agreement with the Australian Government
will protect the cultural heritage of the region while development takes place. This is a different
message to Source 6.
Sample assessment tasks | Modern History | General Year 11
17
Sample assessment task
Modern History – General Year 11
Task 8 – Unit 2
Assessment type: Test
Conditions
Time for the task: 45 minutes under standard test conditions
Task weighting
10% of the school mark for this pair of units
__________________________________________________________________________________
1.
From the list below, choose the correct group, personality or term that corresponds to the
description provided. Write in the space provided.
Shogun
Shi-Shi
Townsend Harris
Keiki
Bakufu
Sonno
Shimabara
Toyotomi Hideyoshi
Tozama
Fudai
Ieyasu
Oda Nobunaga
Bushido
Deshima
Marco Polo
Key group, personality or term
Description
Strict code of behaviour known as ‘The Way of the Warrior’
‘Men of Determination’ or high purpose
Ruled Japan in the name of the Emperor from 1582–1598
The Last of the Tokugawa shoguns
The name given to the rebellion by Christian peasants in 1637
Outer lords whom the Tokugawas distrusted
Hereditary lords who supported the Tokugawas
The slogan which meant ‘Honour the Emperor’
The tiny island in Nagasaki Harbour where the Dutch
continued their presence following the closing of Japan
‘Barbarian quelling generalissimo’
The first of the Tokugawa shoguns
First American Consul to Japan
Sample assessment tasks | Modern History | General Year 11
18
Being opposed to Buddhism, he gave Christianity the support
it needed to survive in Japan
The Shogun’s military government
Wrote the fabled Zipangu in the thirteenth century
(15 marks)
2.
From the list below, choose the year that corresponds to the event in Japanese history. Write in
the space provided.
1636
1543
1854
1868
1858
1641
1603
1597
1549
1587
Corresponding date
Event description
Edo was renamed Tokyo and became the new national capital
The Harris Treaty (or Treaty of Edo) was organised
Toyotomi Hideyoshi issued an edict ordering all Jesuit missionaries to leave
Japan
Francis Xavier, a Jesuit priest, landed in Kagoshima
The Tokugawa Shogunate issued an edict closing Japan to the rest of the
world
Toyotomi Hideyoshi ordered the death of 26 Christians, by crucifixion, at
Nagasaki
From this time, the Dutch were the only Europeans allowed to visit Japan
Tokugawa Ieyasu claimed the title of shogun
The Treaty of Kanagawa was signed
Portuguese traders came ashore at Tanega island, near Kyushu
(10 marks)
Sample assessment tasks | Modern History | General Year 11
19
3.
Write answers on three (3) of the following topics of the Tokugawa Period in terms of their
significance in Japanese history:
1) Japanese isolation between 1636–1853
2) The Unequal Treaties
3) Commodore Matthew Perry
4) The decline of the samurai
Marks will be allocated for:
 introductory statement about the topic
 at least three (3) accurate and relevant content/historical points concerning the
event/person
 a concluding statement that highlights the significance of the event/person in the
overall context of the Tokugawa Period in Japanese history.
(1 mark)
(3 marks)
(1 mark)
Topic number: _______
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(5 marks)
Sample assessment tasks | Modern History | General Year 11
20
Topic number: _______
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(5 marks)
Topic number: _______
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(5 marks)
Total = 40 marks
Sample assessment tasks | Modern History | General Year 11
21
Marking key for sample assessment task 8 – Unit 2
1.
From the list below, choose the correct group, personality or term that corresponds to the
description provided. Write in the space provided.
Shogun
Shi-Shi
Townsend Harris
Keiki
Bakufu
Sonno
Shimabara
Toyotomi Hideyoshi
Tozama
Fudai
Ieyasu
Oda Nobunaga
Bushido
Deshima
Marco Polo
Description
Correctly matches the group, personality or term to the description
Answer
Key group, personality or term
Mark
1–15
(1 mark each)
Description
Bushido
Strict code of behaviour known as ‘The Way of the Warrior’
Shi-Shi
‘Men of Determination’ or high purpose
Toyotomi Hideyoshi
Ruled Japan in the name of the Emperor from 1582–1598
Keiki
The Last of the Tokugawa shoguns
Shimabara
The name given to the rebellion by Christian peasants in 1637
Tozama
Outer lords whom the Tokugawas distrusted
Fudai
Hereditary lords who supported the Tokugawas
Sonno
The slogan which meant ‘Honour the Emperor’
Deshima
The tiny island in Nagasaki Harbour where the Dutch continued their
presence following the closing of Japan
Shogun
‘Barbarian quelling generalissimo’
Ieyasu
The first of the Tokugawa shoguns
Townsend Harris
First American Consul to Japan
Oda Nobunaga
Being opposed to Buddhism, he gave Christianity the support it
needed to survive in Japan
Bakufu
The Shogun’s military government
Marco Polo
Wrote the fabled Zipangu in the thirteenth century
Sample assessment tasks | Modern History | General Year 11
22
2.
From the list below, choose the year that corresponds to the event in Japanese history. Write in
the space provided.
1636
1543
1854
1868
1858
1641
1603
1597
1549
1587
Description
Correctly matches the year to the corresponding event
Answer
Corresponding date
3.
Mark
1–10
(1 mark each)
Event description
1868
Edo was renamed Tokyo and became the new national capital.
1858
The Harris Treaty or Treaty of Edo was organised.
1587
Toyotomi Hideyoshi issued an edict ordering all Jesuit missionaries to leave Japan.
1549
Francis Xavier, a Jesuit priest, landed in Kagoshima.
1636
The Tokugawa Shogunate issued an edict closing Japan to the rest of the world.
1597
Toyotomi Hideyoshi ordered the death of 26 Christians, by crucifixion, at Nagasaki.
1641
From this time, the Dutch were the only Europeans allowed to visit Japan.
1603
Tokugawa Ieyasu claimed the title of shogun.
1854
The Treaty of Kanagawa was signed.
1543
Portuguese traders came ashore at Tanega island, near Kyushu.
Write short answers on three (3) of the following topics of the Tokugawa Period in terms of
their significance in Japanese history:
1) Japanese isolation between 1636–1853
2) The Unequal Treaties
3) Commodore Matthew Perry
4) The decline of the samurai
Description
Provides an introductory statement
Provides at least three (3) accurate and relevant content/historical points concerning the
event/person
Provides a concluding statement that highlights the significance of the event/person in the
overall context
Subtotal
Total
Sample assessment tasks | Modern History | General Year 11
Mark
1
1–3
(1 mark per
point)
1
5
(for each topic)
15
23
Answer could include, but is not limited to:
Topic 1
 Japan was cut off from the great agricultural, scientific and industrial changes taking place in the West
 The feudal system was rigidly enforced by the Tokugawa but would ultimately prove costly
 The samurai were condemned to a life of inactivity with no military duties
 The expansion of domestic trade and commerce led to the emergence of the merchants (chonin) at the
expense of the daimyo who became indebted to them
Topic 2
 The arrival of Commodore Perry in 1853 led to a complete reversal of the policy of excluding foreigners
(shakoku)
 The treaties signed by the Tokugawa Shogunate with Western countries were seen as unfair because
many felt Japan had been bullied into them and they clearly favoured the interests of other nations
 Examples: Treaty of Kanagawa (1854) and the Harris Treaty or Treaty of Edo (1858)
 The Unequal Treaties led to call for the expulsion of foreigners and the restoration of political power to
the Emperor (Sonno Movement)
Topic 3
 Perry was the Commander-in-Chief of the American naval forces in the Far East
 He led a fleet of four warships in to Uraga Bay (near Edo) which were fuelled by coal and painted black
 Perry’s mission was to deliver a letter by President Fillmore addressed to the Emperor of Japan which
sought friendship and trade but the American requests were in effect demands
 Fillmore’s letter was eventually read by the ruling shogun with Perry agreeing to return a year later to
oversee the signing of the Treaty of Kanagawa (1854)
Topic 4
 Japan’s isolation created a long period of peace which condemned the samurai to a life of inactivity as
they had no military duties
 Although the samurai continued to served their lords, the daimyo were often in debt and could no longer
afford to pay the samurai, forcing many to become ronin
 Others exchanged the sword for the writing brush following the Confucian path into study of history and
the time of Japan before the shogun
 The samurai grew discontented as they realised that they were losing their reason for existence and
blamed the shogun for their declining social and economic position and sought the restoration of political
power to the Emperor
Sample assessment tasks | Modern History | General Year 11