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Stage 2 Modern History

Assessment Type 1: Folio


Student Response 1

Communication
Consistent, clear, and
appropriate use of
subject-specific
language (eg military
intervention in Cuba,
NOFORN) and
conventions (eg
memorandum format,
appropriate titles and
dates, formal
language).

Page 1 of 6 Stage 2 Modern History Student Response


Ref: A271864 (June 2013)
© SACE Board of South Australia 2013
Page 2 of 6 Stage 2 Modern History Student Response
Ref: A271864 (June 2013)
© SACE Board of South Australia 2013
Knowledge and
Understanding
Comprehensive and
relevant knowledge
and understanding of
people (e.g. President
Eisenhower, Fidel
Castro), places (Cuba,
US), events and ideas
(e.g. rise of
communism,
commercial treaties).

Reflection and
Evaluation
Comprehensive and
insightful evaluation of
the decision making
process of the US and
the reasoning (e.g. to
avoid damaging their
international
reputation).

Page 3 of 6 Stage 2 Modern History Student Response


Ref: A271864 (June 2013)
© SACE Board of South Australia 2013
Inquiry and Analysis
Astute and thorough
construction of
reasoned historical
arguments used to
rank the potential plots
and evaluate the
possible outcomes.

Page 4 of 6 Stage 2 Modern History Student Response


Ref: A271864 (June 2013)
© SACE Board of South Australia 2013
Communication
Well-structured and
coherent
communication in the
form of a CIA
memorandum,
appropriately
numbered and with
recommendations.

Page 5 of 6 Stage 2 Modern History Student Response


Ref: A271864 (June 2013)
© SACE Board of South Australia 2013
Performance Standards for Stage 2 Modern History

Knowledge and Inquiry and Analysis Reflection and Communication


Understanding Evaluation

A Comprehensive and relevant Perceptive application of the Perceptive reflection on the Well-structured and coherent
knowledge and understanding skills of historical inquiry, short-term and long-term communication of well-
of people, places, events, and including critical analysis. impacts of individuals, events, informed and relevant
ideas in history. and phenomena. arguments.
Astute and thorough
Astute formulation of construction of reasoned Comprehensive and insightful Consistent, clear, and
hypotheses and/or focusing historical arguments based on evaluation of why individuals appropriate use of subject-
questions, and their a critical understanding of and groups acted in certain specific language and
application in explaining evidence from sources. ways at particular times. conventions.
historical concepts.

B Well-considered and relevant Well-considered application of Well-informed reflection on the Structured and mostly
knowledge and understanding the skills of historical inquiry, short-term and long-term coherent communication of
of people, places, events, and including critical analysis. impacts of individuals, events, informed and relevant
ideas in history. and phenomena. arguments.
Well-conceived and well-
Clear and effective formulation developed construction of Well-considered evaluation of Clear and appropriate use of
of hypotheses and/or focusing reasoned historical arguments why individuals and groups subject-specific language and
questions, and their based on a critical acted in certain ways at conventions.
application in explaining understanding of evidence particular times.
historical concepts. from sources.

C Considered and relevant Considered application of the Informed reflection on the Generally coherent
knowledge and understanding skills of historical inquiry, short-term and long-term communication of informed
of people, places, events, and including some critical impacts of individuals, events, and relevant arguments.
ideas in history. analysis. and phenomena.
Mostly appropriate use of
Mostly clear formulation of Organised construction of Considered evaluation of why subject-specific language and
hypotheses and/or focusing reasoned historical arguments individuals and groups acted conventions.
questions, and their based on a critical in certain ways at particular
application in explaining understanding of evidence times.
historical concepts. from sources.

D Recognition and basic Basic application of some Some superficial reflection on Some basic communication of
understanding of people, skills of historical inquiry, one or more short-term or aspects of an argument.
places, events, and ideas in including some superficial long-term impacts of
history. analysis. individuals, events, and/or Some appropriate use of
phenomena. subject-specific language and
Formulation of one or more Some basic construction of a conventions, with
focusing questions and historical argument based on Superficial consideration of inaccuracies.
description of one or more some understanding of why individuals and groups
related historical concepts. evidence from sources. acted in certain ways at
particular times.

E Limited awareness of people, Limited application of one or Limited description of a short- Attempted communication of
places, events, or ideas in more skills of historical inquiry. term or long-term impact of an one or more aspects of an
history. individual, event, and/or argument.
Attempted description of a phenomenon.
Attempted formulation of one historical event based on a Limited use of any appropriate
or more focusing questions limited understanding of Description of the actions of subject-specific language and
and attempted description of a evidence from sources. individuals and groups at conventions.
related historical concept. particular times.

Page 6 of 6 Stage 2 Modern History Student Response


Ref: A271864 (June 2013)
© SACE Board of South Australia 2013