Formal Assessment Task Notification

Modern History – Year 12

National Studies – India 1942-1984
Context

In class, students have investigated the key features of a National Study through a content focus on the
history of India 1942-1984. This task presents an opportunity for students to demonstrate understanding of
historical concepts and skills acquired in this unit. Students are urged to express their views and
perspectives on the unit by creatively articulating their understanding of key events that shaped post-
independence development in India.

Task number: 2 Weighting: 25% Due date: 2 weeks – 9th May

Outcomes assessed
A student:
MH11-5 examines the significance of historical features, people, ideas, movements, events and
developments of the modern world
MH11-6 analyses and interprets different types of sources for evidence to support an historical account or
argument
MH11-7 discusses and evaluates differing interpretations and representations of the past
MH11-9 communicates historical understanding, using historical knowledge, concepts and terms, in
appropriate and well-structured forms
Task number: 2 Weighting: 25% Due date: 2 weeks – 9th May

Nature of the task – Historical Analysis

The assessment task is comprised of a 6min multimedia creation and progress diary:

Multimedia creation (6mins +/- 10%)

You are to create a 6min multimedia component addressing one of the following areas of interest:
 Steps to secure India post-independence – the move towards a unified national identity and
building foundations for the modernisation of India:
- Outline the visions for India post-independence under the leadership of Jawaharlal Nehru
(1947-1964).
- Analyse the role of the Indian Congress Party and significance of the Constitution of 1950
in creating the Republic of India and evoking Hindu nationalism.
- Discuss the modernisation of India’s economy and society, and its impact on industrial
development and agricultural reform.
 The first and only female Prime Minister of India:
- Outline the role and significance of Indira Gandhi’s leadership.
- Examine the Green Revolution and Gandhi’s economic and domestic policies in the 4th Five
Year Plan.
- Discuss the state of Emergency 1975-1977, investigate early 1970s events that led to it
and its social and political impact.
 Foreign policies and Gandhi’s assassination:
- Investigate the aim and impact of foreign policy (1947-1984), specifically Non-Aligned
Movement and Panchsheel Treaty 1954.
- External threats during this period, explore India’s strained relationship with Pakistan and
China.
- Examine the events that led to the creation of Bangladesh 1971 and India’s response to
this division.

Your multimedia creation must be comprised of 2 or more of the following multimedia content forms:
text, audio, video, still images, animation, and interactive content. You may submit your work in the format
of a blog, website, wiki, interactive exhibition, story board, and/or presentation (if you decide to submit as
a format not listed here, discuss it with your teacher beforehand).

The following are examples of free internet applications/websites you may use:
 Prezi
 Emaze
 Haiku Deck
 Omeka
 Powtoon
 Padlet
 Knight lab
 Weebly
 Weave silk
 Blogger
 imovie
 iweb
 Windows movie maker
Your teacher can assist in the signup process for the applications, use your school email to create signup
accounts. You may also book sessions in the IT classrooms to use school licenced software.

Assessment progress diary (template)

You are to keep a progress diary of your assessment process. You are to fill the template provided in your
Google Drive ‘Assessments’ folder. This template allows you to map your assessment process and reflect
on your work.
Task number: 2 Weighting: 25% Due date: 2 weeks – 9th May

Marking criteria
You will be assessed on how well you:
 analyse and interpret different types of sources, including problems relating to sources
 use evidence to support an historical account
 examine differing interpretations and representations of the past
 form judgements about the significance of historical people and movements
 communicate using historical knowledge, concepts and terms.

Feedback provided
 The teacher will provide written feedback outlining strengths and areas for improvement in the
construction of historical accounts, the analysis of sources and the integration of evidence, to guide
future learning.
Marking guidelines

A student: Mark range

 forms sophisticated judgements about the role of Pemulwuy

 presents a comprehensive analysis and interpretation of relevant sources
 conducts a sophisticated examination of differing interpretations and representations of
the past 33–40
 presents a clear and considered reflection of the process of developing a historical
account
 explains issues of evidence, and measures to resolve these
 communicates high level historical understanding in an appropriate form

 forms judgements about the role of Pemulwuy

 presents an analysis and interpretation of relevant sources
 conducts an examination of differing interpretations and representations of the past 25–32
 presents a considered reflection of the process of developing a historical account
 identifies issues of evidence, and measures to resolve these
 communicates thorough historical understanding in an appropriate form

 presents some judgement about the role of Pemulwuy

 presents a sound analysis and interpretation of a range of sources
 presents differing interpretations and representations of the past 17–24
 presents a reflection of the process of developing a historical account
 identifies issues of evidence, and may suggest measures to resolve these
 communicates some historical understanding in an appropriate form

 presents information relating to the role of Pemulwuy

 attempts to analyse and/or interpret sources
 makes reference to differing interpretations and/or representations of the past 9–16
 makes reference to the process of developing a historical account
 mentions issues of evidence
 communicates basic historical understanding through descriptive texts

 presents limited information relating to the role of Pemulwuy

 makes limited to no use of sources
 makes limited to no reference of interpretations and representations of the past 1–8
 makes a limited attempt to reflect upon the process of developing a historical account
 displays limited historical understanding