Assessment Task | Stage 4 | Year 8 | History Program
Expanding Contacts
Depth Study 6c: The Spanish Conquest of the Americas c. AD 1492 – c. 1572
Outcomes to be assessed
HT4-4 describes and explains the causes and effects of events and developments of past societies over time
HT4-6 uses evidence from sources to support historical narratives and explanations
HT4-7 identifies and describes different contexts, perspectives and interpretations of the past
HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past
The task and criteria for assessment
Research Task with guided inquiry questions broken into two sections.
Worth 25 Marks and a Weighting of 30% of the Assessment for Year 8
Section A - tests the student’s capacity to research a set topic from a choice of topics and present the findings of their research in
a well-structured format supported by a judgement on their findings. (10 marks)
Question - Were the Aztecs a civilised nation?
When the Spanish conquered the Aztecs, they claimed that they were bringing the gift of civilisation to the Aztecs and other Indian
peoples of Mexico. However, was there any justification to the Spanish claim that the Aztecs were uncivilised?
You are to research any ONE of the following areas of Aztec society. The findings of your research will be 2-3 pages in length. You
must write a concluding statement that draws an opinion as to whether or not the Spanish attitude that the Aztecs were uncivilised
can be upheld by the evidence of your findings. You may make use of any images and graphics that you decide are relevant.

Art and architecture

Religion and festivals

Food, farming and agriculture

Warfare and conquest

Society and social structure
In this task you will be assessed on your ability to:

Present a strong definition of what a civilised society is

Research and select relevant information from your chosen area of Aztec society

Use this information to establish that the Aztecs were in fact civilised or not
Section B - presents the students with the challenge of disentangling historical perspectives and making a well-considered
judgment on the short term and long term impact and legacy of conquest. (15 marks)
The Columbian Exchange – whop really benefitted?
The Columbian Exchange is a term used by historians to describe the benefits that were brought to both the peoples of Mexico and
the peoples of Europe as a result of their contact with each other. However, not all historians believe that this exchange was of
equal benefit to both groups of peoples.
This assessment task was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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You are to research the impact of the Spanish conquest of Mexico and examine its short and long term effects. In doing so, you are
to make a judgement as to who really benefitted from the exchange, the Spanish or the peoples of Mexico?
The findings of your research will be 3 – 5 pages in length.
It is expected that for both sections you provide correct bibliographic details in line with the school’s policy on referencing.
Rubric:
In this task you will be assessed on your ability to:

Correctly define what the Columbian Exchange was

Establish what the short and long term impact of the Spanish conquest was for both groups of people

Draw some well-considered conclusions about the respective benefits for both groups

Make a clear and well supported judgement on who truly benefitted or not
This assessment task was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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Marking Guidelines
Section A
Criteria
Marks

Provides accurate and detailed information concerning what the evidence reveals about their chosen area of
Aztec society
9-10

Makes a strong connection between their evidence and the contention that the Aztecs were civilised or not to
uphold their respective judgement

Provides a well-structured response

Uses historical terms and concepts appropriately

Provides relevant information concerning what the evidence reveals about the range of economic activity
about their chosen area of Aztec society

Makes a sound connection between their evidence and the contention that the Aztecs were civilised or not to
uphold their respective judgement

Provides a well-structured response

Uses historical terms and concepts appropriately

Provides some information concerning what the evidence reveals about the range of economic activity about
their chosen area of Aztec society

Makes a connection between their evidence and the contention that the Aztecs were civilised or not to uphold
their respective judgement, but is largely narrative

Provides a structured response

Uses historical terms and concepts but not as appropriately as the above ranges

Provides limited information concerning what the evidence reveals about the range of economic activity about
their chosen area of Aztec society

Unlikely to make a connection between their evidence which is a narrative and the contention that the Aztecs
were civilised or not to uphold their respective judgement

Is limited in structure

May use a few historical terms and concepts without any clear understanding of them

Makes a few general statements about the Aztec and their chosen area of culture
7-8
5-6
3-4
Comments
This assessment task was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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Section B
Criteria
Marks

A sophisticated response that makes a strong judgment about the benefits or otherwise for both the Aztec and
the Spanish
13-15

Draws a clear and comprehensive connection between the Columbian Exchange and the judgements on
benefits

Uses a wide variety of relevant sources to uphold the judgements made

Uses detailed and accurate historical terms and concepts

A sound response that still makes a clear judgment about the benefits or otherwise for both the Aztec and the
Spanish

Draws a connection between the Columbian Exchange and the judgements on benefits but will not be as
sophisticated as the above range

Uses a variety of relevant sources

Uses historical terms and concepts

A largely descriptive response that tends to describe the Columbian Exchange and will be less clear about
establishing a connection to the benefits

Attempts to make a connection between the Columbian Exchange and benefits and if there are judgements,
they tend not to be upheld and or sustained

A descriptive response with little understanding of the link between the Columbian Exchange and benefits and
will make no judgements about benefits
7-9

May have one or two isolated points or make one or two simple observations
4-6

Effectively misses the point of the task
10-12
Comments
This assessment task was written by David Woodgate, The King’s School. Copyright © of the unit of work is owned by AISNSW.
NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the
State of New South Wales is protected by Crown copyright.
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