ALDRIDGE STATE HIGH SCHOOL
Ancient History
Theme: Personalities in History
Conditions:
Student’s Name:
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Teacher’s Name:
____________________________
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Semester 2, 2015
Category 3
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Assessment Item 3
Set Date:_________________
Due Date: ________________
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Criteria to be assessed:
C1: Planning and using an historical research
process
C2:
Forming Historical Knowledge through
Critical Inquiry
C3:
Communication Historical Knowledge
This is to be completed in
school, and at home, using any
available resources.
Both primary and secondary
sources should be used –
including internet, hardcopy
texts journals and magazines,
and video etc.
You must hand in a script for
your multimodal (Appox. 8 - 12
Minutes)
Your completed script must
include a reference list and
bibliography.
You must hand in annotated
notes, drafts and any other
material you use in preparing
your multi modal.
You must use a system of
referencing appropriate for the
generic structure: and that does
not interfere with the flow of the
end product.- Note Refer to the
Bibliography set out in the
Aldridge Student Diary
Create a Multi modal Presentation in response to the task below
Task: Choose one of the individuals listed below - do they deserve the
title given to them? Refer to specific events and sources to justify
your response
Politicians
Generals
Cultural/Religious
Ramesses - the Great
Hatshepsut – the Manipulator
Thutmose IV – the Unfulfilled
Cleopatra – the Seductress
Constantine – the Great
Richard III – the evil uncle
Bad King John
Richard - the Lionheart
Aethelred - the Unready
Eleanor of Aquitaine – the King
Maker
Theodora – the Power behind the
Throne
Alexander - the Great
Hannibal the Conqueror
Spartacus – the Freedom
Fighter
Xerxes – the Vengeful
Attila the Hun – Destroyer of
Empires
Pompey - the Great
Socrates - the Innocent Victim
Boudicca – the Reluctant Warrior
Queen
Akhenaton - the Heretic
Tutankhamun - the Restorer
Cicero – Father of Revolution
Gautama Buddha – the Teacher
Dante Alighieri - the Poet
Joan of Arc – the Witch
OR
Own choice.
Student Task
Research and present a Multi Modal Presentation using one of the listed formats.
Possible Format for Presentation
Whichever you choose, you will be assessed on how well you use the features of this particular “genre”
Dramatic Presentation
Take on the role of a character connected with your topic, individually present a dramatic monologue
discussing your views on the topic. You should use costumes and props where appropriate. Your
presentation may be videoed at home or presented live in front of the class. Length 8 – 12 minutes each
person.
Oral Presentation
Present a formal oral of between 8 -12 minutes which discusses your hypothesis in detail. You should
accompany your presentation with appropriate visual aids (at least 2 different examples e.g. Power Point and
poster). You should promote audience participation through discussion.
Alternative
Student initiated based on negotiation with classroom teacher.
Ensure that you clearly follow the process of enquiry and that it is evident in your research.
Instructions
1. Ensure you follow the research guide provided and that adherence to the process of enquiry is evident.
2. All research for this task is to be done in an A4 sized exercise book (this must not be spiral bound.) Or if
done electronically presented in a document file.
3. These assignments sheets are to be pasted into your research book or placed in a plastic sleeve and placed
with you research.
4. All research is to be handed in.
5. Your research notes should show a consistent approach to the task and not a concentrated rush at the end.
6. Technology problems will not be accepted as a justifiable reason for lateness. You will be required
to supply your backup disk if your computer is not working. It is assumed that this task will be done on
the school computers and not only on your personal home computer. If there are any problems with
printers etc. then your task should be available for viewing by the teacher (either on CD, USB or through
email). Please discuss with your teacher ways to avoid technology problems at the last minute, especially
with your Website.
7. All assignments are to be handed to your classroom teacher personally or submitted to the office. Those
who choose to do an oral will be required to submit all work on the due date and then present the oral on
the day assigned by your teacher.
8. You must include a bibliography.
9. References must be used.
10. The use of primary source material is mandatory but this must not be to the exclusion of secondary
sources. Quotes in you task are essential.
11. You are expected to use Maps, diagrams, drawings/photos etc. to illustrate your task. These must be
correctly referenced. All diagrams etc. must serve a specific purpose and must not be there simply for
decoration.
12. A script Must be submitted for the Dramatic Presentation and
the Formal Oral.
The student:
* identifies conceptually complex issues for
investigation, devises and focuses historical
research questions and appropriate subquestions
* demonstrates initiative by locating and
organizing primary and secondary sources
that offer a range of perspectives
* creates and maintains detailed, systematic,
coherent records of research that
demonstrate the interrelationships of the
aspects of the inquiry
* demonstrates critical reflection during
research to make valid choices about
direction or emphasis
2. Forming
historical
knowledge
through critical
inquiry
3.
Communicating
historical
knowledge
In response to historical questions, the
student
uses a
* diversity of primary and secondary sources
to:
- comprehend and apply explicit and implicit
meanings
- analyse to identify implicit and explicit
patterns of information and categorise
evidence
- perceptively interpret values and motives
and identify perspectives, while
acknowledging the time period and context of
the production of a source
-corroborate primary and secondary sources
* evaluates the relevance , representativeness,
likely accuracy and likely reliability of sources
* synthesizes evidence from primary and
secondary sources to justify insightful
decisions.
On balance, across brief written forms,
extended prose in test conditions, assignment
presentations, and in multi-modal formats, the
student:
* consistently communicates accurately
recalled or selected definitions, key historical
concepts, terms, events, developments and
people, and the relationships amongst them
* presents coherent, valid historical
arguments that:
- incorporate concepts of change and
continuity over time
- use extensive vocabulary in a succinct and
effective manner
- accord closely with the style and
conventions applicable to the format of the
task
- refer to evaluation processes without
disrupting the argument
- incorporate direct and indirect references to
diverse relevant historical evidence
- accurately use the conventions of a
recognized system of referencing
* meets stipulated or negotiated requirements
of tasks for length, format or scope of
responses
The student:
* identifies significant issues for
investigation and devises historical
research questions and appropriate
sub-questions
* demonstrates initiative by locating
and organizing primary and
secondary sources that are relevant
and offer different perspectives
* creates and maintains systematic,
coherent records of research that
demonstrate effective applications
of the aspects of inquiry
* demonstrates reflection during
research and revises the process
where necessary
In response to historical questions,
the student:
* uses primary and secondary
sources to:
- comprehend explicit and implicit
meanings
- analyse to identify explicit patterns
and allocate information to
categories
- interpret values and motives and
identify perspectives
- Corroborate secondary sources
* evaluates the relevance, likely
accuracy and likely reliability of
sources
* synthesizes evidence from primary
and secondary sources to make
reasoned decisions
The student:
* devises or applies
straightforward historical research
questions and sub-questions that
involve simple issues and familiar
concepts
* locates and organizes some
relevant sources
* maintains a record of research
that demonstrates a basic
understanding of the aspects of
inquiry
* responds to obvious issues that
emerge in the research process
The student:
* uses closed, factually
based historical research
questions
* locates some relevant
sources
* presents a record of
research that demonstrates
some of the aspects of
inquiry
The student:
* usually relies upon others
to frame questions
* locates some information in
sources provided
* provides fragmented and
often irrelevant evidence of
research, if any
In response to historical
questions, the student:
* generally uses primary and
secondary sources to:
- comprehend explicit meanings
- identify simple and familiar
concepts, values and motives that
are explicit
- analyse to identify obvious
themes or patterns
- recognize relevant sources
- detect bias in sources
* refers to mainly secondary
sources to make obvious
decisions
In response to historical
questions, the student:
* generally, when dealing
with historical sources
- identifies basic explicit
facts
- comprehends some of the
explicit meaning
- groups information
according to identified
classifications
* where decisions are made,
supports them mainly with
opinions.
In response to historical
questions, the student:
* includes some information
relevant to a factual inquiry
* comprehends some factual
detail in a basic historical
source
* recognizes information with
some common
characteristics in a basic
historical source.
On balance, across brief written
forms, extended prose in test
conditions, assignment
presentations, and in multi-modal
formats, the student:
* usually communicates accurately
recalled or selected definitions, key
historical concepts, terms, events,
developments and people
* presents coherent, credible
historical arguments that:
- refer to the causes and
consequences of changes and
continuities over time
- use vocabulary effectively
- accord for the most part with the
style and conventions applicable to
the task
- incorporate direct and indirect
reference to relevant historical
evidence
-use appropriate conventions of a
recognized system of referencing
* meets stipulated or negotiated
requirements of tasks in most
instances
On balance, across brief written
forms, extended prose in test
conditions, assignment
presentations, and in multi-modal
formats, the student:
* communicates some recalled or
selected definitions and
descriptions of key historical
concepts, terms, events,
development and people
* presents coherent responses
that:
- use some historical concepts
- incorporate some direct
reference to appropriate sources
of historical evidence
- are expressed in descriptive and
explanatory language in which the
meaning is discernible despite
errors in vocabulary, style and
conventions
- use some elements of a
recognized system of referencing
* usually meets stipulated or
negotiated requirements of tasks
On balance, across brief
written forms, extended
prose in test conditions,
assignment presentations,
and in multi-modal formats,
the student:
* communicates some
recalled or selected accurate
definitions and historical
knowledge
* presents responses to
basic historical research
questions that:
- incorporate some reference
to sources of historical
evidence
- convey meaning that is
sometimes discernible
despite frequent errors in
vocabulary, style and
conventions
- uses some elements of a
recognized system of
referencing, with frequent
inaccuracies
On balance, across brief
written forms, extended
prose in test conditions,
assignment presentations,
and in multi-modal formats,
the student:
* communicates some recall
or selection of accurate
historical knowledge
* presents responses to tasks
that contain errors in
vocabulary, style and
conventions that obscure
meaning
* where tasks are completed,
rarely meets stipulated or
negotiated requirements